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The Thomas Hardye School
Summer Preparation Task
Sociology A Level
Purpose of task:
To gain knowledge and understanding of some of the key sociological terms used in Unit 1 Families and Households.
To develop and practise the skill of 'thinking sociologically' by thinking critically about the formation of gender roles in society.
Task:
Task 1: Use the internet or local library to find definitions to the key sociological terms.
Task 2: Think critically about the formation of gender roles in society to activate your sociological imagination. Come prepared to discuss your thoughts in the first week of term.
Additional Information:
http://www.britsoc.co.uk/what-is-sociology.aspx http://www.s-cool.co.uk/a-level/sociology
http://www.thestudentroom.co.uk/wiki/A-Level_Sociology http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-2190/spec-at-a-glance
Welcome to Sociology!! A wise and exciting choice of subject to study……Firstly, given that you are new to the subject, Sociology studies everyday life. Sociologists aim to raise questions about social life and our world today – about how people live and why people live as they do and issues about how we live.
Sociology is concerned with peoples, groups, cultures, societies and their patterns, variations and problems. It aims to understand and explain human actions. It employs a wide range of interesting research methods such as interviews, questionnaires and observations to investigate and answer crucial questions about society and social life. It tries to link past, present and future. It is about the experiences we have, living our lives with other people in contemporary society.
The following work should get you thinking sociologically and to prepare you for the first terms work. Make sure you bring this work with you to the first lessons of the year where you will discuss and compare your ideas in groups.
Deadline for Task: First lesson in week commencing 11 th September 2017
Recommended resources:
Use the internet (Wikipedia?) to search for definitions of key terms.
Visit some of the websites below to find out more about sociology and the course.
We follow the AQA syllabus and study: Families and Households and Education and Research Methods in year 1.
Watch the news and read a good newspaper regularly to stay up-to-date with world affairs and current news issues.
1) Use the internet; answer these questions to understand some key terms in sociology:
What is Socialisation?
What are the two types of socialisation?
Which groups or institutions are involved in socialisation?
What are norms, values, roles?
Identify a shared value in British society.
Identify a social norm in British society.
Name two roles you play.
2) Getting you thinking: Gender Roles and social norms:
Consider the following questions and come prepared to discuss your ideas in a group setting.
Does childhood and play prepare boys and girls for different roles in adult life?
What expectations are there of boys and girls in your experience?
What role does socialisation play in the formation of gender roles? Which agents are involved in this?
What do these classic children's toys tells us about gender roles and the process of socialisation?
Recommended reading & activities list:
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Teen Dating Violence: Information for Bystanders
Bystander Intervention, Prevention & Education
You can help stop teen dating violence in your community. Learning to be an active bystander, helping advocate for training for your school, and launching campaigns can all raise awareness about this serious issue.
Bystander Intervention
Bystander intervention is a tool in the fight against teen dating violence, but many people will not intervene if they do not know the right way to go about it or when to get involved. If you witness dating violence, you can be an active bystander whether or not you know the people involved. You can respond to incidents of abuse by: gathering a group to talk to the abuser, creating a distraction, speaking up and letting the abuser know their actions are not ok, telling a trusted adult about what you saw, or calling the police. While calling 911 can be overwhelming, it's important to involve the police if you feel your or someone else's safety has been threatened or is in danger. Even if you feel it is not your place to get involved, remember that dating abuse is not a personal problem; it is a serious crime that affects us all. For more information on how you can be an active bystander visit: NYS Teen Dating Violence.
Prevention and Education
There are many ways you can work toward ending dating violence in your community. One way is to become an ally for victims of dating violence through bystander intervention. Another way is to raise awareness of dating violence. There are many campaigns you can become involved in and bring to your school, church, or community. You can print free posters from the NYS Office for the Prevention of Domestic Violence and use them to start a conversation about healthy relationships.
Training Programs for Your Community
For information on dating violence training in your area, contact your local Domestic Violence Program. If you're in New York City, Day One may be able to provide training at your request.
Public Awareness Campaigns
Some public awareness events you may want to consider bringing to your area include: Teen Dating Violence Awareness Month in February, Take Back the Night and Sexual Assault Awareness Month in April, and Domestic Violence Awareness Month in October.
For more information on these awareness months visit:
Teen Dating Violence Awareness and Prevention Month
Take Back the Night
Sexual Assault Awareness Month
Shine the Light Domestic Violence Awareness Month
For More Information:
For Teens
NYS Teen Dating Violence Love is Respect No More Day One
For Parents
Day One -Tips for Caregivers Love is Respect- Help your child fact sheet NYS Teen Dating Violence- Advice for Parents iPhone App- Love is Not Abuse App for parents
For Schools/Curriculum Ideas
Break the Cycle Safe Dates Teen Dating Violence and Sexual Violence Guide
Helplines and Online Chat Available 24 Hours a Day/7 Days a Week
New York State Domestic and Sexual Violence Hotline 1.800.942.6906 National Domestic Violence Hotline 1.800.799.7233 National Teen Dating Abuse Hotline 1.866.331.9474 TTD/TTY-1.866.331.8453 Love is Respect Peer Advocates 1.866.331.9474 or Text "loveis" to 22522 Online Chat: loveisrespect.org
1-800-942-6906 NYS Domestic & Sexual Violence Hotline CONFIDENTIAL 24 HRS/7 DAYS English & espanol, multi-language accessibility 711: Deaf or Hard of Hearing In NYC: 311 or 1-800-621-HOPE (4673) TDD: 1-800-810-7444
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Visual Arts
Performance Task
9-12-2
(Content Area)
(Grade Level-Task Number)
Standard(s):
VA1: Media, Techniques and Processes: The student demonstrates understanding and can apply media, techniques and processes.
VA1a: The student demonstrates increasing proficiency in the production of two- and three-dimensional art forms by using a variety of materials and advanced technology.
VA2: Structures and Functions: The student demonstrates knowledge of structures and functions.
VA2c: The student selects and uses the elements of art and principles of design to communicate ideas, solve visual problems, and develop personal expression.
VA3: Subject Matter, Symbols, and Ideas: The student chooses and evaluates a range of subject matter, symbols and ideas.
VA3a: The student creates a work of art to communicate intended meaning using information and ideas from a variety of sources.
VA5: Characteristics and Merit of Work: The student reflects upon and assesses the characteristics and merits of his/her work and the work of others.
VA5c: The student compares and contrasts the quality, craftsmanship, and effectiveness of personal work and that of others by using a formal system.
Performance Task:
The student will create a 3 dimensional artwork depicting one cardinal element.
1. Following a group discussion, the student creates a graphic organizer listing characteristics (descriptors) of the four cardinal elements (earth, fire, wind, water).
2. The student produces a series of thumbnail sketches for three-dimensional representations of each cardinal element demonstrating their knowledge of the elements and principles of art.
3. The teacher determines the method of distribution of cardinal elements (ie: student choice, teacher assigned, etc.).
4. The student will participate in a discussion on appropriate materials, safety, scale, and craftsmanship.
5. The student will select and create their best design of the cardinal element.
6. A summative critique will occur upon completion of the project. The student will provide a reflection on the creative process and critique. Included in this, the student will title their work.
7. Submit the artwork, thumbnail sketches, and reflection.
Circumstances of Performance:
The student work is produced under the following conditions:
x Alone
In a group with individual tasks
x In class
As homework
With teacher feedback
With peer feedback
Timed
x Extended project
No opportunity for revision
Opportunity for revision
Criteria for Success:
1. The student uses two or more strategies to generate ideas for personal work, incorporating the elements and principles of art.
2. The student solves structural and visual problems.
3. The student demonstrates craftsmanship and organization.
4. The student creates a product that illustrates a specific theme.
5. The student reflects upon and assesses the characteristics and merits of artwork using a formal system of evaluation.
Related Standard(s):
VA6: Connections to Other Disciplines: The student makes connections between the
visual arts and the other disciplines.
VA6b: The student identifies and compares works of art that share similar subjects, themes, purposes, and historical periods or technologies.
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11+ (Year 7) Examinations – Guidance for Parents and Teachers Guidance for English
What is in the examination?
* The English examination is 1hr 20m long.
* It is in two sections, Reading and Writing. The two sections carry equal marks.
* In the Reading section, candidates are required to read a short passage, normally about a page long, and answer short questions about the passage in order to demonstrate how well they have understood the passage.
* In the Writing section, girls are set two writing tasks which may be based in some way on the passage in the Reading section. One will be of a creative nature, the other requiring opinion or discussion.
* Sample questions are available on each school's website as an example of the format used.
What are we looking for?
We are looking for evidence that a candidate:
* can read with discernment and understanding, with a firm grasp of both implicit and explicit meaning
* can express her understanding clearly and accurately in writing
* both understands and can use a wide and varied vocabulary
* can express herself in writing with facility, fluency, range and imagination
- can express personal opinion in a reasoned and structured way
* has a good understanding of the effects created by language, both in others' writing and in her own.
How can candidates prepare for the examination?
While it is sensible for girls to be familiar with the format of the examination, we would emphasise strongly that in our experience a repetitive drilling of examination tasks and / or the teaching of a formulaic approach to writing are neither desirable nor effective forms of preparation, either for the examination or for our schools. Indeed, recent papers show this intervention can be detrimental. The best possible form of preparation is:
* to encourage girls to read as widely and ambitiously as possible
* to encourage girls to respond to what they read in an independent, fresh and personal way
* to nurture in them a genuine love of books
- to engage with them in discussion about a character's motivation, a story's ethical issues and moral dilemmas, and to develop their own independent opinions
* to give them the opportunity and encouragement to write in as wide a variety of
genres, styles and contexts as possible
* to encourage them to develop their own individual and distinctive voice in their writing.
Above all, we must point out that the Writing section of the examination is designed to assess how well girls can write in an unprepared context. The insertion of pre-prepared pieces of writing which are not relevant to the task set will be severely penalised in the marking.
Reviewed May 2017
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My lunchbox ideas to try:
Step 1- Starchy Starter: _______________________
Step 2- Fabulous Fillings: ______________________
Step 3 - Delicious Dairy: ________________________
Step 4 - 5 a day: _____________________________
Step 5 - Quench your thirst: ____________________
Added Extras: _______________________________
Contact Details
5 Steps to a Healthy Lunchbox
'Taste a Rainbow'
Follow these 5 easy steps to make a fun and healthy lunch
Step 1 Starchy Starters
Sandwiches and salads made from pasta or rice give you plenty of energy and help to fill you up. To make your lunch more exciting try to have different sandwiches or salads each day.
Why not try the following to make sandwiches more interesting
Or use one of the following as a base for a salad
Potato
Rice
Pasta
Couscous
Lunchbox Tips
- Eat fun fruit: Choose quick and easy fruit to eat. Chop up some fruit into bite-sized pieces or take grapes and berries.
- Cut down salt: Try not to eat too many processed foods.
- Try new foods: This will add variety and make your lunch more interesting.
- Save time: make some of your lunch the night before and store in the fridge overnight
- Keep your food cool: Try putting a frozen drink/yoghurt/ice pack in your lunchbox to keep your food cool.
- Freshen up: To keep vegetables fresh after they are cut, wrap them in damp kitchen towel, put them in a bag or little box to stop them drying out.
- Have fun with your food: Try to get involved with making your lunch every now and then.
Step 3 Delicious Dairy
Milk and dairy foods contain calcium which keep your teeth healthy and help your bones grow strong. Try to include one of the following in your lunchbox each day if not already included as sandwich filling.
Step 4 5-a-day
Fruits and vegetables contain good sources of vitamins and minerals as well as fibre. Try to include at least 1 portion of fruit and 1 portion of vegetable in your lunch box each day.
Step 5 Quench your thirst
Make sure you include a drink in your lunchbox
A carton of fruit juice (max 1 per day)
Sugar free squash
Water
Milk
Added Extras
If you are hungry you can add extra food to your lunchbox but try to choose from 5 healthy steps most of the time.
As a treat once or twice a week you could include one of the following
Crisps
Plain pop corn
A fun sized chocolate bar
A fairy cake
A cereal bar
Plain biscuits
Fruit or malt loaf
Yoghurt covered raisins
Step 2 Fabulous Fillings
Once you have chosen your base choose something yummy to put in your sandwich or salad.
Meat, fish, eggs and beans are good sources of protein and iron. Try to include one portion a day in your lunch box. This could be
Lean ham, beef, chicken or turkey
Thin slices of cheese
Tuna, salmon or mackerel Low fat cream cheese or
cheese spread
Egg
Use different beans and lentils in salads
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Ways Kids Can Help!!
Organize a Fundraiser
Since Rancho Coastal Humane Society relies on private donations to operate the Shelter, money is always a welcomed gift! Organize a fund-raiser at your school or in your neighborhood, and donate the money you raise to RCHS. It's easy to get started. Follow these simple steps.
1. Pick a Fundraiser you want to plan:
* Have a bake sale or lemonade stand
* Organize a dog or car wash
* Have a dog treat sale
* Organize a dog walk/run event
* Organize a yard sale
* Organize a read-a-thon. (Ask people you know to donate money for each page or each book you and your friends read.)
2. Make flyers to promote the fundraiser
3. Hand out the flyers in your neighborhood, local stores, your church, or at your school, etc.
4. Tell people you know that you are doing a fundraiser and get them involved (family members, friends, neighbors, teachers, etc.)
5. Remember to say "Thank You!" to those who helped you.
6. Remember to always ask permission from parents and teachers before starting any fundraising event. Always work with friends and be safe!
Recycling
Collect any type of recyclable items (aluminum, glass, plastic, printer ink cartridges, etc.) which can then be turned in for money to be donated to the Rancho Coastal Humane Society. If your school or group is already involved in a recycling program, perhaps you could choose a specific month or two to donate funds to the Shelter. How about May? Its first week is officially designated as "Be Kind To Animals Week."
Wish List
Collect items from our wish list and donate them to the shelter to directly help the animals.
Coin Drive
Hold a coin drive with a clever name such as Pennies for Pets, Dimes for Dogs or Cash for Cats. Place canisters (with your teacher's permission) in your classroom to collect money for the animals.
Birthday Parties
Birthdays only come once a year, so it's important to make sure they are special. Celebrate your birthday at Rancho Coastal Humane Society. We have three different birthday packages to choose from. You can also choose to ask your friends to bring donations for RCHS to your birthday party instead of bringing gifts. It's a great way to help the animals and have a memorable and meaningful birthday party.
Be A Responsible Pet Owner
One of the biggest ways in which kids can help is by being responsible pet owners! Spay and neuter your pets – this will cut down on pet over-population and the amount of homeless and unwanted dogs and cats that go to shelters every single day. Take proper care of your pet. Feed them healthy food, take them to the vet and be sure to treat them like they are part of the family.
Spread the Word
Consider doing your next research paper, speech in class or article in your school newspaper about an animal-related topic. There are many animal welfare issues that deserve discussion such as spay/neuter, responsible animal care, humane treatment of wildlife, wildlife habitat and treating all animals with respect and kindness. There are lots of books, websites and magazines devoted to the subject. Promote an adoptable pet every week or month in your classroom or on a local community board in a store. Post a picture of one of our animals that we have available for adoption at our shelter.
Sponsor a Pet
Use your fundraising money to sponsor a pet in need. For as little as $15.00 per week or $50.00 per month, you can help us house, feed, and care for a homeless animal. In return we will keep you updated on "your" chosen animal, and if she or he finds a home during your sponsorship, you will hear the happy news from us! Visit our sponsorship page on our website for more information.
Be sure to check out our Children's Spotlight page to see all the kids that have helped us recently. Thank you for supporting the programs and animals of Rancho Coastal Humane Society.
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THE POTATO
The potato is an edible tuber of the Potato plant Solanum tuberosum. A tuber is the swollen region of an underground stem or root. It is enlarged to store nutrients and allows plants to re-grow the following season.
As they are a good source of carbohydrates potatoes are a great source of energy. Potatoes also contain every vital nutrient apart from Vitamin A, D and calcium. In the past people have in fact lived on just potatoes and milk.
Potatoes originally come from high in the Andes Mountain range of South America. Here on the borders of Peru and Bolivia potatoes have been cultivated by people as a food for around 8000 years. A staggering 5000 different varieties are still grown there today, sometimes hundreds of types in a single valley.
Various South American civilisations, including the Incas, used the potato as a staple food. Invading Spanish Conquistadors first brought some back to Spain in 1597 and their cultivation quickly spread throughout Europe. Firstly grown only as animal feed, it took Europeans about a hundred years to start growing them to cook and eat themselves. Potatoes arrived Down Under on the First Fleet in 1788 and have been successfully grown and enjoyed in Australia ever since.
Many millions of people rely on the potato as a food. Potatoes are the fourth largest fresh food crop in the world after rice, wheat and maize (corn). China is the world's biggest producer of potatoes. Potatoes are Australia's largest vegetable crop. We produce about 1.31 million tons a year.
The potato is such a versatile food and can be cooked and eaten in an amazing variety of ways – boiled, fried, roasted, grilled. It can be eaten whole, chipped, chopped, grated, mashed, hot or cold. They are most famously deep fried and eaten as French fries or chips. Millions of tons are consumed every year, and they are still used as an animal feed, especially for pigs and cattle.
Different varieties of potato have subtle differences in flavour, texture and appearance. Some are good eaten young and small (new potatoes), others when older and larger. Some popular varieties in Australia include: Ruby Lou, Desiree, Kipfler.
It is easy to grow your own potatoes. Simply plant a potato (preferably one that has already produced sprouts) in a mound of soil and keep it well watered. After about 150 days you should have a crop of around 10 to 20 potatoes.
The United Nations have declared 2008 as the "Year of the Potato" to increase awareness of the importance of the potato as a food in developing nations.
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Pixl Maths
There are several areas a student may find useful, the first being design a test. The design a test option allows students to select as many topics as they want to within that session and then provides the students with questions on each. It is important to note the numbers used within the questions will change every time a student attempts a test.
When a student has completed a test and they need to remember to press mark all, this will then tell students which questions they got correct or incorrect. From this, a student may wish to watch the therapy videos if they made any mistakes. These therapy videos are also accessible to students when they are completing the tests. This allows a student to watch the 2 minute therapy video and then answer the question. The therapy video button is in the top left corner on each test underneath the logo.
Alongside this method of students testing themselves, there is also the take a challenge option. Here students can choose what grade challenge they need to take. This then randomly selects the skills tests appropriate to the grade. Students can resume these tests at any point by pressing the resume button.
After completing an activity, the software tells the students which skills they were good at and what they need to improve on. If a student forgets though, they can click on Skills Overview and either see their success lines move towards 100% for each topic area or look at the RAG (Red, Amber, Green) analysis for each skill. Therapy videos are accessible for each of these skills by pressing the little video icon.
Students can access any homework tasks set by their teacher by clicking the homework tasks button and then selecting begin homework. The students are unable to select the order they complete the tasks in though as they just load up in assigned order.
In the homework tasks area it is important to note there is a WTM (Walking Talking Mocks) and WTMa (Walking Talking Maths) section located in this area of the app. Here students can download either a past paper in the WTM area, or a topic related question in the WTMa section, attempt it and then watch the video which guides them through how to answer the exam or question.
The last section to note is the GAP Analysis. This is where students can upload their scores for each question on past exam papers and gain a RAG (Red, Amber, Green) colour rating per question. It also provides the students with the topic the question was on, as well as providing feed forward questions. Feed forward questions are simple questions in which the students attempt an answer after practising the skill, and then they can quickly reveal the answer to see if they got this right.
Parents can also easily log on and see what their child has been doing and view their areas of weakness.
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Improperly Pruned
Azalea Pruning Done Right
Properly Pruned
Photos: By Beth Weidner
Beth Weidner is the Park Manager at Maclay Gardens State Park and a member of the University of Florida IFAS Leon County Extension Advisory Committee, http://leon.ifas.ufl.edu/
We're just past that time of year that our town is transformed into an enchantment of springtime blooms. Azaleas are a large part of that magnificent springtime show. If your azaleas have grown a little too large, now is the time of year to prune them so that they will be ready for next year's display. Here are tips for pruning the right way.
Tip #1: Put away the hedge shears! Azaleas should never be sheared with hedge trimmers. While this may be fast, it results in undesirable effects, both in plant growth and in display of next year's flowers.
Azaleas have growth buds all along their stems. Pruning along a stem stimulates a growth response, usually resulting in five or six new branches arising a few inches below the cut. Shearing causes this response at the same point on all stems, resulting in a condition called "whiffle cut." Flowers look as though they're stuck all over the outside of the plant in a most unnatural way.
Tip # 2: The correct tool to use is hand pruners, freshly sharpened. Grasp a group of branches and begin cutting one stem at a time, about a foot below where you are holding. It is not necessary to cut back to another branch as azaleas have growth buds all along the stem. But you should stagger cuts so they're made at differing heights. Leave foliage to hide cut stems rather than leaving stubs sticking up above the leaves. About every third to fifth cut should be made more deeply, stimulating new growth near the plant's center. Over years, this results in gradual rejuvenation, keeping plants healthier.
It's okay if deep cuts create holes as they'll quickly fill in with new growth. And it's okay to prune lower than you might think, as plants will quickly grow back to size. Azaleas should only be pruned once a year, so cut off enough to make it last.
Tip #3: The time is now! Azalea pruning must be completed before the fourth of July, as that's when next year's flower buds begin to form. Later pruning would cut off next year's flowers – ouch!
Tip #4: Rejuvenation of old, overgrown plants can be done in 2 ways – the quick and dirty method or the careful and pretty method. Quick and dirty may be the option if you have a great many plants. This method involves cutting all stems back to about knee high or slightly lower, shaping somewhat so that the center stems are a bit higher than the outer stems. Some plants won't survive such severe pruning, and all may take several years to completely recover.
The preferred method is to carefully follow large stems back into the heart of the plant, cutting off at the junction with another large branch and taking out about one third of the main stems. Remaining branches are pruned as in tip #2. This work goes quickly, as much is removed with the first few cuts, making it easy to see how to do the remaining work. Over a period of three years this results in a gradual reduction in the size of the plant, while maintaining health.
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Cribbing: Dangers & Prevention
Drs. Foster & Smith Educational Staff
Nothing is more disconcerting to horse owners than a horse behavior that is both repetitive and harmful. A stall vice is one such behavior; it is a repetitive bad habit a horse can acquire for a variety of reasons. Stall vices can affect your horse's dependability and/or health, and once a vice is set, it is a very difficult habit to break. Boredom is by far the most common cause of vices, and the most common vice is cribbing.
Cribbing may arise for many reasons:
Boredom
Stress
Nervousness
Curiosity
Excessive energy
Nutritional deficiencies
What is cribbing?
Cribbing occurs when the horse grabs on to something solid and wooden (like a fence post or barn door), sets his incisors into it, arches his neck, and pulls backwards, sucking air through his teeth into his stomach. This creates a pleasurable "head rush" for the horse that can become addictive. A cribbing horse can experience a variety of problems resulting from the vice, ranging from digestive conditions to severe wear of
the upper incisor teeth. Cribbing can also cause malocclusions, an undesirable positioning of the upper and lower teeth when the jaw is closed.
A horse can become so addicted to this behavior that it would rather perform the cribbing action than eat. Many severe cribbers lose weight, which can further affect health and/or performance.
Interestingly, horses that are stalled together may tend to exhibit many of the same vices, including cribbing. This is believed to be caused by exposure to the same stressors in the environment, rather than being a learned behavior.
It can be extremely difficult to stop this behavior once it is established, and although there are cures, they can be expensive, such as covering all wood surfaces with rounded metal edges. Other methods for halting cribbing activity include subjecting your horse to expensive surgery or harsh mechanical cribbing collars or straps. In short, it is much easier to prevent the behavior than to correct it after it is set. "Cures" such as cribbing straps, shock collars, or surgery are considered unkind and do not address the underlying factors that cause the behavior.
Prevention
The best way to prevent cribbing is to avoid confining your horses for long periods of time. Turn out your horses more often to give them more freedom and opportunities to burn off excess energy. Do whatever you can to optimize your pasture land for your horse. Another way to tackle your horse's excess energy is through a feed change. Many owners opt to feed more roughage instead of grain; their horse still gets good vitamins and minerals, but not the excess carbohydrate energy to burn (some studies have shown that a horse fed a high-grain diet, especially a premium grain, has more energy to burn).
Relieve Stress
Whenever possible, reduce stress by allowing your horse (a social animal) interaction with other horses in the stable. Owners report that even having a goat, or a rooster, for a horse to interact with, helps provide a social outlet that can relieve the stress of confinement.
Regular exercise will also help reduce stress and provide sensory stimulation. Ride him in different environments, so his brain can be even more stimulated. Enroll your horse in a training session. Provide stimulation through toys, like Pony Pops or a Jolly Ball to play with and combat boredom. Play the radio when your horse is stalled. Other owners rely on massage therapy to reduce their horse's stress.
Deter cribbing through avoidance
Make the surfaces your horse cribs upon less desirable. Coat the surface with cayenne pepper, or an anti-chew spray. These products provide a very strong taste deterrent that may stop your horse from grabbing and cribbing objects such as stall doors. Some owners go through the expense of installing rounded metal edges on cribbing surfaces
to deter cribbing.
Cribbing is an unfortunate, and usually preventable, habit. Instead of scrambling for a cure after it is long established, be proactive in prevention. Give your horses plenty of exercise outside the stall in good pasture land, plenty of environmental stimulation, socialization with other horses or animals, a healthy diet void of nutritional gaps, and your personal affection and attention.
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Horticulture/Garden
2012
This year, I plan to focus on growing flowers in the garden to help promote the flower exhibits at the fair. We will continue to grow crops to be donated to the food bank and other groups in the community. I also plan on Trying to help start gardens at some of the elementary schools in the county. I also plan on having several Workshops o n how to grow different types of flowers, so any 4-H’er or other member of the community can Learn how to grow some of the flowers we will be growing in the community garden.
I will achieve theses goals by attending workshops and learning experiences provided by my local UT Extension Agent, so I will have a better understanding of how to grow the types of flowers we will grow and the Environment needed to grow them successfully. I will also increase my knowledge by reading different articles And talking with different community experts on flowers, so I will have a better understanding of how the flowers Grow and techniques they may have learned that help the flowers grow.
I plan to reach my goals by utilizing local florists, community members that have successfully grown different Flowers over the years, my 4-H agent, the local Fair Board, county 4-H’ers, and adult volunteers. I also plan on Applying for different grants, so we will be able to fund the project at the community garden.
During this year, I learned techniques that can be used to successfully grow different types of flowers, including: Marigolds, zinnias, and pansies. I also learned non-harmful techniques that can be used to keep rabbits And deer from eating crops in our garden. Another skill I gained was the ability to successfully remove and Transplant delicate plants including blackberry briars. Along with agricultural skills, I learned how to script, shoot, And edit videos that can be used to chronicle and promote our work not only in the garden but across the county.
I feel that I met my goals. I was successful in teaching members of our community how to successfully care for And grow different species of flowers, and this year, the floral exhibits at our county fair reached record numbers. I was also instrumental in helping groups of special ed. Students start, care for, and harvest gardens at their School. In addition, we also grew and donated many crops, including: okra, collard greens, carrots, and peppers.
I used money from the United Health Care grant to acquire the materials needed to grow the garden. I networked With Local florists and professional growers to learn how to successfully grow different types of flowers. I utilized The Local 4-H Honor club to help grow and care for the garden. Parents, adult volunteers and leaders, and fair Board members helped secure supplies and advised us as we grew our garden.
In the future, I would like to begin to teach younger 4-H members how to successfully manage and grow the Community garden as I am coming closer to leaving for college. I would also like to design and implement a Irrigation system to help increase productivity and decrease the amount of water wasted while watering the Garden.
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Sea & Sage Audubon UNB Monthly Boat Trip/Bird Count
from aboard the Newport Sea Base Pontoon Boat
Date: 4/20/11 Trip Leader: Nancy Kenyon Skipper: Tom Weiss Tide: Fairly low; incoming Birders who helped with the census: Sally Menzel, Darrel Wilson, Nancy Kenyon, Chris Johnson, Pat Vranicar, Deana Collins. Comments: The trip began under heavy clouds & a light rain mist which ceased around 9:20. The water became absolutely still and we watched a solitary Snowy Egret stalking its prey at the water's edge, perfectly reflected in the quiet water. This was ideal birding weather with soft light, no glare from the sun, and still water. A huge gathering of Black Skimmers was on a mud flat along with large numbers of Caspian, Elegant and Forster's Terns. When a low jet passed overhead, all the skimmers and terns became airborne; it was quite a sight! Fortunately, they settled back down again and we were able to finish our count. Some of the birds were in breeding plumage: an Eared Grebe with golden "ear" feathers, American Avocets with cinnamon-colored heads & necks, one of the Black-bellied Plovers with a black belly, striking coloration on the flanks and tail of a male Blue-winged Teal, a rich brown speckled pattern on the backs of the Long-billed Curlews, and. . . the Willets which looked so different from the way we normally see them, that we didn't even recognize them at first! (The Willets we normally see are plain grey, but these birds were speckled with a warm brownish hue, and they didn't look like the Willets we knew at all, until they flew.) We saw a female Mallard followed closely by 6 fuzzy ducklings and, at the Back Bay Science Center, we were thrilled to see 2 Osprey chicks on the nesting platform with one of the Osprey parents. Further on, we saw a brightly colored male Hooded Oriole perched high in a palm tree and in the top of another palm tree, there was a Red-tailed Hawk being harassed by 2 crows. It was a wonderful morning to be out birding!
| 15 | Mallard |
|---|---|
| 3 | Blue-winged Teal |
| 1 | Ruddy Duck |
| Grebes | |
| 2 | Eared Grebe |
| 6 | Western Grebe |
| Cormorants | |
| 17 | Double-crested Cormorant |
| Herons & Egrets | |
| 4 | Great Blue Heron |
| 1 | Great Egret |
| 11 | Snowy Egret |
| Diurnal Birds of Prey | |
| 13 | Turkey Vulture |
| 4 | Osprey (+ 2 chicks in nest) |
| 1 | Red-tailed Hawk |
| Coots | |
| 35 | American Coot |
| Plovers | |
| 5 | Black-bellied Plover |
| 5 | Semipalmated Plover |
| 2 | Killdeer |
| Avocets | |
| 26 | American Avocet |
| Sandpipers | |
| 132 | Willet |
| 2 | Spotted Sandpiper |
| 1 | Whimbrel |
| 4 | Long-billed Curlew |
| 29 | Marbled Godwit |
| 366 | Western Sandpiper |
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2021 DCLA Native Tree and Shrub Sale
Plant Descriptions and Ideal environments
Hints for the most success: Plant shrubs and trees so the root collar rests just above the soil, similar to how it was grown as a seedling. Fill the hole with topsoil, tamp as you proceed. Water after installation. Suppress all weed growth by mulching within a yard of seedling. Water throughout 1 st year.
Shrubs
High Bush Cranberry Viburnum trilobum
Recommended for shoreline planting. Grows 6-12' tall, pretty white blossoms in late spring, clusters of red berries in summer, and plenty of fall colour. Can be found in wet areas along shorelines, swamps and forest edges. In a garden setting, moist, well-drained soil is best. Prefers sun, to partial shade. For wildlife, this is an important survival food as winter progresses.
Nannyberry Viburnum lentago
6-9' metres tall, white flowers in spring, purple fruit in fall. Suitable for shoreline planting, as well as wood edges and roadsides. An important species for wildlife.
Red Osier Dogwood Cornus stolonifera
Recommended for shoreline planting. A member of the dogwood family, showy white flowers in spring, berries in the fall, with distinctive red bark. Prefers wet areas. Up to 6' in height.
Black Elderberry Sambucus nigra
Height to 6', prefers fields, moist meadows and open areas. Showy white flowers in the spring and fall berries, which make excellent pies and juice. Important wildlife habitat.
Deciduous/hardwood Trees
Red Oak Quercus rubra
Height 60-80', can tolerate a variety of moisture levels and soil types. Will tolerate shade when young, prefers full sun. Acorns an important food source for birds and forest mammals.
Sugar Maple Acer Saccharum
This is the famous tree renowned for its syrup and pictured on our flag. Habitat is forests and open areas. Planting these, and the Oak is an investment for your grandchildren.
White Birch Betula papyrifera
Smaller tree with distinctive papery white bark at maturity. Habitat is forest but could be planted as a landscape enhancement in clumps.
Tamarack Larix Laricina
One of the only conifers that drops its needles in the fall after turning brilliant yellow. Habitat is wet areas but can tolerate fields. The fine needles make an overall soft appearance, almost filmy.
Evergreen/softwood Trees
White Cedar Thuja occidentalis
Small, hardy, slow growing tree that can live up to 200 years! Likes cool, moist, nutrient rich sites. Valuable habitat for wildlife, especially deer during severe winters. Called arborvitae by Jacques Cartier as he learned from the Indigenous people how to treat scurvy with the foliage! Just in case…
White Pine Pinus strobus
Prefers well drained, sandy soil. Provides food and shelter for forest animals. Mature trees are often 200-250 years old. Is considered to be the tallest tree species in eastern N America, up to 230'.
Thoreau stated, "There is no finer tree".
"I think that I shall never see A poem as lovely as a tree."
From "Trees" by Joyce Kilmer
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Eggs, a HEALTHY food for your baby
HEALTH CANADA HAS NEW INFANT FEEDING GUIDELINES
Your baby can now eat the WHOLE EGG at 6 months!
New scientific evidence shows that you can introduce the whole egg at 6 months of age. This includes infants with or without a family history of food allergies. 1 If there is a family history of an egg allergy, it's suggested that you speak to your health care provider for more information on the introduction of eggs into your baby's diet.
Eggs are a nutrient-rich food that can be added to your baby's diet at the same time as meat purees and other meat alternatives. Ensure that your baby enjoys eggs that are well cooked as the immune system continues to develop at this stage of life.
Reference
1. Koplin, J.J., et al. Can early introduction of egg prevent egg allergy in infants? A population based study. Journal of Allergy and Clinical Immunology. 2010;126: 807-13.
Good nutrition for a HEALTHY start
It's recommended that healthy term infants are exclusively breastfed for the first 6 months with the introduction of first foods at around 6 months of age. If you choose not to breast-feed, an iron fortified infant formula is the next best choice.
A baby's iron stores begin to diminish at around 6 months of age. Iron-rich foods are recommended as first foods and should be offered 2 or more times a day to help meet their increased need of iron. This can include well-cooked meat, poultry, whole eggs, legumes, and iron-fortified infant cereals.
Introduce ONE food at a time and start with single foods, not mixed.
If your baby shows signs of an allergy or intolerance, this makes it easier to know which food is causing the problem. Signs of allergy may take up to 3 days to appear, so give the same food for 2 to 4 consecutive days before you try a new one.
The consistency and variety of foods given to your baby will increase as they get older, starting with pureed and mashed foods at 6 months, and progressing to finger foods at 8 months. By 1 year of age, eating a variety of foods from the four food groups in Canada's Food Guide in addition to breast milk or formula is desirable.
Eggs in a BABY'S diet…
* are a nutritious source of protein, fat, vitamins A, D, E, and B 12 , folate, and iron.
* have a delicate taste that most children enjoy.
* have a protein quality that is second only to breast milk. 2
* are versatile and economical.
Reference
* require little chewing and are easily digested.
2. Watson, R. R. Eggs and Health Promotion. 1st ed. Ames: Iowa State Press, A Blackwell Publishing Company, 2002
Mom, did you KNOW…
Eggs are an excellent source of the nutrient choline? Studies show that choline plays an important role in brain development and function. 3 Experts recommend that pregnant and lactating women eat eggs to ensure adequate choline intake.
Health Canada also recommends an adequate intake of essential fats such as omega-3 fats during pregnancy for proper neural and visual development of the baby. Omega-3 eggs are a good source of omega-3 fats.
Reference
3. Zeisel SH. Choline: needed for normal development of memory. J Am Coll Nutr. 2000;19(Suppl):528S-531S.
COOKING eggs for baby at 6 months
Hard-cooked: Place cold eggs in a single layer in a saucepan. Cover with at least 1 inch (2.5 cm) cold water over top of the eggs. Cover saucepan and bring quickly to a boil over a high heat. Immediately remove pan from heat to stop boiling. Let eggs stand in water for 18 to 23 minutes. Drain water and immediately run cold water over eggs until cooled. Feed baby or refrigerate immediately and use within 1 week.
Microwave: In a microwaveable container, whisk an egg with 1 tbsp (15 mL) breast milk, infant formula or water. Cover with plastic wrap leaving a small steam vent. Microwave on Medium-High (70% power) for 1 minute and 30 seconds to 1 minute and 45 seconds, stirring several times during cooking. Cover and let stand for 30 seconds to 1 minute before feeding.
Looking for recipes for your baby one year of age or older? Visit eggs.ca
Egg allergy: Some babies may have an allergy to the protein found in the egg white. However, evidence now indicates that there is no need to delay or avoid introducing potentially allergenic foods to prevent food allergies.
A doctor, preferably an allergist who is a member of the Canadian Society of Allergy and Clinical Immunology, is the best person to diagnose an allergy and assess its seriousness.
For more information, contact your doctor or the Allergy/Asthma Information Association at 1.800.611.7011 aaia.ca or firstname.lastname@example.org
2013
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Works Cited Page – MLA Guidelines
Based on MLA Handbook, 8 th ed.
MLA Formatting Basics
- Begin the list of works cited on a new page at the end of your research paper.
- Title the page Works Cited Center the title 1" from the top of the page.
- Include your last name and the page number at the upper right corner of the page, continuing the page numbers of the text.
- Double-space, within and between, entries.
- List entries in alphabetical order by the last name of each author. If the author's name is unknown, alphabetize by the title, ignoring any initial A, An or The.
- Place the first line of each entry at the left margin. Additional lines are indented ½ inch. This is called a "hanging indent."
This is an example of what the top of your Works Cited page should look like:
All citations are made up of a few basic elements presented in a specific order. Not all resources have all elements. Omit any element your resource doesn't have.
Author. Title of Document. Title of Source, Other Contributors, Version, Number, Publisher, Publication Date, Location.
Following are some examples of appropriately formatted citations. The citations are grouped by format for convenience. Follow your instructor's requirements first. Beyond that, these examples can act as models for clear and consistent MLA citations
Print Resources
BOOKS
SPECIALIZED ENYCLOPEDIA ARTICLES (encyclopedias focusing on a single topic)
MAGAZINES & NEWSPAPERS
INTERVIEWS
Citing Sources in the Text (Parenthetical Citation)
-Print Sources-
In MLA style, your sources are acknowledged by adding brief parenthetical references within your text. This coincides with your Works Cited page at the end of your paper. Generally, the author's last name and a page number are enough to identify the source. The following are some examples of parenthetical documentation:
General In-text reference
In-text reference when the author's name appears in the text of your paper
Corresponding MLA Works Cited reference
Google's founders "were certainly armed with a healthy disregard for the impossible" (Vise 11).
David Vise captures the essence of Google when he states that the founders "were certainly armed with a healthy disregard for the impossible" (11).
Vise, David A. The Google Story. Random House, 2005.
Internet and Multimedia Sources
Some of the most common Internet and multimedia sources are listed below.
- Remember, your entire list should be in alphabetical order. These have been grouped by format for convenience only.
- DOIs (Digital Object Identifiers), Permalinks or Bookmarks from the databases are preferable to URLs from your browser.
Citing Sources in the Text (Parenthetical Citation)
-Internet, Multimedia & Other Non-print Sources-
In MLA style, your sources are acknowledged by adding brief parenthetical references within your text. This coincides with your Works Cited page at the end of your paper. Generally, the author's last name, or title (when the author's name is unknown), are enough to identify the source. The following are some examples of parenthetical documentation:
If you need help, please ask a reference librarian for assistance:
email@example.com (408) 848-4806
You can find more information about formatting Works Cited in the Library Research Guide – Research
Paper Formatting: Tips & Tricks at http://gavilan.libguides.com/researchpaperformatting.
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Definitions
A graph is a set of vertices in which each pair of vertices either is or is not connected by an edge. (We will not consider graphs where there can be edges from a vertex to itself, or several distinct edges between two vertices.)
A planar graph is a graph that can be drawn in a plane without edge crossings. We say that a planar graph is properly drawn if it is drawn in this fashion. When properly drawn, a planar graph divides the plane into several regions (including the outside!), which we call faces.
A walk (from v to w) is a sequence of vertices and edges (v =)v0, e1, v1, e2, . . . , en, vn(= w), where vi−1, vi are vertices connected by the edged ei.
A path is a walk v0, e1, v1, e2, . . . , en, vn where the vertices v1, v2, . . . vn are all distinct.
Two distinct vertices u, v are adjacent if there is an edge with ends u and v. In this case we let uv denote such an edge.
The degree of a vertex v is the number of edges connected to v.
A vertex is odd if its degree is odd, and even if its degree is even.
A graph is connected if for every pair of vertices v, w there is a walk from v to w.
A cycle is a walk from a vertex to itself which contains at least one edge.
A tree is a connected graph without cycles. A forest is a graph without cycles (which is not assumed to be connected).
The complete graph on n vertices is the graph which has n vertices, with every pair of vertices connected by an edge.
Graph (In-)Equalities
Euler's Formula: For any connected planar graph, V − E + F = 2.
Each of the following problems gives an equation or inequality relating the number of vertices, edges, and faces (V , E, and F ) of various types of graphs. Prove each statement. For each inequality, when does equality hold?
1. For any graph, E ≤ 1 2 ( V 2 − V ).
2. The sum of the degrees of all vertices is 2E.
3. For a planar graph, the sum of the number of sides or all faces is 2E.
4. For a planar graph with at least two edges, 3F ≤ 2E.
5. For a planar graph in which none of the faces are triangles 2F ≤ E
6. For any planar graph, E ≤ 3V − 6.
The Graph Reaper
Euler's formula and the other relationships above have some interesting consequences.
1. The number of odd vertices is even.
2. If a graph has 10 vertices, all of degree 5, then it is not planar.
3. The complete graph on 5 vertices is not planar.
4. One cannot hook up three houses to three utilities by lines without two lines crossing.
5. A planar graph must have some vertex whose degree is at most 5.
6. The vertices of any planar graph can be colored with five colors in such a way that no two vertices connected by an edge are the same color.
Word Problems
1. There are 7 lakes in Lakeland, with some of the lakes connected by canals. If there are 10 canals and no two canals cross, how many islands are there?
2. There are 20 points inside a square, connected with straight lines to each other and to the vertices of the square in such a way that the square is divided into triangles. How many triangles are there?
.
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Tips for Parents by Susie Kohl
Why Follow the Rules?
RE RULES MEANT to be broken? Regulations and guidelines can certainly seem inconvenient, and we can witness flagrant disregard for them without looking far. The 2010 Academy Award-winning documentary Inside Job, an analysis of the recession, reveals the moral uncertainty professionals can experience when their colleagues rationalize throwing rules to the prevailing winds. Children need to learn that abiding by rules benefits everyone and gives rise to good feeling. A study by Kristin H. Languttata, Ph.D. at UC Davis shows children over the age of four ascribe positive feelings to following rules when they have learned that others find satisfaction in "doing the right thing." A
Adults need to establish the habit of following rules, according to this study, by talking about the rewards they experience through following regulations and laws. The UC Davis study also shows that children are more apt to choose conformity to rules when they remember the guidelines themselves rather than getting reminders. Teachers also know that children buy into rules more readily when they have helped establish or agree with the reasoning behind them.
It's easy to say that children "should be taught to go by the rules." However, reflecting on our own tendencies to skirt around guidelines when it's convenient is more complicated. A friend told me recently that as a teen she lied to her mother constantly because she heard her mother lying to her friends about social engagements—so she thought lack of honesty was the norm.
Our rationalizations for rule breaking make sense because they are based on maintaining our own well-being in the moment: "I have to park in this spot because I'm in such a hurry," "I have to speed or we won't get there on time." Yet we want to raise children with the courage to ask themselves if their actions are for the greater good. For example, it can feel fun to run in the school hallways, even though it's against the rules.
But what would the school be like if when the bell rang, every classroom released a jostling crowd of runners like a crowd of impatient shoppers running full force when the doors finally open? It's our job to explain that rules may not always suit our individual desires, but they are necessary to create environments in which everyone can feel safe and flourish.
That doesn't mean we need to make rules to cover every situation. The best guidelines express the thinking and feeling that a rule is based on, such as "Speak kindly and respectfully to others," "Take care of classroom materials." Rules give children a sense of security and belonging. When we talk about the reasons behind them plus the responsible feeling we get by following them, we teach children to gradually learn the hard work of putting aside self-interest and reaping the rewards of their blossoming highest knowing.
April 13, 2011
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Name: ____________________________
CS 210 – Fundamentals of Programming I Fall 2019 – Inclass Exercise 4 for 09/10/2019
(10 points) The following inclass exercise has two parts, a written part and a programming part. The purpose of this exercise is to work with loops. Write the answers to the written part in this assignment sheet. Hand in this sheet and submit the program electronically when you are done. AnemptyCodeBlocks project should be created for this exercise and the program filepatterns.cshould be downloaded from the course website to the project folder, then the file added to the project. DO NOT CHANGE the name of the file!
Problem Statement
Write a program that creates different patterns in annxngrid, wherenis the pattern grid size input by the user.
Analysis & Design
Main program analysis and design is given in the accompanying code. Each of the main program design steps will be implemented using a function. The analyses and designs of the functions will be covered during lecture as we build this program. The assignment assumes that two of the functions you write during class are named scriptanddraw_vertical_line.
Assignment
0. (2 points) Complete thescriptfunction and the functions that draw the patterns covered in the lecture.
1. (1 point) What are the (formal) parameters of thescriptfunction when it is used in function draw_vertical_line, w?
2. (1 points) With respect to its use in functiondraw_vertical_line, what are the (actual) arguments to the scriptfunction?
3. (2 points) Answer the following questions regarding the loop in functiondraw_vertical_line.
a. What is the loop control variable?
b. What is the loop condition?
c. What is the initialization statement of this loop?
d. What is the update statement of this loop?
(Note: Exercise 4 is on the back page and is a programming exercise.)
4. (4 points)
a. Add a functiondraw_right_diagonalthat receives a pattern grid size and displays a right diagonal of asterisks across thenxngrid. E.g., ifnis 5, then the output would be:
```
* * * * *
```
You should use a whileloop or a forloop and thescriptfunction to draw this pattern in a similar manner to the previous ones designed in class. You are not required to comment inclass exercise code, but you can if you want to.
b. Add a call to this function where indicated in the main program.
When you have completed this exercise, zip up yourpatterns.cfile and submit it electronically under assignment 05IN4.The submission system will compile, but NOT run your program, so you should get a result of success unless you submit something other than a zipfile containingpatterns.c. Turn in this exercise sheet with your answers to the questions. REMINDER: once you have finished this exercise, you are expected to work on Programming Project 2 and/or Homework 3 unless you have completed them.
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Collect & Re-use Rainwater
During a moderate rainfall, hundreds of gallons of water run off a typical residential roof and into the gutters, often discharging to the driveway and then into the street. Other hard surfaces such as sidewalks and patios also prevent water from soaking into the ground. As the water flows along the ground, this storm water picks up contaminants such as fertilizers, pesticides, automotive fluids, dirt and debris. Storm water is not treated and it can carry these pollutants straight into the nearest waterway. There are simple practices that can help capture and filter rain water back into the ground, stopping the water's rush into the storm sewers.
Channel water flow to areas where water will remain long enough to filter into the soil. Move downspouts to they run away from paved areas to relatively flat, grassy or well-vegetated areas.
Another way to reduce runoff is to use rain water for washing cars or watering lawns and gardens. Simple rain barrels allow you to re-use rainwater for non-potable uses.
Questions?
If you have any questions, please feel free to contact the City of Rockford Water Division – Water Quality Section 1111 Cedar St Rockford, IL 61102 (779) 348-7151
For more information, visit our website at www.rockfordil.gov
Water
Information
Bulletin
No.
Groundwater Protection
10
What Can I Do?
Groundwater protection is not just a concern for farmers, water system operators, or private well owners. We all have a stake in protecting the amount and quality of our water. Many people are already trying to be "groundwater smart".
Keep this bulletin as a handy reference. Try some of the ideas, then have a glass of cool, fresh water and take pride in the fact that you're helping to make batter homes and groundwater.
Fertilizers
Fertilizer usually contains nitrogen, Phosphorus (as P2O5) and potassium (as K2O). The numbers on a fertilizer bag indicate the percentages of these three plant nutrients. For example, a fertilizer labeled 10-1-4 contains 10% nitrogen, 1% P2O5 and 4% K2O. Nitrogen is the most important lawn nutrient but it can contaminate groundwater with nitrate. Phosphorus can contaminate rivers, lakes and ponds causing excessive weed and algae growth. In many cases phosphorus levels in soils are more that sufficient to maintain a healthy lawn and additional phosphorus is not needed.
If you think your yard is in need of fertilizer, choose a fertilizer high in Water Insoluble Nitrogen (WIN). WIN is released slowly and helps prevent "lawn burn" and groundwater contamination. WIN fertilizers cost more but they're worth it.
If your soil needs potassium, apply it with your fall fertilization. Fall fertilizing promotes deep and healthy roots. Use a fertilizer with high potassium content.
Unless your soil is deficient in phosphorus, ask for a fertilizer with zero for the middle number.
Weed Control
Control weeds by following good mowing, watering and fertilizing practices. If you must use chemicals, spray individual weeds rather than applying a fertilizer/herbicide blend to the entire lawn.
Dandelions: Dig them out. Digging 4 – 5 inches of the root will kill most dandelions. You may have to dig a second or third time.
Crabgrass: Keep your lawn tall – at least 3 inches – to shade out crabgrass. Apply crabgrass killer only is you have noticeable crabgrass problems. Also, don't apply fertilizer in July and August – this tends to grow crabgrass better than it does lawn.
Natural Weed Killer: Try this safe, easy and effective way to get rid of your weeds.
1 tablespoon of apple cider vinegar 1 tablespoon baby shampoo 1 tablespoon gin 1 quart of warm water
Combine all of these ingredients into a bucket and then pour into a hand held sprayer. Drench the weeds to the point that the solution will run off of them.
Gardens
Don't spray just because you see insects eating your plants. Insecticides kill good bugs as well as pests. Identify the problem insect. Wait and see if it gets worse – good insects like ladybugs might keep the problem under control. First, pick them off by hand; if you must spray, use a product that is approved for your crop and will kill the insect in question. Consider using insecticidal soaps and microbial sprays. If you decide to spray, read and follow all label directions exactly.
Lawn Alternatives & Natural Plantings
Many homeowners find that a beautiful yard is not necessarily a carpet of grass. Try replacing parts of your lawn with low maintenance ground covers, shrubs and perennial flowers that require little or no fertilizer. Most native plants do not need fertilizer.
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OVERVIEW
Interact with the Snowy 2.0 virtual map while taking the Knowledge Quest challenge and immerse yourself in Snowy Hydro's Snowy 2.0 pumped-hydro mega project.
Click here to find the Snowy 2.0 virtual tour map ANSWER LOCATION:
SEGMENT FACTORY 1
TANTANGARA 2
How many concrete segments are needed per kilometre?
4.833
Total weight of segments per kilometre?
33.833 tonnes
Research - how many segments are required in one ring? And what would be the total weight?
9 segments in a ring and total weight of 63 tonnes
RAVINE ROAD 3
In your words describe Ravine Road and why it is important
Hint: watch the YouTube video
The terrain looks very steep and remote. The road is winding and gravel. It is an essential road as it enables the equipment, machinery and personnel to access Lobs Hole.
Tantangara Reservoir is an ________ within the Snowy Scheme and is the ___ storage for the Snowy 2.0 Project. 1 e x i s t i n g t o p
dam
2 On the virtual map locate and name the existing lower water storage reservoir in the project?
Talbingo Reservoir
3 At what times will the power station generate electricity? Circle
a) Flat times b) Peak times
c) Busy times
TALBINGO RESERVOIR 4
What makes the Snowy 2.0 pumped-hydro project unique? 1
Water is pumped back up to Tantangara Reservoir to be used over and over again.
Tunnel Boring Machine (TBM) Lady Eileen Hudson is currently excavating the main access tunnel. Locate where the other two TBMs are and name them. 2
Kirsten at the emergency, cable and ventilation tunnel in Lobs Hole and Florence at the Tantangara headrace tunnel.
Stage 3 outcomes - Factors that shape places GE3 - 1,2,3 & 4 Australia as a nation HT3 - 3 & 4 Physical World ST3- 6PW Built environments ST3 - 14BE
HINT
Stop at location points to find the answers.
ANSWER LOCATION:
Click here to find the Snowy 2.0 virtual tour map
6
5 LOBS HOLE
M.A.T PORTAL
Describe the significance of Lobs Hole to the Snowy 2.0 project and why?
The biggest construction site, central to the project comprising the Main Access Tunnel (MAT), the Emergency Cable Ventilation Tunnel (ECVT), the main camp accommodation and the main yard.
What does the acronym MAT stand for?
Main
A
M
Access
T
Tunnel
How many kilometres will TBM Lady Eileen Hudson have to tunnel to reach the power station site?
27 kilometres
7 ECVT
What does ECVT stand for?
E Emergency
Cable &
V
C
Ventilation
T
Tunnel
PERSONAL RESEARCH
What does the word 'egress' mean?
The action of going out of or leaving a place. 'direct means of access and egress for passengers'
Stage 3 outcomes - Factors that shape places GE3 - 1,2,3 & 4 Australia as a nation HT3 - 3 & 4 Physical World ST3- 6PW Built environments ST3 - 14BE
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Honorees: John and Marie Epps (Civil Rights and Community Leaders)
Grade: 3
rd
grade
Subjects: Social Studies and Mathematics
Standard Addressed:
Social Studies
Standard 1‐3:The student will demonstrate an understanding of the principles of American democracy and the role of citizens in upholding those principles.
1‐3.2:Identify ways that all citizens can serve the common good, including serving as public officials and participating in the election process.
Standard 1‐1:The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
1‐1.3:Explain and justify answers to simple problems.
1‐1.4:Analyze patterns by reasoning systematically.
Goal and Objective:The student will identify the process of voting. The student will interpret a bar graph.
Materials:
- information from calendar on John and Marie Epps
- The Voteby Sybil Downing
- election information
-
chart
- paper
- sticky notes
- glue
Strategies:
1. Teacher will discuss John and Marie Epps and their service as civil rights leader and community leaders
2. Teacher will readThe Voteby Sybil Downing as a Read‐A‐Loud
3. The teacher will discuss the process of voting.
4. The students will vote on their favorite food on a sticky note and teacher will glue notes on chart to make a bar graph.
5. Tally the votes and help students make comparisons.
6. Questions about bar graph‐which food is like by most class members?
Extension:(Math) Group voting and tally data/results (on topic of choice)
Lesson activities provided by the South Carolina Department of Education.
Math
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PRINT THIS | ACTIVITY | KEY | INSTRUCTIONS | SIGN | INDEX
Quizbowl
Intermediate Quizbowl Animal Care & Handling
1. An intramuscular shot is given:
A. 0 days
B. 7 days
9. If the withdrawal period for an antibiotic is two weeks, how long must you wait before marketing a pig that has been treated (according to the label) with the antibiotic?
C. 14 days
D. 21 days
10. How many doses of semen could be prepared from an ejaculate containing 50 billion sperm cells if you wanted 5 billion sperm cells per dose?
A. 2 B. 5 C. 10 D. 15
11. True or False. If properly processed and stored, fresh boar semen remains viable for periods as long as two months.
12. Name two behavioral signs that a sow is nearing farrowing.
Restlessness, getting up and down a lot, pawing/nest building, chewing straw, expression of milk, straining.
13. During artificial insemination of sows, semen should be deposited in the ________.
C. Volva
A. Uterus
B. Cervix
D. None of the above
14. What are the advantages for sows to farrow in farrowing crates rather than in open pens?
B. Sow not as likely to kill piglets
A. Reduced piglet survivability
C. Better control of climate
D. B and C
15. Approximately how old are boars when they are castrated?
D. 2 months
A. 3-10 days C. 20-30 days
B. 10-20 days
(continued)
A. Under the skin
B. In the vein
C. In the muscle
D. In the mouth
2. Using the purebred system what do the notches in the left ear stand for?
A. Dam number
B. Litter Number
C. Sire Number
D. Pig Number
3. Ramps that are__________ the trailer are best
for loading pigs.
A. slightly higher
B. slightly lower
C. level with
D. made of wood
4. How many total notches are required to identify a pig as 85-13?
A. 5B. 6C. 9 D. 13
5. Why do hog producers dock the tails on young pigs?
A. Increase loin eye size
B. Prevent tail biting
C. Reduce back fat
D. All of the above
6. Fresh liquid boar semen should be stored at ___ degrees F.
A. 45 degrees
B. 32 degrees
C. 65 degrees
D. 85 degrees
7. If gilts are mated on their second or third estrous (heat) rather than their first estrous ___.
A. Litter size decreases
B. Litter size increases
C. Gilts have a longer gestation
D. Gilts are less likely to conceive
8. Minimum ventilation is most important during which season of the year?
A. Winter
B. Spring
C. Summer
D. Fall
PRINT THIS | ACTIVITY | KEY | INSTRUCTIONS | SIGN | INDEX
Quizbowl
Intermediate Quizbowl Animal Care & Handling
(page 2)
20. Approximately how much space does a nursery pig require?
28. If you approach a pig from the front right side, which way would you expect the pig to move?
B. Backwards
21. True or False. Loading chutes should have slotted sides to provide fresh air.
22. Name two signs that a sow is in heat.
A. 1 square foot
B. 3 square feet
C. 5 square feet
D. 7 square feet
Standing when mounted by a boar, standing when pressure applied to back, restlessness, swelling of the vulva, irritability, increased vocalizations, ear bobbing, attempting to mount other animals
23. Where on a pig's body should an intramuscular injection be given?
B. In the back/loin
A. In the ham
C. In the abdomen
D. Behind the ear/in the neck muscle
24. True or False? Tail docking in piglets reduces tail biting.
25. When reading ear notches on pigs, which ear represents the litter number?
A. Left
B. Right
26. When reading ear notches on pigs, which ear represents the individual number?
A. Left
B. Right
A. It wouldn't move
C. Away and to the left
D. Away and to the right
29. What is the maximum number of market sized hogs that should be loaded onto a truck together?
A. 1 B. 3 C. 4D. 5
30. In PQA Plus ® , GPP stands for what?
B. Good Production Practices
A. Grandparent Pink
C. Good Pork Producer
D. Great Pork Practices
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__________________________________________________________________
STORY CARD: John Levy, Abolitionist
John Levy (Levi) (1797-1871) was an important abolitionist 1 who lived in Lowell and worked to end slavery by raising money, giving speeches, helping freedom seekers, and aiding other efforts to end slavery in the United States. He worked as a reporter for William Lloyd Garrison's abolitionist newspaper, The Liberator.
Levy was born on the Island of Nevis, West Indies. His father Daniel and his mother Nancy were both free black people. The Levys were slaveholding plantation owners, and their ancestors were part of the African Jewish community on the island of Nevis.
Initially, John Levy apprenticed as a sailor and worked on ships throughout the Caribbean. Then he sailed across the Atlantic to the Isle of Man, Liverpool, London, and Greece.
When he was 23, Levy arrived in Boston. He worked at Harvard College as a waiter. He married Sophia Lewis (1794-1852) in 1822.
In 1826, Levy and his family moved to Lowell and Levy opened a hairdressing salon on East Merrimack Street. He wanted to serve the female textile workers who worked in the factories in the new town of Lowell. An 1826 advertisement in the Merrimack Journal said, "John Levi has for sale a large assortment of FASHIONABLE CURLS, at his shop near Kimball's Hotel, Belvidere."
John Levy said that he "began to discuss the question of abolition with his customers, in his shop…He said, "I had read much and reflected deeply…" Talking to people and reading about the horrors of slavery made him realize that slavery was wrong. He joined the New England Anti-Slavery Society, founded by William Lloyd Garrison.
In 1834, John Levy became an agent and reporter for Garrison's abolitionist newspaper "The Liberator."
1 The abolitionists were people who wanted to abolish slavery. Abolitionist societies raised money, hired speakers to give talks about the evils of slavery, and even had their own newspapers. They helped freedom seekers who managed to escape to the North.
Unit by Educators from Lowell Community Public Charter School, part of the 2022 cohort of The 1619 Project Education Network
__________________________________________________________________
John Levy helped Freedom Seekers throughout his life. In 1841 the Amistad Africans visited Lowell. The newspapers reported that John Levy helped them and gave them money for their defense. He also gave money to people who were trying to help their families purchase their freedom.
In March 1843, John Levy worked with Maria Chapman of Boston, and Sarah Clay of Lowell to reestablish the Lowell Woman's Anti-Slavery Society and organize anti-slavery fairs held in City Hall, Merrimack Street.
In the 1840s, along with William Lloyd Garrison and Frederick Douglass, John Levy and others organized a series of one hundred anti-slavery conventions throughout Massachusetts. In 1843 and 1844, they arranged for Frederick Douglas to speak at the Lowell Anti-Slavery Convention.
John Levy, his second wife Henrietta Williams, and their six children moved to Lawrence, Massachusetts in 1846. Over the next 25 years, Levy worked for the civil rights of black citizens. John Levy wrote an autobiography about his work as an abolitionist. He wrote, "I thank God I lived to ratify the Fifteenth Amendment 2 in the City of Boston."
John Levy lived to see the end of slavery. He died on March 25, 1879, in North Andover, Massachusetts.
Related Resources:
Life and Adventures of John Levy, 1871 edited by Rachel Levy [his daughter] #LowellNPS #LikeLowell #Culture #BlackHistoryMonth2021
2 The Fifteenth Amendment to the US Constitution guaranteed the right to vote to all US citizens, regardless of race. It guaranteed the right to vote to all African Americans.
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Northeast Canyons & Seamounts Marine National Monument Public Engagement Sessions
A Management Plan is a government mandate for the benefit of the American public. The Plan will guide the Monument's stewardship to effectively invest resources in protecting, caring for, and sharing the story of this important place.
We want to hear from you! We invite the community to share ideas and suggestions to help set the Monument's long-term vision and guide stewardship priorities for the Atlantic's first marine national monument.
To prepare for the public engagement session, please review the information below on the allowed and prohibited activities along with the small group discussion questions that will be further discussed at each event.
Allowed & Prohibited Activities
Activities managed within the Monument through permits:
* Research and scientific exploration designed to further understanding of monument resources and qualities or knowledge of the North Atlantic Ocean ecosystems and resources.
* Activities that will further the educational value of the monument or will assist in the conservation and management of the monument.
* Anchoring scientific instruments.
* Recreational fishing in accordance with applicable fishery management plans and other applicable laws and other requirements.
* Other activities that do not impact monument resources such as sailing or bird and marine mammal watching so long as those activities, including the Marine Mammal Protection Act. Nothing in the proclamation is intended to require the Secretaries issues individual permits in order to allow such activities.
* Construction and maintenance of submarine cables.
Activities not allowed in the Monument:
* Exploring for, developing, or producing oil and gas or minerals or undertaking any other energy exploration or development activities within the monument.
* Using or attempting to use poisons, electrical species, from within or into the monument.
* Introducing or otherwise releasing an introduced species from within or into the monument.
* Removing, moving, taking, harvesting, possessing, injuring, disturbing, or damaging or attempting to move, take, harvest, possess, injure, disturb, or damage, any living or nonliving monument resource, except as provided under regulated activities section.
* Drilling into, placing, dredging, or otherwise altering the submerged lands; or constructing, placing, or abandoning any structure, material, or other matter on the submerged lands, except for scientific instruments and constructing or maintaining submarine cables.
Small Group Discussion
Exploration & Research:
Exploration: noun. the action of traveling in or through an unfamiliar area in order to learn about it.
Research: noun. to study something in detail in order to learn more about it.
1. What should we be exploring in the Monument?
2. What should we be monitoring in the Monument?
3. What kind of partnerships would you like to see for research and exploration?
4. How would you like to see the Monument support and share ocean research and exploration?
5. What other thoughts and ideas would you like to share with us?
Stewardship:
Stewardship: noun. the careful and responsible management of something entrusted to one's care
1. How would you like to see this place cared for?
2. How would you like to enjoy this place?
3. How should we share the work that is going on in the Monument?
4. Who should we partner with to care for this place?
5. How would you like to be involved in the Monument?
6. What other thoughts and ideas would you like to share with us?
For more information, take a deeper dive into the Monument's Planning here.
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Digital safety at a glance
Guidance for parents of 5-7-year-olds
Use this quick tips guide to stay on top of your child's online safety needs.
Tech use, issues & tips
Learn about common experiences at this age and what you can do to help keep your child safe online as they grow.
93%
watch videos
Too much screen time
is what children at this age report experiencing most and 69% of parents worry about it.
Set time limits for devices and help kids experience a range of activities where they create and learn to support their wellbeing.
In-game and in-app spending
is one of the most common online harms at this age. 58% of parents say they worry about this.
Review purchase settings and parental controls in apps, games and online stores to set limits, then talk about why they're important.
Get more support to handle screen time
Learn about money management online
1 - Children and parents: media use and attitudes report 2023
2 - Internet Matters survey tracker
1
89%
use YouTube
2 Online bullying
from people children know is one of the most common harms among this age group, and 63% of parents worry about this.
Online bullying is difficult to escape or ignore. So, talk about what it looks like so kids know when and how to get support.
See how to talk about cyberbullying
Practical tips to keep 5-7s safe online
Set parental controls on popular apps
1. Set up YouTube Kids for under-13s
2. Use timers to manage screen time
3. Turn off Watch History to limit suggested videos
Go to YouTube parental controls guide
1. Use the in-built parental controls with a PIN
2. Customise who your child can talk to
3. Enable Account Restrictions for easy set up
1. Create a child's profile
2. Set a parental controls PIN
3. Customise maturity level of content your child can watch
Go to Roblox parental controls guide
Are they talking to others online?
Go to Disney+ parental controls guide
Learn about social media for under-13s
Talk about internet manners
Get personalised advice straight to your inbox
Want advice to stay on top of your kids' digital lives? Together, we've got this with our free personalised family digital toolkit. By completing the form, you'll get:
Age-specific checklists and guides
Safety information on the latest apps and platforms
Resources to tackle online concerns by age
Interactive tools to encourage discussion on key topics
Scan the QR code or go to internetmatters.org/toolkit
Make online safety a part of their everyday
Conversations to have
Talk about:
What they're watching; what do they like about it?
What apps/games they like; what would they like to try?
How being online makes them feel; what signs tell them they need a break?
See more conversation starters
Tools to explore together
Build digital skills and play together with:
The Online Together Project: An interactive quiz with discussion points to challenge sterotypes and hate online.
Find the Fake: A series of quizzes to help teach children how to recognise and tackle misinformation online.
Explore age-specific guides
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3 rd Grade Social Studies Public Year-at-a-Glance
2018 – 2019
Standards visited all
| Major Concepts / Topics | |
|---|---|
| GEOGRAPHY SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols). SS.3.G.1.3: Label the continents and oceans on a world map. SS.3.G.1.4: Name and identify the purpose of maps (physical, political, elevation, population). SS.3.G.1.5: Compare maps and globes to develop an understanding of the concept of distortion. SS.3.G.1.6: Use maps to identify different types of scale to measure distances between two places. SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States, and Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, and Jamaica). SS.3.G.2.2: Identify the five regions of the United States. SS.3.G.2.3: Label the states in each of the five regions of the United States. SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean. SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean. | |
| Major Concepts / Topics | |
| GEOGRAPHY SS.3.G.2.6: Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area. SS.3.G.4.1: Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean SS.3.G.4.4: Identify contributions from various ethnic groups to the United States. | Southeast Region Southeast Region narrated PowerPoint video States in the Southeast region Southeast Region Video Climate Games and Activities |
| | Midwest Region Midwest Region text US geography by regions United States locations |
| | West Region Interactive West Region map- |
| | Mexico and the US Mexican Culture Multicultural history of the United States |
All standards are designed to be learned by the end of the course. This guide represents a recommended time line and sequence to be used voluntarily by teachers for planning purposes. Specific questions regarding when content will actually be addressed in a specific course are best answered by the individual teacher.
Teachers may use a wide variety of instructional materials throughout their course. The Possible Resources listed may include the district adopted instructional resource or supplemental resources that align to the topic and/or standard. These Possible Resources provide sample problems that align to the topic/standard.
All standards are designed to be learned by the end of the course. This guide represents a recommended time line and sequence to be used voluntarily by teachers for planning purposes. Specific questions regarding when content will actually be addressed in a specific course are best answered by the individual teacher.
3 rd Grade Social Studies Public Year-at-a-Glance
2018 – 2019
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Energy:
Measured in calories Men – 2500 per day Female 2000 per day
Factors effecting calorie consumed/required:
GCSE PE – Paper 2
Reasons for balanced diet:
To maintain body weight To have the nutrients/energy required to take part in physical activity Nutrients required for growth and hydration
Balanced diet
Gender Height Age Amount of activity
```
55-60% carbohydrates (preferred energy source – moderate to high intensity) 20-30% fat (energy used for low intensity exercise 15-20% protein (growth and repair of muscle)
```
Water Dehydration – Excessive loss of body water interrupting the function of the body Hydration – having enough water (water balance) to enable normal functioning of the body Rehydration – Consuming water to restore hydration Effects of dehydration Blood thickens (known as increased viscosity) – slows blood flow around the body Heart rate increases Increase in body temperature Reaction times slow down Fatigue occurs quicker
```
Carbohydrates – pasta, potatoes, rice Fats – oils, butter, nuts, milk Protein – meat, fish, milk
```
Etiquette :The unwritten rules concerning player behaviour'
Sportsmanship: Appropriate, polite and fair behaviour while participating in a sporting event (good etiquette) e.g. shaking hands after a game
Gamesmanship: The use of dubious methods, that are not strictly illegal, to gain an advantage (poor etiquette) e.g. timewasting
PROBLEM! COST!
'Home team' advantage
Positives
Familiar surroundings for the players Home team support/positive atmosphere
Negatives
Added pressure because of the 'expectancy' to win
Reasons for 'hooliganism'
Alcohol Rivalry Media hype from previous fixtures between teams Gang mentality/masculinity + being 'part' of a group Poor refereeing decisions
Combating 'hooliganism'
CCTV
Improved level of policing and stewarding
Segregation of fans
Alcohol bans
Early kick offs
Prevention of known hooligans (banning orders, removal of passports)
Punishing teams (playing behind 'closed' doors, removing teams from competitions)
Building all seating stadiums
Campaigns – 'Kick racism out of football' etc.
Performance enhancing drugs (PED's)
```
Stimulants – increase alertness and decrease reaction time e.g. 100m Narcotics Analgesics – numb pain when carrying injuries e.g. any activity Anabolic agents – Build muscle mass, increase strength e.g. weight training Peptide Hormones (EPO) – Increase the amount of red blood cells – increase the ability to carry oxygen to the muscles e.g. marathon running Diuretics – Remove excess water from the body – used for rapid weight loss e.g. jockey in horse racing Blood doping – Increase the amount of red blood cells by removing blood and 'replacing' once the body has made up for the lost blood e.g. marathon running Beta blockers – lowers heart rate and muscle tension, blood pressure – helps remain 'calm' e.g. archery, shooting
```
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BADGER WEATHER BLOG
(badgerwxblog.blogspot.com) Guidelines and Expectations
DESCRIPTION:
Six times during the semester, you and your weather discussion partner will be responsible for posting a forecast for Madison on the "Badger Weather Blog". These forecasts will be made in conjunction with your in-class map discussions and each forecast will contain the following components:
1) Public Weather Briefing: This is a short description of the weather conditions that are expected throughout the forecast period. It should be written at a level that someone in the general public should be able to understand.
2) Forecast: This is where you describe the weather expected in the area. Imagine this as something you see while visiting the NWS website or weather.com. You will create a forecast for "Tonight", "Tomorrow", "Tomorrow night", "2 days from now", "3 days from now", and the "outlook for days 4-7".
3) Forecast Discussion: The final section is a technical discussion of the pertinent dynamical mechanisms driving the weather across southern Wisconsin. This part should be modeled after an area forecast discussion issued by a NWS office.
LOGISTICS:
You will be responsible for posting a forecast to the blog on the day prior and day of your map discussion. For example, if you give the map discussion on a Tuesday, you will post a forecast on both Monday and Tuesday. All forecasts must be published to blog by 10pm. Please do not re-edit the post after 10pm. In the event of a rapidly evolving, high-impact weather event, you may post an additional post with the title: UPDATE: <prior forecast title>. Each member of the class has been added as an author to the blog and can create a post in the following manner:
1) Go to blogger.com and enter your wiscmail address to log-in (you will be redirected to a UW webpage where you will enter your netID and password).
2) Click on "Badger Weather Blog" to access the blog's overview page.
3) On the left hand side of the screen click "New post" (orange box).
4) A blank template will appear. Add your text to the template and add a descriptive title to your post in the top toolbar. This title is the main headline that will describe your forecast.
5) Add both your partner's and your own name at the bottom of the forecast.
6) Once you are finished, click publish (orange box) on the top toolbar.
Following the conclusion of your forecast responsibilities, you will have one week to write a short reflection evaluating the success of your forecast. For example, what went well? What didn't and why? What might you do differently the next time? This reflection should be posted as a comment on your second forecast.
COMMENTS:
This blog is meant to serve as a place for the class to have a professional dialogue about upcoming weather throughout the course of the semester. Consequently, each member of the class is expected to engage with the blog by regularly posting comments, questions, and thoughts on forecasts posted by your classmates. Those responsible for authoring the forecast are expected to respond (as appropriate) to these comments and questions. Please be aware that comments and posts cannot be anonymous and will be moderated at all times. Any disrespectful and inappropriate comments will not be tolerated.
ASSESSMENT:
Your blog posts will be assessed in accordance with the guidelines below:
- Forecasts include a discussion of the pertinent atmospheric features that are affecting Madison throughout the duration of the forecast period.
- Your reflection is a thoughtful analysis evaluating the success of your forecast and offers tangible examples for future improvement.
- All posts should be polished, concise, well-written, and free of any grammatical and spelling errors.
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Spanish 2
Major Concepts / Topics
Resources
1
Spanish 2
Major Concepts / Topics
Students will be able to:
* Identify parts of the house; talk about household chores; give instructions on cleaning the house by using the present subjunctive with verbs of will and influence in both the written and oral form using the vocabulary and grammar structures presented in Lesson 3.3-3.4 in context.
* Talk about and discuss the environment; express opinions and beliefs about environmental issues using the subjunctive with verbs of emotions, doubt, disbelief, and denial as well as the subjunctive with conjunctions in both the written and oral expression using the vocabulary and grammar structures presented in Lesson 4 in context.
Sample Written Prompts:
Ernesto is getting bad grades in Spanish class. Write a letter giving him advice using impersonal expressions and the present subjunctive.
In a paragraph, describe your regions geographic characteristics and explain 2-3 environmental problems your community faces.
Major Concepts / Topics
Students will be able to:
* Give advice to others; give and receive driving/walking directions; discuss errands and city life by using the subjunctive in adjective clauses, nosotros commands, and past participles used as adjectives in both the written and oral form using the vocabulary and grammar structures presented in Lesson 5 in context.
* Talk about their health, well-being, nutrition, and physical activities by using the present perfect, the past perfect, and the present perfect subjunctive in both the written and oral form using the vocabulary and grammar structures presented in Lesson 6 in context.
Sample Written Prompt:
Write down written directions to the beach to a tourist who is lost in your city.
Write a paragraph about what a health conscious friend or relative does to stay healthy. Imagine that he/she was the complete opposite a year ago and describe what he/she did to live a healthy lifestyle
2
Resources
Lesson 3 (3.3-3.4) – La Vivienda - Panamá
Text Book pg. 108-126
Workbook pg. 33-38
(optional Repaso of Lesson 1-3) pg. 39-40
Lesson 4 – La naturaleza- Colombia
Workbook pg. 41- 50
Text Book pg. 127-160
REQUIRED Anchor Texts: Vista Higher Learning Descubre 2 Lengua y cultura del mundo hispánico
VHL Supersite:
http://vhlcentral.com
Resources
Lesson 5- En la ciudad- Venezuela
Textbook pages: 161-192
Workbook pages: 51-60
Lesson 6- El bienestar- Bolivia
Textbook pages: 193-226
Workbook pages: 61-70
(optional Repaso Lesson 4-6) wrkbk pg 71-72
REQUIRED Anchor Texts: Vista Higher Learning Descubre 2 Lengua y cultura del mundo hispánico
VHL Supersite:
http://vhlcentral.com
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About Bible Translations
For some people, just thinking about all of the various Bible translations can be overwhelming. But what exactly is a Bible translation? Translations, simply put, take the original Greek and Hebrew texts and put them into the English language.
There are a many accurate and high quality Bible translations available today. The translation method used for each Bible is what differentiates one Bible from another.
Translating the Bible is not easy.
Ask any Greek or Hebrew scholar and they'll tell you that translation is a long and arduous process…one that takes years. For example, a committee of 13 of the most respected evangelical scholars in the world spearheaded the translation of both the New International Version (NIV) and the Today's New International Version (TNIV) Bible translations. This committee spent more than 10 years working on Today's New International Version (TNIV), a readable, reliable translation for today's generation. Prior to that endeavor, the same committee spent roughly 13 years translating the New International Version (NIV), the most read, most trusted translation.
So why is Bible translation so difficult?
Well, for starters there's no such thing as a word-for-word translation. Anytime you translate something from one language into another language, there is some degree of interpretation.
Take for example the Spanish phrase "¿Como se llama?"
The most literal translation of that phrase is, "How you call?"
But a meaning-based translation is, "What is your name?"
Which is more accurate?
The scholars who translated the TNIV and NIV would tell you the second phrase is much more accurate, because it captures the meaning of "¿Como se llama?" in everyday English. And we think most English speakers would agree.
Therefore, the goal of Bible translation is not simply to swap words, but to translate the text in a way that conveys the original, intended meaning.
But why do we need to keep translating the Bible into English? Don't we have enough versions already?
Before you answer that, consider this: In only 10 years, Merriam-Webster's Collegiate Dictionary made 100,000 changes and added 10,000 new words.
Language changes—and it changes quickly.
Whether it's advancements in biblical scholarship or just plain clearer English, there will always be new Bible translations as well as a variety of translations available for you to choose from.
There are three basic approaches to translation including:
Word-for-Word:
As much as possible, biblical scholars take each "word" from the original Greek or Hebrew text and an English word in its place.
Thought-for-Thought: Translators take the "meaning" of the original language and rewrite it in modern language that's easy to read and understand.
Balanced Approach: Scholars translate word-for-word where it results in a translation that's both clear and accurate. But where a word-for-word approach might result in an unclear or inaccurate translation (take the ¿Como se llama? example above), these translations use the most natural English possible to clearly and accurately communicate the meaning.
Paraphrases help people who are new to the Bible understand it. And literal translations are helpful for people who want to study each word. The NIV and TNIV are literal where possible and "thought-for-thought" where necessary to help the reader understand. The NIV and TNIV are the best balance between accuracy and readability.
The graphic on the back can help you understand how each translation fits into the philosophies
There are five main translation families that make up over 90 percent of all Bibles sold. The main translation families include:
1. The New International Version Family: New International Verion (NIV), Today's New International Version (TNIV), New International Reader's Version (NIrV), and La Bíblia Nueva Versión Internacional (NVI).
2. The King James Version Family: King James Version (KJV), New King James Version (NKJV).
3. The New Living Translation (NLT).
4. The New American Standard Bible (NASB).
5. Paraphrase Bibles such as The Message.
In addition to these five translation families, there are a number of other translations available.
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English
I can orally compose sentences. I can create sentences for an adventure story I can use coordinating and subordinating conjunctions.
I can recognise and use word types such as adjectives, nouns, verbs and adverbs.
I can use different sentence types such as statements, commands, exclamations and questions.
I can describe a setting. I can recall and sequence events from a story.
History, Geography and Citizenship I can use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. I can use simple compass directions and locational and directional language to describe the location of features and routes on a map. I can learn about the lives of significant individuals in the past
Computing
I can tell you what kind of information I could use to help me investigate a question I am starting to understand a branching database
I can use technology to present my ideas in different ways
I can use the keyboard on my device to add / delete and space text for others to read I can save and open files on the device I use
Art and Design, Languages and Music
I can design purposeful, functional, appealing products. I can learn about the work of Van Gogh I can use a range of materials creatively to design and make a product. I can use my voice expressively and creatively by singing songs and speaking chants and rhymes.
Year: Two
Theme: Land Ahoy
Hook: Pirate Day and
Cleethorpes Trip
Mathematics
I can solve simple problems in a practical context for money.
I can recognize symbols for pounds and pence.
I can read relevant scales to the nearest numbered unit.
I can compare and order length, mass, volume/capacity.
I can use different equipment to measure accurately. I use the correct standard units to estimate and measure.
Science
I describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. I can identify and name a variety of plants and animals in their habitats, including micro-habitats. I can identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.
I can explore and compare the differences between things that are living, dead, and things that have never been alive.
PE
I can jump, run and throw effectively. I am beginning to use good technique for jumping, running and throwing. I can throw and catch consistently and accurately I can apply throwing and catching skills in a game situation
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PROTECTING PARKS AND PUBLIC LANDS
Michigan is rich with pristine natural areas that should be preserved and protected for future generations. In Michigan, we have long understood the importance of vibrant parks and public lands to our economy and our way of life. Through the establishment of Michigan's park system and decades of conservation work, our state has become known as a destination for seemingly endless opportunities to enjoy the outdoors.
BACKGROUND
Michigan's parks and public lands spur tourism and generate millions in revenue annually:
➔ Michigan has 102 state parks total.
➔ In 2012 and 2013 over 1 million camp spots were booked nightly in Michigan parks. In 2014, the nightly booked camping spots came in at 964,776.
➔ After Michigan launched a new program in 2010 called the Recreation Passport that funds Michigan parks through optional license plate fees, nearly 25 percent of Michigan motorists opted in immediately . That percentage climbed to 28.5 percent in fiscal 2014.
However, the legacy of conserving and protecting Michigan's natural areas is slipping away. In recent years, the legislature has sought to hamstring the protection of public lands in Michigan by arbitrarily capping the amount of land the state can own and trying to prevent the Department of Natural Resources (DNR) from using proven, science-based management practices. And even with the success of the Recreation Passport funding, Michigan's park system still faces more than $300 million in deferred capital improvement projects.
ACTIONS NEEDED TO PROTECT PUBLIC LANDS:
* The Michigan Legislature should stop any effort to prohibit the DNR from managing public lands in order to conserve and enhance the biological diversity of Michigan's natural areas.
* The Michigan Legislature should prevent any attempt to force the DNR to list large portions of Michigan's public lands as "surplus" and therefore eligible for sale.
* The Michigan Legislature should remove the cap on the amount of land Michigan can own and provide legislative approval to the DNR's statewide public land policy.
* The Michigan Legislature should ensure that oil, gas and mineral revenues continue to fund acquisition and permanent protection of public lands through the Michigan Natural Resources Trust Fund and the Michigan State Parks Endowment Fund.
* The Department of Natural Resources (DNR) should improve stewardship of existing public lands by acting on pre-existing proposals for special land designations as natural, scenic, ecologically significant, or wilderness areas
* The DNR should prevent efforts to drill and mine under Michigan's state parks, including Hartwick Pines and Porcupine Wilderness.
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Literacy:
First Steps Toward Reading and Writing
What do we know?
The term "early literacy" refers to skills that are developed during the preschool years and that are required to read and write.
These fundamental skills are developed in early childhood. They play a role in how well your child will succeed in school.
"These fundamental skills are developed in early childhood. They play a role in how well your child will succeed in school."
Your child will learn the foundations of reading and writing most easily when he is taking part in stimulating activities that are supervised by caring adults.
Singing songs, reading aloud and playing with letters are all activities that set the stage for learning to read and write and improve your child's well-being.
Preschool children who have low language skills are more likely to have problems in school later on.
Children who have trouble reading at the end of Grade 1 are likely to find reading difficult throughout primary school.
Strategies that help young children take their first steps toward reading and writing can reduce or even prevent school problems. It is important to integrate these strategies in activities with children at home, child care and kindergarten.
Paying attention to...
... making sure that every day your child has many opportunities to learn while having fun.
... awakening your child's curiosity so that he is more ready to learn.
... getting your child's full attention in any new learning situation.
... your child's need to practice language.
What can be done?
■ Make daily activities (going places, getting dressed, preparing meals, bath time) more fun with songs that have rhythm and interesting gestures.
■ In the park, help your child pay attention to when there is more sand in one pail than in another, etc.
■ Play word games (rhymes, repetition).
■ Thank your child for sharing his discoveries.
■ Encourage your child's efforts and recognize his ideas.
■ Invite your child to think of subjects for conversation. Ask questions that encourage him to express his ideas and his observations.
■ Use voice intonations when playing, show enthusiasm, ask your child questions, invite him to point, name, or move toward whatever interests him.
■ When talking to your child, remember to wait for a response. Give him enough time to answer your questions or contribute to the conversation.
■ When your child speaks to you, repeat what he says. Then add a bit more to the conversation. This will help him see that you are listening to him and share his interests. It will also help him learn more about the topic you're discussing together.
Coordinator:
Lucie Beaupré
Collaborators:
Susan Rvachew
Ginette Dionne and
Isabelle Vinet (CPEQ)
Copy editors:
Valérie Bell and
Lana Crossman
Graphic design:
DesJardins Conception Graphique inc.
Information
The Centre of Excellence for Early Childhood Development identifies and summarizes the best scientific work on the social and emotional development of young children. It disseminates this knowledge to a variety of audiences in formats and languages adapted to their needs.
For a more in-depth understanding of Language development and literacy, consult our experts' articles in the Encyclopedia on Early Childhood Development, available free of charge at www.child-encyclopedia.com.
This information sheet is published by the Centre of Excellence for Early Childhood Development, one of four Centres of Excellence for Children's Well-Being. Funding for the Centres of Excellence is provided by the Public Health Agency of Canada. The opinions expressed in this publication are those of the authors/researchers and do not necessarily reflect the official views of the Public Health Agency of Canada.
We are grateful to the Fondation Lucie et André Chagnon and the Alberta Centre for Child, Family and Community Research for their financial contributions to produce this information sheet.
Centre of Excellence for Early Childhood Development
GRIP-Université de Montréal
P.O. Box 6128, Succursale Centre-ville
Montreal, Quebec H3C 3J7
Telephone: 514.343.6111, extension 2541
Fax: 514.343.6962
E-mail: firstname.lastname@example.org
Website: www.excellence-earlychildhood.ca
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Growth Model Visualization Tool
LEA-LEVEL DATA
1. Using the Search function, view your LEA's performance.
2. Record the name of the school in your district that has the highest growth in
Math: ________________________
English Language Arts/Literacy: _________________________
3. Record the name of the school in your district that has the highest overall proficiency in
Math: ________________________
English Language Arts/Literacy: _________________________
4. Choose Math or English Language Arts/Literacy and, under the tab under the LEA name in the top left, record LEA’s:
Median Growth: _____________
Average Overall Proficiency: ________________
5. Using the tab under the LEA name in the top left, select “By Ethnicity”. What is the largest growth gap between two ethnicities in your LEA?
6. Select "By Grade". Which grade has the highest growth percentile?
_________________
7. Select “By District/LEA”. Click “Add District/LEA” (top right) and add another LEA of comparable size and urban/urban-ring/suburban designation.
Median Growth: _____________
Average Overall Proficiency: ________________
8. Click “Add District/LEA” (top right) and add an LEA that is either much larger, much smaller, or of a differed urban/urban-ring/suburban designation.
Median Growth: _____________
Average Overall Proficiency: ________________
SCHOOL-LEVEL DATA
B. Choose one school whose data surprised you, worries you, or excites you to look at in more depth.
9. What patterns, themes, or tendencies did you notice that made you select this school?
10. What is the Median SGP? _______________________
11. What is the Percent at/above Proficient? _______________________
12. Click “Discover” and select the designation that applies to this school (e.g., charter, suburban). If the school is an elementary school, unclick “Middle”. If the school is a middle school, unclick “Elementary”. Find the school on the list on the right. Click “More Info”, then “Student Groups”. What do you notice?
13. Close the “More Info” pane. What do you notice about this school’s growth and/or overall proficiency, relative to the other schools you see?
14. What questions does the data raise for you about this school?
15. What might be some limitations of this data?
16. What other data would you want to collect to get a fuller picture of what is going on at this school?
17. What next steps might be guided by this school's data?
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MOSQUITOES
DESCRIPTION
Adults are approximately 1/8 to 3/8" long, with the body and legs normally covered with scales. They are mostly gray to black in colour; some marked with white, silver, green, or iridescent blue scales. The head is long with 15‐segmented antennae that are feathery on the male and hairy on the female. They have two wings that are long and narrow with scales along the veins and wing margin.
Larvae have a wider head and thorax than the abdomen, the thorax consisting of 3 fused segments and being the widest. Antennas have only one segment. Their mouthparts with labial brush usually consist of numerous fine hairs.
HABITS
Mosquitoes have adapted to almost every kind of aquatic situation such as permanent ponds and marshes, temporary flood waters or woodland pools, drainage ditches, and water contained in tree holes, leaves of plants, or artificial containers. Exceptions are flowing streams and the open waters of large streams, rivers, lakes, seas, and oceans. The number of generations per year ranges from 1 in cold climates to many in warmer climates where they breed continuously. The larvae feed on small aquatic organisms and organic debris, the pupae do not feed, and the adult males feed on nectar. Adult females also feed on nectar but most females require a blood meal before they can lay fertile eggs.
Flight ranges vary with the species but the average range is around 8‐16 kilometres, with record ranges between 30 kilometres coastal and 180 kilometres at sea. The time of day in which biting occurs varies but most bite from dusk to dawn.
CONTROL
Control begins with an accurate and thorough assessment of the problem. On the household level, relief can be achieved by preventing entry to structures through proper screening and sealing and applying residuals to resting surfaces. Larvicides can be used in areas of standing water such as ditches, birdbaths, ponds and marshes. These will kill the larvae before they hatch. Fogging or spraying will also provide you with a mosquito free zone for a period of time. Treat under shrubs, short cut grass and tall grass.
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From Blubber Bay to the World
Who knew in 1907 that the Vancouver syndicate formed that year to mine and process Blubber Bay limestone would eventually see their company grow into a multi-national shipping conglomerate!
By 1916 the Pacific Lime Company had become the largest lime producer in BC. As well, their lumber mill could turn out 40-foot lengths at a capacity of 40,000 feet a day. In addition to exporting building materials, laths and railroad ties, the mill produced barrel staves for the local limeworks.
Pacific Lime president Edward D. Kingsley soon realized that getting the products to market from Texada Island would be a major consideration. The company purchased a steamship (the Queen City) and two barges, the Iwalani and the Baramba - a former 1887 Canadian Pacific sternwheeler. (The Iwalani burned and sank in 1920 and eight years later the Baramba was abandoned on the beach in Sturt Bay.)
In 1919 a brand-new ship (the E.D. Kingsley) was contracted from Fort William, Ontario to serve as a coastal freighter. Captain Michael Uldall relaxed onboard in the spacious master's quarters (nicknamed "the bungalow") which was considered to be the most luxurious on the coast.
By 1920 the newly-incorporated Kingsley Navigation Company served the BC and US west coasts, carrying lime (from Blubber Bay), lumber (Vancouver, Blubber Bay, Dollarton, Genoa Bay, Chemainus, Port Alberni, Victoria), grain (Vancouver), pulp (Port Alice, Woodfibre), canned fish and asphalt shingles (Sidney). Glycerine (for explosives), asphalt, oil, vegetables, canned goods and dried fruit were transported back from San Francisco on the return trip.
In 1928 the Seattle-based ship El Cicuta was purchased and renamed Texada. Unfortunately Texada seemed to attract trouble, colliding with a freighter under the
Lions Gate Bridge in 1930, drifting onto the rocks at Deadman's Island (Vancouver) in 1936 and, later that year, striking a reef in Puget Sound causing a seven-month repair wait.
By 1932 Kingsley Navigation had expanded to the east coast via the Panama Canal. Operations were suspended in WWII when its fleet was requisitioned for supply ships. When the war ended the company morphed again into a major shipping agent representing countless international companies.
A very successful history for a Texada company that started with a simple limestone deposit in Blubber Bay.
Peter Lock Texada Island Heritage Society
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Literacy
Participate in discussions, presentations, performances, role play, improvisations and debates.
Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.
Propose changes to grammar and vocabulary to improve writing.
To write an interesting story involving a mythical/legendary character. To write a letter of persuasion.
Mathematics
To be able to use a range of written methods to calculate the answers to problems involving the main four operations.
To be able to use mathematics in a range of real life situations.
To be able to recognise and use fractions, decimals and percentages.
To identify and measure angles using a protractor.
Computing
To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
To select, use and combine a variety of software on a range of digital devices to collect, evaluate and present data and information.
Art and Design, Languages and Music
To improve mastery of art and design techniques, including sketching and sculpture by creating drawings and mosaics.
To select from and use a wider range of materials and textiles, according to their functional properties and aesthetic properties.
To speak in sentences in French, using familiar vocabulary, phrases and basic language structures.
To play and perform in solo and ensemble contexts playing a guitar with increasing accuracy and control.
Year: Four
Theme: I am Warrior!!
Hook: Trip to Leeds Royal
Armouries 14
th
of November
History, Geography and Citizenship
To locate the world's countries using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics, countries and major cities.
To understand the geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country.
To describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water.
To learn about the Roman Empire and its impact on Britain.
Science
To compare and group materials together according to whether they are solids, liquids or gases.
Identify differences, similarities and/or changes related to simple scientific ideas and processes.
Ask relevant questions and use different types of scientific enquiries to answer them.
Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius.
PE (including Dance) and PSHE
To develop flexibility, strength, technique, control and balance through gymnastics.
To take part in outdoor and adventurous activity challenges both individually and within a team.
To compare their performances with previous ones and demonstrate improvement to achieve their personal best.
To learn how to reflect on progress and develop a confident approach to learning.
To support peers in their own learning and in turn developing communication skills.
To develop strategies to deal with emotions.
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Literacy
* Discuss and record ideas.
* Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.
* Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
* In narratives, create settings, characters and plot.
* Organise paragraphs around a theme.
* In non-narrative material, use simple organizational devices. – Non Chronological reports
Mathematics
* Count in multiples of 6, 7, 9, 25 and 1000.
* Find 1000 more or less than a given number.
* Count backwards through zero to include negative numbers.
* Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones).
* Order and compare numbers beyond 1000.
* Identify, represent and estimate numbers using different representations.
* Round any number to the nearest 10, 100 or 1000.
* Solve number and practical problems that
Computing Graphing
Art and Design, Languages and Music
Art and Design: Create sketches and record observations and use them to review and revisit ideas. Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
Artist – Andy Goldworthy
French:To speak in sentences in French, using familiar, phrases and basic language structures Music: To play and perform in solo and ensemble contexts playing a guitar with increasing accuracy and control.
Year: Four Theme: Blue Abyss 2016 – 17 BVB and SB
* Have regular opportunities to enter data into a graphing package and use it to create a range of graphs, and to interpret data across all subjects
* To compare how different graphs can be used for different purposes
* With support, plan structure and layout of document/ presentation
* Select and import graphics from digital cameras, graphics packages and other sources and prepare it for processing using ICT
History, Geography and Citizenship Geog, skills and fieldwork:
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Geog - Locational Knowledge:
Locate the world's oceans. Identify the position of the Northern hemisphere, southern hemisphere, equator, tropics of cancer, tropic of Capricorn.
Georg - Place Knowledge:
Describe and understand key aspects of human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy,
food, minerals and water.
Science – Living things and their Habitats
* Recognise that living things can be grouped in a variety of ways.
* Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
* Ask relevant questions and use different types of scientific enquiries to answer them.
* Construct and interpret a variety of food chains, identifying producers, predators and prey.
* Recognise that environments can change and that this can sometimes pose dangers to living things.
PE (including Dance) and PSHE
* I can demonstrates precision, control & fluency in response to stimuli
* I can vary dynamics & develop actions with a partner or as part of a group
* I continually demonstrate rhythm & spatial awareness
* I can modify my performance & that of others as a result of observation & basic understanding of the structure of the body
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Lansing Community College Math 119
Jack Rotman, Math119 course leader (firstname.lastname@example.org)
Math: Applications for Living
Description:
Uses strategies of arithmetic, geometry, and algebra to solve problems and effectively communicate solutions in a variety of occupational disciplines. Applies reasoning, problem solving, teamwork, mathematical thinking and modeling to measurement, proportions, percents, graphs, formulas, variables, geometry concepts, coordinate systems, and statistical reasoning and probability.
Prerequisite:
Beginning Algebra or Mathematical Literacy
Textbook:
Bennett & Briggs Using and Understanding Mathematics (Pearson), 6 th edition
Sections: 3 per semester and growing
Grades:
67.7% 2.0 or higher (over the past 8 years) [compared to 63.3% in intermediate algebra]
Course Outline:
A. Measurements, dimensional analysis, geometry (plane and 3-d)
B. Percent growth & decay, multipliers, finance formulae; significant digits
C. Statistical concepts and graphs, measures of center, correlation concepts, margin of error and confidence intervals
D. Probability concepts, product and sums, law of large numbers, counting methods
E.
Functions (linear and exponential), finding rate of change, models, graphing, half-life, doubling time
Learning Outcomes: << a bit "out of date" >>
A. Use mathematical principles, concepts, processes, and rules to investigate, formulate, and solve problems in disciplinary and career contexts.
C. Use appropriate tools and equipment, including graphing calculators, in investigating, and solving problems in disciplinary and career contexts.
B. Work with others in teamed situations using mathematical principles, concepts, processes, and rules to investigate, formulate, and solve problems in disciplinary and career contexts.
D. Use standard references and resources, both print and electronic, from disciplinary and career areas as resources in investigation, formulating, and solving problems in disciplinary and career contexts.
F. Apply appropriate techniques, tools, and formulas to determine measurements in disciplinary and career contexts.
E. Use measurable attributes of objects and the units, systems, and processes of measurement in disciplinary and career contexts.
G. Use and develop formulas for applied situations in disciplinary and career contexts.
I. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships as they apply in disciplinary and career contexts.
H. Use proportions, ratios, and percents in disciplinary and career contexts.
J. Specify locations and describe spatial relationships using coordinate geometry and other representational systems in disciplinary and career contexts.
L. Formulate questions in disciplinary and career contexts that can be addressed with data and collect, organize, and display relevant data to answer them.
K. Apply transformations and use symmetry to analyze situations in disciplinary and career contexts.
M. Select and use appropriate statistical methods to analyze data in disciplinary and career contexts.
O. Understand and apply basic concepts of probability in disciplinary and career contexts.
N. Develop and evaluate inferences and predictions that are based on data in disciplinary and career contexts.
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How to Balance Your Health for Stability and Longevity Glycoscience is Your Ticket for Quality LIFE
Glycoscience Lesson #44
by JC Spencer
Here are three of the many unseen influence factors involved in achieving homoeostasis in the human body. Each influence is a balancing act with a tipping point that allows for optimal health or catastrophic results. A slide down either side from the tipping point is catastrophic.
Homoeostasis (or homeostasis) is the self-regulating process of the body's biological systems to achieve and maintain an equilibrium for stability of optimal health.
pH Factor
A balanced pH Factor is essential to life. Your pH is the active electrical state of your body chemistry. The action of your pH influences your whole body. Measurement of the pH makes known the acid action in relationship to the alkali action of a solution. The scale is from 0 to 14 pH with hydrochloric acid at "0" and alkali (sodium hydroxide/lye) at "14". Your body works hard to keep the blood at a neutral pH balance of 7.3. A blood pH that is too acidic or too alkaline will result in health issues. This quest to balance the blood pH is to compensate for the dominance of an acidic diet. To maintain a balanced blood pH of 7.3 is the first step toward Optimal Health.
Temperature Factor
Normal internal human body temperature is established at 98.6 degrees F (37 degrees C). When the mitochondria is producing clean neuro-electricity and there is proper blood flow, the temperature is regulated throughout the body. Clean energy (without free radicals) is made possible by consuming good food and keeping toxins out of your body. The mitochondria may work harder to overcome infections and produce a fever in the process. Fever is your body's way to compensate or adjust away from the dominance of cold, as in dead. To maintain a normal body temperature is a vital step toward Optimal Health.
Metabolic Factor
The two balancing phases of your metabolism are the catabolic phase and anabolic phase. Catabolic means to break down in a catastrophic or cataclysmic manner. Anabolic means to build up. Food is broken down to build up cells. Cells constantly break down in our bodies and we are constantly building new cells and tissue.
The catabolic/anabolic factor is a continuous cycle throughout the day and night, work and rest.
Catabolic/anabolic balance shifts with age. As we grow older, we need additional energy and rest to overcome fatigue and all its consequences. The tendency with age is to be more fatigued during the day and to not be able to "sleep like a baby" at night.
To maintain your energy helps to balance our pH and your rest helps detox all of our vital organs.
Smart Sugars Factor
Glycoscience can help us achieve homoeostasis and the quality of life we desire. Low pH can result in fatigue. Proper exercise can help maintain a balanced pH. I have personally learned that additional Smart Sugars can reduce fatigue, inflamation, pain and even the need for as much additional rest as would otherwise be required. Balancing the work and rest is especially important for the workaholic and the couch potato. Rest eventually takes dominance so we are to work while it is still day.
We have an ongoing pH Study with Matched Funding for individuals interested in taking a significant step towards optimal health.
To participate in the pH Fusion Studies:
http://PilotStudies.net
No medical claims are made or intended and these statements have not been evaluated by the FDA.
Source and References:
Smart Sugars - Chapter Three - Glycoscience Meets Quantum Physics http://www.amazon.com/Smart-Sugars-Speak-Should-Listen/dp/0692232028/ref =sr_1_14?ie=UTF8&qid=1463345239&sr=8-14&keywords=Smart+Sugars http://www.medicalnewstoday.com/articles/8871.php http://naturahealthproducts.com/anabolic-catabolic http://www.ncbi.nlm.nih.gov/pubmed/16607115
Expand Your Mind - Improve Your Brain http://endowmentmed.org/content/view/826/106/
Change Your Sugar, Change Your Life http://DiabeticHope.com
Glycoscience Lesson #44
http://GlycoscienceNEWS.com/pdf/Lesson44Homeostasis.pdf http://EzineArticles.com/?expert=JC_Spencer
© The Endowment for Medical Research, Inc. http://endowmentmed.org
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…in Room 5, with Miss Williams
My name is Ka5e Williams and I am excited to be teaching Year twos this year at Kohia Terrace School. I am looking forward to geCng to know all of you and to provide all members of Room 5 with an enjoyable, posi5ve and successful year in 2017.
I am currently entering my fiMh year of teaching aMer moving from liNle Feilding to the big smoke. I completed my teaching degree in Palmerston North.
Daily Routine
8:30-8:50: Children are allowed into the classroom when the 8:30 bell rings but before this 5me they must wait outside. Children are expected to place their book bags in the box, with their reading books s5ll in the bag, when entering each morning. AMer the 8:30am bell, children may find a quiet ac5vity to occupy them or play outside.
Morning tea
10:30-11:50:
12:30-1:30 Lunch
3:00pm School finishes but before this 5me children will work together to 5dy and clean the classroom.
Please wait outside in the junior courtyard. If you are running late please phone the office and a message will be sent to me. If you arrive aMer 3:15pm your child with be wai5ng in the school office.
WRITING
In Room 5, we aim to write everyday. Every child will aNempt to meet the success criteria for that par5cular day either individually or by working in small conference groups with me. The conference groups are flexible working groups that are developed from needs within the classroom.
Children are then encouraged to re-read their wri5ng ensuring it makes sense, known words are spelt correctly and for unknown words they have used sensible spelling to record the dominant sounds in order. We also…
We start each wri5ng lesson as a whole class discussion, focusing on the days topic. Children have the opportunity to share their ideas and thinking and to build on others. We then make a plan (drawing a picture or mind maps) to organise our thinking. From here, as a whole class, we co construct a piece of wri5ng which meets the success criteria and then the children have a go at their own piece of wri5ng referring back to their plans.
- do 'Flying Start' most days where children develop their phonological awareness around leNers and sounds
- write across the curriculum throughout each day
- do 'Say and Write' Monday through Friday where children prac5ce their spelling words in rela5on to the Essen5al Spelling Lists
READING
Our reading programme is run extensively from Monday to Thursday. Children begin by 'learning to read', where processing strategies are taught, then 'reading to learn' where comprehension strategies are developed further. Children are placed in small ability groups where they read with the teacher every day or every second day. When not reading with the teacher, the children are comple5ng reading ac5vi5es based at their level. Some of these reading ac5vi5es include:
- reading from browsing baskets
- say and write where children are prac5sing their spelling words
- reading big books
- exploring specifically chosen ac5vi5es on iPads or laptops
- comple5ng follow up ac5vi5es which are in direct rela5on to their daily reader
It is of vital importance that children return their book bag to school every day in order to take home their new reader.
MATH
Again, our maths program is run daily with strand maths being taught on a Friday. We start we a whole class maths warm up focussing on a par5cular skill. The children will then prac5se this skill either individually or in small groups. The children are placed in ability groups depending on needs of the learning being taught. Similar to the reading program, when the children are not working with the teacher, they are comple5ng ac5vi5es which are specified to their levels. Some of these ac5vi5es include:
- number and dice games which help to develop many basic skills
- follow up ac5vi5es related to the learning being taught
- exploring specifically chosen ac5vi5es on iPads or laptops
Helping at Home
It is of vital importance that learning is encouraged and explored at home as well. Please take the 5me to read the book in their book bag each day and read the Friday poem with your child over the weekend. Along with their reader, some children will have flash cards with words or leNers on them. These are not for spelling. Children are to quickly recall the words or leNer sounds. Please, prac5se these with your children every night.
recalling these words with your child and we will aim to test these words every Friday. We also encourage children to spend at least 10 minutes aMer school on Maths Whizz.
Also, in their reading folders, children will have a notebook containing spelling words. Prac5se wri5ng and
Communica5on
If you have any ques5ons or concerns please do not hesitate to email me firstname.lastname@example.org
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A.P. Statistics Assignment 7.9
Remember to show your thinking through your work.
1) Describe in simple terms what a Type I error is (yes, again). In a study of possible iron deficiency in infants, researchers believe that breast feeding children reduces iron deficiency in babies. They compared several groups of infants who were following different feeding patterns.
2)
Statisticians prefer large samples. Describe briefly the effect of increasing the size of a sample (or the number of subjects in an experiment) on each of the following:
(a) The width of a level C confidence interval.
(b) The P-value of a test, when H0 is false and all facts about the population remain unchanged as n increases.
3) A researcher looking for evidence of extrasensory perception (ESP) tests 500 subjects. Four of these subjects do significantly better (P < 0.01) than random guessing.
(a) Is it proper to conclude that these four people have ESP? Explain your answer.
(b) What should the researcher now do to test whether any of these four subjects have ESP?
4) In the past, the mean score of the seniors at South High on the American College Testing (ACT) college entrance examination has been 20. This year a special preparation course is offered, and all 53 seniors planning to take the ACT test enroll
in the course. The mean of their 53 ACT scores is 22.1. The principal believes that the new course has improved the students' ACT scores.
(a) Assume that ACT scores vary normally with standard deviation 6. Is the outcome x = 22.1 good evidence that the population mean score is greater than 20? State H0 and Ha, compute the test statistic and the P-value, and answer the question by interpreting your result.
(b) The results are in any case inconclusive because of the design of the study. The effects of the new course are confounded with any change from past years, such as other new courses or higher standards. Briefly outline the design of a better study of the effect of the new course on ACT scores.
5) The financial aid office of a university asks a sample of students about their employment and earnings. The report says that "for academic year earnings, a significant difference (P = 0.038) was found between the sexes, with men earning more on the average. No difference (P = 0.476) was found between the earnings of black and white students." Explain both of these conclusions, for the effects of sex and of race on mean earnings, in language understandable to someone who knows no statistics.
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Early Head Start Program Mission:
- To enhance the growth and development of young children
- To support and strengthen healthy family development and well-being
- To promote healthy prenatal outcomes for women who are pregnant
- To serve children with disabilities and their families
—————————
Contact Information:
Burke Early Head Start
501 E. Concord St.
Morganton, NC 28655
Phone: 828-475-0107 www.enolagroup.org
Facebook: Early Head Start of Burke, The Enola Group
Men Zone Meeting February 25th 6:00-7:30 pm
Parent Meeting February 17th 11:30-12:30 pm
Burke Early Head Start February 2016 Newsletter
Keep your child's teeth healthy – Follow these tips each day!!
- Brush children's teeth for two minutes, two times a day.
- Use a tiny smear of fluoride toothpaste on a child's toothbrush. Increase to a pea-size drop at age 3.
- Begin flossing around teeth as soon as the first one appears.
- Offer water between meals.
- Begin dental visits at 1 year old, have a check-up every 6 months
These simple steps, followed daily, will help prevent cavities. Regular dental checkups keep small problems from becoming big ones!!
Make Tooth Brushing Fun!
- Brush to the beat. Let your child choose their favorite song to listen to while brushing for two minutes.
- Follow the leader. Brush along with your child, copy each other's actions.
- Set a timer. Tooth brush timers can be found on the tooth brush isle in your local department store.
- Get your child involved in the beginning. Let them pick out their own toothbrush. Give them a special cup to fill and rinse from after brushing.
Fine motor development
- Give your toddler opportunities to use crayons, markers and pencils.
- Choose a table or floor space where your child can draw and color freely. Gently remind them to keep the "crayon on the paper".
- Children enjoy tearing paper. Give them old mail or sales papers to rip and tear.
- Squeezing, patting and rolling playdough strengthens muscles in the hand. Allow your child to work with playdough often.
Jazmine is learning to scribble. Jazmine puts the crayons one by one in mom's hands and mom counts the crayons. Jazmine's mom says each color as she touches them. Jazmine chooses a crayon and begins to scribble. Scribbling helps Jazmine with her fine motor skills.—In Home Educator
Planning for Preschool
Transition meeting for Burke County Preschool Services
When: February 10th, 10:30-11:30
Where: Burke EHS Family Resource Center
Childcare and transportation will be provided. Families will have the chance to ask questions and complete applications for preschool services with Burke County Schools.
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National Park Service U.S. Department of the Interior
Death Valley National Park
CA Highway 190 PO Box 579 Death Valley, CA 92328 phone 760.786.3200 fax 760.786.3246
Death Valley National Park News Release
Release Date:
April 13, 2022
Contact:
National Park Service: email@example.com, 775-537-0787 x207 Fish and Wildlife Service: firstname.lastname@example.org, 702-515-5079 Nevada Department of Wildlife: Brandon Senger, email@example.com, 702-668-3999
AMARGOSA VALLEY, NV – Fish biologists are excited to report increased numbers of one of the world's rarest fishes. Scientists counted 175 Devils Hole pupfish, which is the most they've observed in a spring count in 22 years. This momentous count also marked the 50 th anniversary of counting pupfish using SCUBA, dating back to April 6 th , 1972.
Devils Hole pupfish (Cyprinodon diabolis) live in the upper 80 feet of a deep water-filled cavern and sun-lit shallow pool at the cavern's entrance, making this the smallest range of any vertebrate species on the planet. Devils Hole is a detached unit of Death Valley National Park adjacent to Ash Meadows National Wildlife Refuge in Nye County, Nevada. U.S. Fish and Wildlife Service, Nevada Department of Wildlife, and National Park Service staff cooperate to manage this critically endangered species.
Population size is estimated by counting fish throughout its habitat, with standard counting protocols. Scientists SCUBA dive to count fish in the cavern, starting at depths below 100 feet. Simultaneously, other scientists count fish on the shallow shelf at the waters' surface. The final count includes both surface and underwater fish. The official result, 175 observable pupfish, is the highest count recorded in 22 years.
Before the 1990s, the population was around 200 pupfish in the spring. However, pupfish numbers have been especially low during the last two decades, averaging only 90 fish.
A return to higher numbers of pupfish this time of year could signal important changes in the ecosystem. Kevin Wilson, Aquatic Ecologist for Death Valley National Park, manages resources of Devils Hole, and states "such shifts highlight the importance of maintaining long-term data as we work to find out what's changed."
The official result, 175 observable pupfish, is the highest count recorded since April 2000. On this count, Brandon Senger, Supervising Fisheries Biologist for Nevada
Department of Wildlife, scuba-counted a surprising number of young fish below the surface. For biologists at Devils Hole, it's always great to confirm spring reproduction coming out of winter. Other biologists on site noted fish appeared both in remarkable condition, and very active.
Having more pupfish in Devils Hole also affects the direction and focus of species recovery. This week's count continues an overall springtime increase over the last 9 years from the all-time low of 35 fish. Michael Schwemm, Senior Fish Biologist for the US Fish and Wildlife Service, states "it's exciting to see this shift, because if persistent, allows more opportunity for study and to explore new management options." The next pupfish count occurs next fall.
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St Andrew's Primary School, Ramsbottom
As a community, including children, staff, parents and governors, we seek to encourage the faith and educational journey of all our members.
We exist to identify the spiritual, academic, physical and professional needs of the children and staff, enabling them to affirm, support and develop each other in the spirit of Jesus.
We believe especially that our education must be broad and life-changing, enabling all the children to develop to their fullest potential so they may influence both the world of today and the world of tomorrow.
SAFE INTERNET POLICY
OVERVIEW
This school has made significant investment in information technology and computer systems to support teaching and learning and to give children the opportunity to seek information and carry out research. Access to the internet carries with it the danger that children could find and view material that is unsuitable for them or that they could be put at risk from unwanted and inappropriate contacts. This policy seeks to ensure that the internet is used appropriately for learning but with safeguards to protect children from harm.
OBJECTIVES
1. To ensure that children's access to inappropriate sites and locations is restricted.
2. To ensure that the use of the internet is for proper purposes related to the teaching, learning and curriculum of this school.
3. To protect children from harm and upset that could be caused through giving them access to inappropriate sites, materials, images and contacts.
4. To make children aware that there are inappropriate sites that are harmful and which must be avoided in school and at home.
5. To encourage children to report immediately any inappropriate sites, materials
or contacts that they find on the internet, either at school or at home.
STRATEGIES
1. Appropriate firewalls will be put in place and must be enabled at all times on all the school computers.
2. Staff must always check that firewalls are in place before learners are allowed to access the internet.
3. Staff must not under any circumstances, or at any time, disable- or bypassfirewalls on any school-owned computer.
4. Children must be supervised by adults at all times when they are given access to the internet.
5. Staff must only use computers for school purposes. School computers used by staff at home or in school must not be modified or used for personal use.
6. If children bring digitally stored information into school on disk or on pen drive or by other means, staff must check the suitability of the information before it is played on school computers.
7. Children must be encouraged to notify staff if, they at any time, they come across unsuitable material on a computer.
8. Staff must notify the Headteacher immediately if they find unsuitable or inappropriate material on a computer or storage device.
OUTCOMES
Children and staff will be able to enjoy and use the school computers to enhance teaching, learning and the curriculum and to access useful educational information and materials, without risk of harm or upset.
Review Date: Autumn 2017
Revised: January 2018
Next review: Spring 2022
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History Thursday 07/05/20
WALT make bunting to commemorate the 75th anniversary of VE Day.
VE day stands for Victory in Europe Day.
On May 7th 1945, Sir Winston Churchill (the prime minister of the United Kingdom) announced the end of the Second World War.
The war in Europe had lasted over 5 years. During this time, many soldiers were killed or wounded, buildings were destroyed by bombs and people did not have much food.
People were very happy that the war had ended. They celebrated in the streets. Church bells rang and people danced and waved flags. Some people wore red, white and blue to look like the British flag. People shared food and hung bunting at street parties.
75 years later, we remember this day to honour the men and women of the Second World War.
Follow the link to this BBC article 'Great British Bunting' and watch the video to learn how to make your own:
https://www.bbc.co.uk/programmes/articles/4TrqYDyf4PMdLypxzyTwGDg/gre at-british-bunting
Have a go at creating your own Great British Bunting and hang it in a window to commemorate VE day.
VE day - how it happened
Listen to Sir Winston Churchill's announcement that the war had ended and how people celebrated in London in this video:
https://www.youtube.com/watch?v=NEavcsrMoMw
Take You Home
Returning home is one of the themes of the National Memorial Arboretum being explored during VE day. This activity from BBC's Bring The Noise is based around the song Take You Home by Laura White. Follow the link to sign and dance along:
https://www.bbc.co.uk/teach/bring-the-noise/take-you-home-bsl/zhtyy9q/
Mindfulness Thursday 07/05/20 (and every day, 3 times a day or whenever you can!)
WALT take a Brain Break with MindUP at Home
Brain Break helps children focus attention and regulate emotions. Follow this link and play the video to take a Brain Break. Try this focused breathing exercise three times a day, every day and see how you feel.
https://www.youtube.com/watch?v=xhWDiQRrC1Y&t=1s
Music Thursday 07/05/20 (and everyday or whenever you can!) WALT learn the next part of the song Awa Yombei from The Gambia.
I love this one. Awa Yombei Yombei Yo!
Follow this link to join in Week 2, Part 3.2: https://www.lambethmusic.co.uk/mx-years-1--2.html
Sign in details below if it asks for them:
Username: email@example.com
Password: Token2020
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ExerciceLevel 3
Representing a Table in Chart Form
Here is a table showing how final energy consumption evolved in France in six key years. The data starts in 1973 at the time of the first oil crisis, when the price of a barrel of oil soared and triggered a radical shift in energy policy (rise of nuclear energy, gradual development of renewable energies, and energy-saving measures, etc.).
In 1973, oil accounted for almost two-thirds of total consumption, which is very high. In addition to being used in transportation, petroleum products are consumed widely in industry and housing.
Electricity generation has taken off in line with the increase in nuclear power, with electric heating becoming the most widely used technology and factories opting for electricity over fuel. Oil and petroleum products have continued to lose ground to the benefit of electricity, but have not yet been overtaken. Oil is still clearly predominant. The use of gas has risen, while the share of coal has dropped to almost zero.
| As a % | 1973 | 1980 | 1990 | 2000 | 2010 |
|---|---|---|---|---|---|
| Coal | 13.2 | 9.9 | 7.2 | 4.7 | 3.6 |
| Gas | 6.5 | 12.2 | 16.6 | 20.7 | 21.6 |
| Oil | 63.9 | 58.4 | 50.3 | 46.3 | 41.5 |
| Electrity | 9.7 | 13.6 | 18.4 | 21.2 | 24.1 |
| Renewable heat | 6.7 | 5.9 | 7.5 | 7.1 | 9.1 |
("Renewable heat" refers to heat produced from wood, solar thermal technology, biogas, biofuels and heat pumps).
There are many to present the data in chart form. Here are three of them.
Line Chart
Coal
Oil
Electricity
Renewable heat
Percentage
Years
Stacked Bar Chart
Renewable heat
Electricity
Oil
Gas
Coal
Percentage
Years
Step Area Charts
Gas
Renewable heat
Electricity
Oil
Coal
Percentage
Years
Question level 3 :
Around which year did the share of oil in final energy consumption fall below 50%?
1990
1973
2000
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NLMUSD Model Integration Technology Pilot
Technology Integration Unit/Lesson Plan Template (modified from MTS Lesson Plan Template)
Lesson title: Instrument Keynote
Name: Loreen Miyoshi
Subject area: Language Arts, Science, & Technology
Grade level: 2
Time frame:
Brief lesson/unit Summary/Description
Students will video a brief presentation & create a Keynote slide about their instrument they created at the culmination of our unit on sound.
State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp
Physical Sciences
1g. Sound is made by the vibrating objects and can be described by its pitch and volume.
*Writing Strategies 1.0
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.
*Written and Oral English Language Conventions 1.0
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.
*Organization and Delivery of Oral Communication
1.5 Organize presentations to maintain a clear focus
1.6 Speak clearly and at an appropriate pace for the type of communication
Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx
1. Demonstrate creativity and communication
2. Communicate and collaborate
3. Use technology effectively and productively
Integration into NLMUSD Curriculum Maps (If applicable in Language arts or Math)
N/A
Students will understand (lesson/unit objectives):
Students will describe their instruments (type, materials, creation). They will revise their writing to improve their sequence & details for their instrument write-up. Students will use proper sentence structure, grammar, capitalization, punctuation, and spelling to complete their slide.
Essential Questions to guide this unit/lesson and focus teaching and learning:
Can students describe their instruments in a clear and concise way?
Technology & Web 2.0 resources needed (hardware and software, websites)
iMac or iPad, Keynote Application,
Procedure (learning activities)/ lessons of unit
NLMUSD Model Integration Technology Pilot
1. Students will write a concise paragraph about their instrument.
2. Students will meet in partnerships to discuss information & help to revise & edit paragraphs.
3. Create individual slide with typed text (paragraph).
4. Using the iPad, students will record each others' presentations.
5. Students will work collaboratively to add their videos onto their slide.
6. Students will present Keynote slides to the class.
Assessment Method
4 Point Rubric on writing and cooperative group work
Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)
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MAKING A BOX AND WHISKER PLOT
USING YOUR TI-83 CALCULATOR
Step 1:
Turn on the calculator! …
Step 2:
Input the following data into L1: 12, 34, 27, 29, 15, 38, 22, 19, 31, 36 To do this press the Ö button and select option 1: Edit… Make sure the lists (L1, L2, L3, etc…) are blank. If not, scroll up using the up and down arrow keys to the name of the list, L1 (or L2, L3…) and press ë, followed by Õ. The screen should look like this:
Scroll back down to the body of the list so that is selected. Enter the first number, 12 into L1(1)= . Press Õ. The number 12 should be inputted as the first number in the list, the highlighted is on the next line, and L1(2)= is on the bottom of your screen. Enter the second number, 34. Keep doing this until all the data are entered into L1. Once this is complete, go back to the home screen by pressing yz (QUIT).
Step 3: You can arrange the list in either ascending or descending order. For this exercise, we want the data in ascending order. To do this, press the Ö button and select option 2: SortA( It will move to the Home Screen and in the parentheses enter the name of the list where you put the data, L1. (L1, L2, L3… can be found above the numbers ¿, ¡, ¬… ) Make sure to close parentheses and press Õ. Your screen should look like this:
Go back to your list, by pressingÖ, then option 1: Edit… and see that the list is in ascending order!
Go back to the Home Screen by pressing yz (QUIT). We are now ready to make the box and whisker plot. Go into STAT PLOT by pressing y and then o
Go into Plot 1 by selecting option 1.
Press Õ.
Turn Plot 1 on by making sure On is highlighted. Select the box and whisker plot icon.
The icon looks like this:
Step 4:
Step 5:
Xlist is whichever list your data is in; in this case our data is in L1. Frequency is 1.
Go back to the Home Screen by pressing yz (QUIT).
In order to display the box and whisker plot, we need to choose an appropriate window. Press the p button (the second blue button on the very top row). Our data is between 10 and 40 so make your Xmin = 10 and Xmax = 40. Change the Ymin to 0 and the Ymax to 10.
Now we can display our plot! Press the s button (last blue button on the very top row). TA DA! Your graph should look like this:
Step 6: You can find the minimum value, quartile 1 value, median (or quartile 2 value), quartile 3 value, and the maximum value by pressing the r button (to the left of the s button) and moving the left and right arrow keys to each value on the graph. Record your findings: minX= 12
Q1= 19
Med= 28
Q3= 34 maxX= 38
Go back to the Home Screen by pressing yz (QUIT). Press the Ö button. Press the right arrow and highlight CALC. Select option 1: 1-Var Stats and press Õ. 1-Var Stats will appear on your Home Screen. Type in L1 (or whichever list your data is located). Press Õ. This displays all the statistics for list 1. Use the down arrow button to scroll down the list. There you will find the values for the minimum, quartile 1, median, quartile 3, and the maximum. Make sure you found the same values the calculator did (if they do not match, I do not think the calculator made the mistake. YOU did. Go back and fix!).
Step 7: We can compare multiple sets of data using box and whisker plots. Input the following data into L2: 30, 16, 14, 21, 35, 24, 26, 11, 36, 27
Step 8: Arrange the list into ascending order by referring to Step 3.
Step 9: Turn on Plot 2. Follow Step 4 but this time Xlist is L2.
Step 10: Make sure to check your window. This time press the q button (middle blue button on the very top row). Scroll down to option 9:
ZoomStat and press Õ. This automatically chooses an appropriate window for and displays the graph. WOW! Two box and whisker plots!
Record the following by either using the r button or using 1-Var
Stats:
minX= 11
Q1= 16
Med= 25
Q3= 30 maxX= 36
Answer the following questions by comparing the two box and whisker plots.
1. Which set of data seems to have the lowest values? Why?
The second because half of the data lies below 25 whereas in the first set of data half of the values lie below 28.
2. Which set of data has the largest range?
The first set of data with a range of 26. The second set has a range of 25.
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Student Reading 5.2: Defining Ohio's Ancient People:
Paleoindian & Archaic
Paleoindian Period 13000 B.C.E. to 7000 B.C.E.
Paleoindians are believed to be the first people in the Americas. They hunted large and small game animals, fished in lakes and streams, and gathered nuts and berries. Since they were always on the move, their shelters were tents made of wood poles covered with bark or hides. An important resource for Paleoindians in Ohio was flint, which they used to make tools.
Paleoindian Period (13000 B.C.E. to 7000 B.C.E.)
- Lived in small (30-40 people) mobile groups
- Occupied small temporary camps in response to seasonal availability of food
- Hunted various animals with spears tipped with flint points
- May have collected plant foods a deciduous forests
- Workshops were located near outcrops of flint where they made their distinctive tools
Paleoindian peoples reached the Americas by traveling over land through Siberia into Alaska. They migrated across the Bering Strait in the winter when the temperature was cold enough to create an ice bridge between Asia and America, or walked across dry land at the times when low sea levels revealed the broad continental shelf connecting these two landmasses. These people lived in the land that became Ohio during the last centuries of the Ice Age.
One of their most important natural resources was flint. Flint is a stone that is easy to work into tools and spear points, since it flakes easily. Flint can be found in many places in Ohio, but the favored sources during the Paleoindian period were Upper Mercer flint from Coshocton County and Flint Ridge flint from Licking County. Tools made from flint supplied Paleoindians with what they needed to survive.
Archaic Period 8000 B.C.E. to 500 B.C.E.
The people of the Archaic period were very similar to the Paleoindians. The biggest difference was that the Ice Age ended, so it was
warmer, and thick forests started to grow in Ohio. As this period went on, the Archaic people moved less and started to settle in areas and build houses. Like the Paleoindians
before them, Archaic people hunted large and small game animals, fished in the lakes and streams, and gathered nuts and berries.
Archaic people made sturdy axes from hard stone. They used these axes to chop down trees and shape the wood into dug-out canoes. They also carved and polished pieces of rock called slate, making it into a variety of shapes. Many of these artistic carvings were used as weights or decorations for their spear-throwers. A spear-thrower, or atlatl, is a wooden shaft with a handle at one end and a hook at the other. The spearthrower was used to catapult spears much farther and with more force than if they were thrown with the unaided arm.
Archaic Period (8000 B.C.E. to 500 B.C.E.)
- Depended on hunting, fishing, and collecting plants
- Domesticated squash around 2,300 B.C.E.
- Established camps in different parts of territories according to seasonal availability of food
- Some camps remained fairly permanent bases where sizable groups of people gathered
- Made a variety of spear points and knives by chipping flint
- Made axes and various food processing tools by grinding and polishing hard stone
- Growing emphasis on trade and ceremonialism
Reading Comprehension Questions
1. The Paleoindians used___________________ to make tools
a. Flint
b. Wood
c. Obsidian
d. Cooper
2. True or False The people of the Archaic period were very similar to the Paleoindians.
3. What is an atlatl used for?
________________________________________________________
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Alison Feigh
Director, Jacob Wetterling Resource Center
Alison Feigh, MS, is the Director Jacob Wetterling Resource Center, a program of Zero Abuse Project. In this role, she works with students, parents, youth workers, faith leaders, law enforcement and the media to help prevent childhood abuse and abductions. Alison's work also includes writing curriculum for youth-serving organizations, training professionals about the online challenges kids face and advocating for families of the missing. OUTSTANDING TRAINING OPPORTUNITES
Alison has been working in the abuse prevention field for more than 15 years. As a classmate of Jacob Wetterling, she learned early on how important it is to protect children and youth from exploitation. She is especially drawn to prevention in faith-based communities and youth-serving organizations, collaborating with teens regarding technology and helping empower parents to talk with their kids about personal and online safety. She firmly believes that personal and online safety messages can be positive, empowering and accessible.
"Phenomenal speaker and trainer; wonderful trainer – could have listened to her for hours."
– Professional
"I think kids can relate to you and are hearing this important information in a different, relatable way."
– Junior high school teacher
As a subject matter expert on child and teen safety, Alison speaks in Minnesota and nationally. She has offered proactive prevention messages through extensive media interviews, including CNN, Fox News and local news stations. Her safety messages are highlighted in her children's books, "On Those Runaway Days" and "I Can Play It Safe." Both titles were released nationally in 2008 by Free Spirit Publishing and have recently been translated into Chinese.
"She was a really good speaker and made it more enjoyable by injecting humor to the subject." – 10th grader "Interactive, great information, hands-down favorite, interesting, engaging and passionate."
– Professional
Alison received her self-designed major in "Responding to Missing Children in the U.S." along with a major in Communication from St. Olaf College in Northfield, Minn. Following her graduation, she began working at the National Center for Missing and Exploited Children (NCMEC) in Alexandria, VA. She returned to Minnesota in 2001 to join the team at Jacob Wetterling Resource Center (JWRC). In 2010, Alison received her Master of Science in Criminal Justice degree from St. Cloud State University. Alison also worked as a youth and children's minister at a metro area faith community for six years.
Alison Feigh Presentation Topics
Kids and teens
* Empower Me! K-6th grade child abuse prevention education
* Protecting my online footprint (cyberbullying prevention included) - for grades 5-12, also effective with parents and youth together
* Bystander to up-stander: Taking on bullying behavior
* Smart not scared: Personal safety messages for teens or preteens
* #11forJacob – A movement for positive change
* Self-care for teens—peer leaders and peer helpers
Parents, caregivers, youth workers, teachers and faith-based communities
* Teachable safety skills: Replacing myths with facts
* Hope is a verb: Creating change for our children
* Navigating the virtual playground: Healthy choices and worrisome pitfalls for today's youth
* Building empathy: The power of connected children in a disconnected age
* Under a watchful eye: Child abuse prevention in youth-serving organizations
* #11forJacob – A movement for positive change
* Teachable safety skills for community and children's theaters
* Sexual abuse prevention strategies for communities of faith
* Volunteer screening, reporting suspected abuse
* Mandated Reporting in MN: What you need to know
or email firstname.lastname@example.org
Journalism and criminal justice students, front line child protection professionals, journalists, law enforcement, prosecutors and sexual assault advocates
* Reporting without re-victimizing: Working with
the media
* Minnesota missing children cases: Learning from our past
* Internet and cell safety for professionals
* Community notification meetings: What do I say to the children?
* Child abduction: Patterns, profiles and prevention
* Not forgotten: Missing children and adults
* Forensic aspects of online and social media usage among children: Implications for child welfare, criminal justice, legal and mental health professionals
* Recovery of the missing... Not the last chapter
* Vicarious trauma and self-care strategies
* Teachable safety skills for professionals
* Mandated Reporting in MN: What you need to know
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"Let's talk about why we had to travel so far to see our eclipse," Grandpa said.
He held a Ping-Pong ball between Sammy's head and the bulb that was our Sun. The ball made a dark shadow on only one part of my brother's face.
"This is the same thing that happens on the Earth," Grandpa explained. "The dark eclipse shadow falls only on one small spot on the Earth at a time. You have to be right where the dark spot is to see a total eclipse."
I could see how there was one really dark spot on Sammy's face. Grandpa moved the Ping-Pong ball a little in orbit around Sammy's head, and the dark spot moved across his face. It went from his cheek to one of his ears.
"This is the same thing that happens to an eclipse spot on Earth as the Moon moves in orbit," Grandpa said. "The eclipse shadow moves along a narrow path that can be thousands of miles long before the eclipse is over. On the other hand, the shadow is only about a hundred miles across! You have to be right in that path to see the total eclipse. Anyone outside it will see only a partial eclipse."
I had to think about those numbers. "How big is the Earth?" I asked Grandpa.
We looked it up on the web and I was surprised. The Earth sure is a big planet! If we put a measuring tape around the Earth's equator, the tape would be almost 40,000 kilometers long, which is about 25,000 miles. So only a small part of the Earth sees a total eclipse.
"So you see that each time there is a total eclipse, only people in the right location can see it," Grandpa said. "That's why people like us travel long distances to be where we can see a total solar eclipse."
I remembered that over dinner my grandparents told us they had planned this trip a couple years ago. So I started to wonder how they knew so far in advance when and where on Earth the total eclipse would be visible.
Copyright © 2017 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400112
Grandpa turned the lights back on, and we got cozy on the couch.
"How did you know two years ago that this eclipse was going to happen and where you had to f ly to see it?" I asked.
the seasons from winter to summer and back to winter. Scientists have been following the Moon's and the Sun's cycles for many years."
"Diana, when I got interested in eclipses, I learned that astronomers can predict them hundreds of years in advance," Grandpa replied. "It surprised me, too. An astronomer on one of our trips explained it to me like this: The movements of the Earth and the Moon may be complicated, but there are regular cycles to how they move. By cycles, we mean things that repeat regularly, like the cycle of the Moon's phases or the cycles of
Grandma jumped in. "A good example is the cycle of your birthday. Your birthday falls on the same date every year. But it's not always on the same day of the week, is it?"
"My birthday was on a Sunday this year," Sammy said.
have a friend whose birthday is February 29th. What would that be like?"
I was going to say that there is no February 29th; February has only 28 days. But then I remembered about leap years. We had just covered that in school. Every four years, there is a leap year, which means they add a leap day— the 29th of February. But I never thought about somebody actually having that for a birthday.
"Exactly," Grandma said, smiling at him, "but it wasn't Sunday the year before. Eclipses repeat regularly, too, but where the eclipses are visible on Earth is not the same from one cycle to the next. Still, there is a pattern to them. Now imagine you
"Astronomers discovered that eclipses repeat on an 18-year cycle," Grandpa told us. "So every 18 years, we get eclipses for which the exact lineup of the Earth, Moon, and Sun is the same. But the new cycle's eclipses happen eight hours later than the previous cycle's, so the path will be on a different part of the Earth."
"Huh," I said. "That means the kid would have a birthday only during leap years. That's kind of weird."
"You see, some cycles take much longer to repeat than others," Grandma said.
Copyright © 2017 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400112
I said, "Wow, that sounds complicated." And Grandpa replied, "Yes, Diana, nature can be complicated, but isn't it great that people have been able to figure all of this out about eclipses?" And I had to agree that it was.
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Epitaph to the Ash
Now here is a story about a tree and a fungus. It definitely isn't a love story and it doesn't look like it's going to be much of a come-back story either, more like a prolonged murder mystery where we know who the killer is but can do little to stop its relentless march to infect the victim, strangle its sap flow and leave it weak, ugly and prone to other diseases and eventual death. Another sad step on the road towards a depleted environment. Losing such a useful plant that regenerates prolifically on its own is a disaster.
The fungus is called Hymenoscyphus fraxineus (originally described as Chalara fraxinea). It causes Chalara Ash dieback disease. The disease has spread across Europe from Poland where it was originally reported in 1992. This fungus can infect every ash tree there is. Diseased trees are already evident in our countryside, for example on the Downs above us, recognisable by dead branches from the top downwards in what should be, at this time of year, a verdant leaf canopy. Many young trees, being more susceptible than mature trees are already completely dead, while others are attempting to produce new growth from lower down the diseased trunks.
The UK currently has an estimated 80-150 million mature ash (Fraxinus excelsior) trees. The tree dominates our landscape being a common woodland, hedgerow and roadside tree in both town and country. Here in our parishes, we have Ashurst, Ashingate and Ashcombe, old names that show how ubiquitous and useful the tree is. Old English for ash is "aesc" meaning spear; its timber being perfect for tool or weapon handles, furniture and coachbuilding.
The ash has spread so successfully by producing vast quantities of seeds or "keys" as anyone who has one near their house will appreciate when clearing seedlings from anywhere they can put down their vigorous tap root. Curiously, despite the ash being a superbly prolific reproducer here in the UK, the UK forestry/horticultural industry imported millions of ash saplings from abroad. Ash dieback was introduced in native woodlands all over the UK and by the time DEFRA banned importing saplings in 2012 it was too late. The fungus probably would have got here eventually as its spore is windblown.
Ash tree flowers are male, female or bisexual with different sorts on the same or different trees. This fact may offer a little light at the end of the tunnel as some trees are showing 'tolerance' to the disease. If the diverse genome of tolerant trees is investigated a less susceptible tree may be found and it may be possible that tolerant trees may be cloned to provide replacement tree stock. In Denmark, where they have lost 80 per cent of their ash trees, two trees, known as T35 and T18, were found on a plantation originally planted in the 1930s to have some resistance to the fungus . T35 is predominantly female and T18 predominantly male. Evidence shows 1 per cent of ash may be of sufficient resistance to survive and by that the scientists mean survive with less than 10% crown dieback. Young saplings and coppiced regrowth are most susceptible to the fungus. Older trees fare better but they eventually die and there will be no young trees to get old and replace them.
Locally known as widowmakers by woodmen when they are healthy, they are going to become a serious liability in the winds and storms going forward. We can look our last on an amazing species right now. Most big specimens are still looking healthy for the moment but our grandchildren may not see them. The big ash tree will soon be gone like the great elm trees before and you must be over 80 years old to remember what the countryside looked like before they succumbed to Dutch elm disease. The financial cost for felling diseased ashes along roads for safety reasons is almost unquantifiable but estimated at £15 billion.
Natural or unnatural de-selection will create a void in the landscape; other plant species will take advantage of the light that will be let in by the multitude of casualties and there will be dead wood in abundance for beetles and woodpeckers.
Old Norse mythology says the tree of life, an ash 'Yggdrasil' is the most important thing of all. The legend says that when the ash tree dies, the world as we know it will fall.
James Otway
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Lesson insert
Overview
An activity using myworldofwork.co.uk to link the study of English and the topic of reflective writing to possible careers.
Objectives
As part of a wider lesson, this lesson insert intends to:
[x] Encourage pupils to understand the importance of knowing your personal skills, strengths and achievements in English assessment work as well as in the workplace
[x] Encourage pupils to consider their skills and strengths developed in reflective writing activities
My World of Work activity (20mins)
[x] Arrange pupils in groups of two or three
[x] Go to myworldofwork.co.uk
[x] Go to my career options
[x] Ask pupils to review the sections on what are my skills? and what are my strengths? and discuss the difference between the two
[x] Ask pupils to review the section on how your strengths help you build confidence
Connect the learning (in the wider lesson)
[x] Discuss how knowing more about yourself, your skills and your strengths can help build confidence
[x] Discuss how confidence in reflective writing (writing about yourself and your experiences) relates to completing CVs and application forms for jobs
Review and reflect (5mins)
[x] Homework: Ask pupils to complete the strengths quiz if they haven't already done so and research the career suggestions relating to their strengths
[x] Ask pupils to reflect on their strengths and how they might use them in reflective writing activities
[x] Optional: Ask pupils to identify moments in their life/past experience where they demonstrated these strengths (this will provide a stimulus for their reflective writing in future lessons)
Languages
English
Reflective writing
Resources
Computers or tablets with internet access
Projector or smart-board
My World of Work links
Articles
What are my skills? What are my strengths? How your strengths help you build confidence Strengths dictionary
Curriculum links
Suitable for all year groups studying:
English – National 5
SQA: Enables learners to develop their literacy skills and to understand, analyse and evaluate a range of texts (including Scottish texts) in the contexts of literature, language and media. The course also enables learners to create and produce texts and to apply their knowledge and understanding of language.
Portfolio –Creative: The piece displays very good creativity, feelings/reactions/ experiences are expressed/explored with a very good degree of self awareness/ involvement/ insight/sensitivity.
Career Education Standard (3-18)
Supports entitlements set out in the Career Education Standard for young people to:
- Know where to find information and access support making effective use of online sources such as My World of Work
- Experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities
- Develop Career Management Skills as an integral part of their curriculum
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Lesson insert
Overview
An activity using myworldofwork.co.uk to link the study of Fashion and Textiles to possible careers.
Objectives
As part of a wider lesson, this lesson insert intends to:
[x] Encourage pupils to research careers related to the fashion and textile industry
[x] Highlight the skills required to be successful in these careers
My World of Work activity (15mins)
[x] Arrange pupils in groups of two or three
[x] Go to myworldofwork.co.uk
[x] Go to my career options
[x] Assign a job profile to each group
[x] Ask each group to take notes on the skills and qualities required for that role and to note three other key facts
Connect the learning (in the wider lesson)
[x] Each group should report their findings back to the class
[x] Discuss what each job entails and how it links to the activities they are doing in class
[x] Discuss which skills they are developing in class relate most closely to particular role they have looked at
[x] Optional: create a mind-map of all branches of this industry and the related jobs for display on a careers wall
Review and reflect (5mins)
[x] Ask pupils to reflect on the jobs covered
[x] Discuss which one appeals the most and the reasons why
[x] Ask if this is a job they could see themselves considering in future
Technologies
Fashion and Textiles
Fashion and textile technology
Resources
Computers or tablets with internet access
My World of Work links
Job profiles
Clothing alteration hand
Costume designer
Dressmaker
Dry-cleaner
Fashion designer
Fashion model
Garment technologist
Laundry worker
Pattern cutter
Pattern grader
Retail buyer
Retail manager
Tailor
Textile designer
Textile dyeing technician
Textile operative
Textile technologist
Upholsterer
Sewing machinist
Visual merchandiser
Curriculum links
Suitable for S3 to S6 pupils studying:
Fashion and textiles – National 4/5/Higher
Career Education Standard (3-18)
Supports entitlements set out in the Career Education Standard for young people to:
- Know where to find information and access support making effective use of online sources such as My World of Work
- Experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities
- Develop Career Management Skills as an integral part of their curriculum
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Common Core Shifts for English Language Arts/Literacy
1. Regular practice with complex text and its academic language
Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The Standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit).
,
2. Reading, writing and speaking grounded in evidence from text both literary and informational
3. Building knowledge through content-rich nonfiction
The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing.
Likewise, the reading standards focus on students' ability to read carefully and grasp information, arguments, ideas and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text.
Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K–5, fulfilling the standards requires a 50–50 balance between informational and literary reading. Informational reading primarily includes content rich non-fiction in history/social studies, science and the arts; the K–5 Standards strongly recommend that students build coherent general knowledge both within each year and across years. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. In grades 6–12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing.
To be clear, the Standards do require substantial attention to literature throughout K–12, as half of the required work in K–5 and the core of the work of 6–12 ELA teachers.
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Unusual Pictures: "Calcified" Birds, Bats Found at African Lake
By Liz Langley Published October 3, 2013
A "calcified" swallow sings in stony silence along northern Tanzania's Lake Natron (map), which con tains so much soda and salt that it would "strip the ink of my Kodak film boxes in a few seconds," ac cording to photographer Nick Brandt.
Brandt unexpectedly found the dead animals that had washed up on the shore, preserved by the lake, and posed them as they had been in life. The pho tographs, taken between 2010 and 2012, appear in Brandt's new bookAcross the Ravaged Land. (Also see "Pictures: Best Wild Animal Photos of 2012 An nounced.")
Lake Natron's unusually harsh composition comes from a unique neighboring volcano, Ol Doinyo, which spews alkali-rich natrocarbonatites that end up in Lake Natron via rainwater runoff.
Thure Cerling, professor of geology and geophysics at the University of Utah, said by email that the animals in Brandt's photographs likely died of natural causes. Since there are few predators in the area, their bod ies remain and become salt-encrusted when the lake's water level drops.
However, Brandt said that many people in the region have seen birds crash-land into the water. So he be lieves the birds and bats were confused by the sky's reflection in the lake and killed when they hit the wa ter.
The animals probably aren't truly calcified, but are coated with sodium carbonate or sodium bicarbon ate, said Cerling, who has researched the chemistry of Africa's Rift Valley lakes.
"There is almost no calcium in the lake, although the inflowing fresh waters have calcium, which precipi tates as it mixes with the high-pH alkaline waters of the lake."
Jaimi Butler, of the Great Salt Lake Institute at Westminster College in Utah, said that on the shoreline of the northern arm of the Great Salt Lake, she has found birds that are "pickled"—so encrusted in salt you can pick them up and they will stay in the same position they were lying in.
Butler added that healthy birds do frequent the lake, so the dead animals may be ones that succumbed due to sickness or other causes.
Because the water is so alkaline, the only fish that live in Lake Natron are alkaline tilapia (Oreochromis alcalica).
Not only is it salty, it's also hot: Daily temperatures in the area routinely reach 104 degrees Fahrenheit (40 degrees Celsius).
The salty lake is important habitat for lesser flamingos—three-quarters of the bird's population use the isolated lake, with its plentiful food supply, as a breeding site
Though not evident in these black-and-white photographs, Lake Natron has has a distinctly red color, which comes from the lake's cyanobacteria.
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MEDIA SUMMER ASSIGNMENT
Your summer assignment must be submitted in thefirst lesson for this subject in September. The completion of this assignment is compulsory and we expect you to put every effort into completing it to the best of your ability. Failure to submit this assignment will jeopardise your place on this course.
MEDIA LANGUAGE AND REPRESENTATION
In Media Studies you will be exploring and analysing how meaning is created in Media texts through several key concepts. Two of these key concepts areMedia LanguageandRepresentation.
Definitions:
| Media Language | Media language is the way in which the meaning (how it makes the |
|---|---|
| | audience think/feel) of a media text (e.g an advert) is conveyed to the |
| | audience. One of the ways Media Language works is to create |
| | this meaning through signs and symbols suggested by the way a scene |
| | is set up and/or filmed. |
| Representation | Media representations are the ways in which the media portrays |
| | particular groups, communities, experiences, ideas, or topics from a |
| | particular ideological or value perspective. |
Task 1: Advertising and Media Language (300 – 400 words)
How doesmedia languagemake the audience think/feel about women's place in society in this Schlitz (1952) beer advert? Refer specifically to how this relates the time period of production [10 marks]
You can refer to:
- Body language/positioning/framing
- Theprops/costumes/make‐up
- Themode of address
- Gender rolesandexpectations
MEDIA SUMMER ASSIGNMENT
Task 2: Representation (300 – 400 words)
How are audiences made to think/feel about the Labour party from The Suns front page from June 2017? How is this an example of political bias? (10 marks)
In you answer you can explore the following:
‐ In what way is the Labour leader Jeremy Corbyn presented through the use of thisimage?
‐ How is this representation constructed through thelanguageused?
‐ What information is The Sun purposefullyselectingto use?
Extension Task:Create a poster advert for a product of your choice that you feel accurately reflects women's roles in 2019
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Unit 5 – The Marketing Plan
The Hamilton Hotel
Instructions and answers for Teachers
These instructions should accompany the OCR resource 'The Hamilton Hotel' which supports the OCR Level 2 Cambridge Technical Certificate in Business Unit 5 – The Marketing Plan.
Associated Files:
The Hamilton Hotel
Expected Duration:
Task – approx. 30 minutes
This lesson element will test learners' knowledge of marketing in terms of a new business in the service sector and in particular 'Promotion' within the 4Ps of marketing.
Task
A new hotel is about to open in Oxfordshire called The Hamilton Hotel. It is on the outskirts of a small friendly village and hopes to generate lots of new jobs for local people as well as attract many clients from across the UK to enjoy the hotel and its attractive facilities. The management have decided that they need to start to advertise the facilities to potential clients and in particular the new Health Spa and Gym called 'Hammies'. They are looking to run some promotional campaigns.
1. How could The Hamilton Hotel use advertising aimed at clients who might like to use the Spa and Gym facilities?
They could produce a brochure and send it to local people within a certain mileage from the hotel, buy into a mobile app like 'Groupon' to target people for a short period of time, purchase lists of potential clients from a company for phone, email and addresses details.
2. The hotel decides that it is going to devise some promotional techniques to ensure that 'Hammies' is a success. Think about what they could do for the following promotions:
Special offers:
BOGOF offers, 3 sessions for the price of 2 session, Buy ten months membership get two months free.
Discount vouchers:
20% off your next visit.
Sponsorship:
Only stock certain brands of drink/snacks so that the company will help to 'sponsor' the organisation.
Free gifts:
Spend £50 on 'products' (in the spa area) and get a free gift.
Loyalty:
Introduce a friend and get £50 high street retailer vouchers or £30 online retailer vouchers
Competitions:
Enter a competition such a 'Quiz' to receive a free meal at the restaurant.
3. How could The Hamilton Hotel evaluate if the promotions that they have devised have worked for their new business? Discuss as a group and outline your findings below:
The Hotel would be able to judge if the marketing promotions had been successful if their sales and profits had increased as well as the amount of regular repeat clients they had visiting to use the facilities. They would also be able to evaluate which promotional techniques had been the most successful by recording how many competition entries were received, how many free gifts were given out etc.
This activity offers an opportunity for English skills development.
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Glenview New Church Sunday Morning Program Preschool Lessons, Phase 1 - Lesson 1 "Where two or three..." (Matthew 18:20)
Theme: We can learn about the Lord in Sunday School.
I. Underlying Ideas for the Teacher
A. The Lord is our Heavenly Father.
B. The Lord and His angels are constantly caring for us and leading us to heaven.
C. The Lord is present with us by means of His Word. (TCR 225, 780)
Note: At this first Sunday School session a key goal is helping the children feel comfortable coming to Sunday School. Tell them what Sunday School will be like and encourage their enthusiasm for learning about the Lord in Sunday School.
II. Story Circle
A. Introduction to Sunday School
1. At Sunday School we learn about the Lord by reading stories from the Word. (Show the children a picture of the Lord, if possible.)
2. We also like to have fun at Sunday School with our friends.
3. The Lord is happy when we are together, learning about Him. He is close to us right now!
B. Tell/Read the Verse: Matthew 18:20
C. Get to know each other
1. Go around the circle and everyone says his/her name. See if everyone can say the name of the person to his/her right.
2. Sing song about each child
"I love _____, ______ is my friend!
I love _____, and here we go again!"
III. Enrichment Activities
A. Music
1. "I love ______..." with each child's name
2. To learn names: (Raffi) Willaby Wallaby Wamy, An Elephant Sat on Amy (for each child's name)
3. "Love Him, Thank Him" (New Liturgy p. 461)
Preschool Sunday School Lessons: Phase 1 - Lesson 1
B. Activities
1. Learn everyone's name - "say the name of the child on the right"
2. Name tags - made by teacher or children, children decorate them
3. Give the children a small heart sticker that they can put on their hand to remind them that the Lord loves them.
C. Project
1. Pictures of Sunday School children with the Lord in the midst of them
a. On a large bulletin board, tack up a picture of the Lord. With a Polaroid camera, take a picture of each child. Allow each child to hold and watch the picture as it develops. Explain to the children that the Lord made and loves each one of them; that they are all special in their own ways. When all the pictures have developed, have the children sit on the floor in front of the bulletin board and ask them to bring their pictures up one at a time, to be tacked on the board around the Lord. Ask each of them to name a special gift the Lord has given them— something good they love to do.
2. The Lord Made Me.
a. Take a picture of each child with a Polaroid camera. Glue picture down in the center of a piece of construction paper that has the words, "The Lord Made Me" written on it. Have the kids decorate around their pictures with crayons and stickers.
3. The Lord wants me to be happy: a sidewalk mural. (You will need several helpers.)
a. The children lie down on the sidewalk (or parking lot) in any happy kind of pose they would like: jumping with arms up, dancing, skipping, etc. The teacher and helpers quickly trace around the children with sidewalk chalk. The children fill in the faces and clothing. Allow time for them to look at all the figures.
IV. Teaching Aids
A. Picture of the Lord
B. Name tags for students and teacher
C. Polaroid Camera
V. Further Reading for the Teacher
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Dear School Leader,
Today, one in 13 children has food allergies, or roughly two in every classroom. Nearly 40 percent of these children have already experienced a severe or life-threatening allergic reaction.
In response to this emerging epidemic, the Centers for Disease Control and Prevention (CDC) in 2013 published national guidelines for managing food allergies designed to help schools avoid, recognize and treat allergic reactions while ensuring that students with food allergies are safely included in school activities.
Important highlights from the guidelines include:
1. The Recommended Practices for Reducing the Risk of Exposure (pages 41-43) include specific recommendations for accommodating food allergic students in the classroom, cafeteria, field trips, extracurricular activities and beyond.
A few examples of accommodations for food allergic students include:
- Avoid the use of identified allergens in class projects, parties, holidays and celebrations, arts, crafts, science experiments, rewards, cooking and snacks.
- Have immediate access to epinephrine auto-injectors (e.g., EpiPen, Auvi-Q).
- Train teachers, bus drivers, and other school staff to recognize and treat allergic reactions and anaphylaxis, a life-threatening allergic reaction.
2. Food allergies may constitute a disability under the law. This is important because schools cannot exclude children with food allergies from activities (e.g., birthday celebrations, classroom parties) because of their food allergies.
3. Plans for managing food allergies are important at both the district/school level AND the daily student level.
- Coordinate the planning and implementation of your school's Food Allergy Management and Prevention Plan (FAMPP). This is a comprehensive school plan that includes all strategies and actions needed to manage food allergies in the school setting.
- Arrange appropriate accommodations for students with 504 or Individuals with Disabilities Education Act (IDEA) eligible services.
4. Communication both within the district/school and to the greater community is critical for creating a positive environment.
- Communicate school district policies and the school's plan for managing food allergies to all school staff, substitute teachers, classroom volunteers, and families.
5. The emotional toll of exclusion, bullying, stigma and fear can cause significant emotional distress. It is important to consider the physical and emotional toll on children with food allergies.
Students with food allergies develop a sense of security when a positive school environment is created and accommodations such as these are put into place to ensure their physical and emotional well-being. For more information, please visit foodallergy.org/CDC.
Sincerely,
Gina Clowes National Director of Training and Outreach
McLean, VA 22102
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VeggieMemory!
Number of Players: 2-4
Object of the game: to collect the most number of veggie card pairs
How to play:
1. Combine two decks of cards, shuffle and lay them face down in rows.
2. The game begins when the first player turns over any two cards, in hopes of uncovering a matching pair. If they match, the player may pick them up and keep them, and guess again.
3. Cards that don't match must be returned to a facedown position, and it is then the next player's turn. (before the cards are turned down again, the players must call upon all their powers of concentration – to fix their locations, which will aid in future guesses).
4. The next player flips over two more cards, keeping them if they are a matched pair and turning them back over if they are not. The game grows easier as more and more cards are revealed and removed. When all the cards have been collected, the player with the greatest number of pairs is the winner.
VeggieWho'sWho!
Object of the game: Be the first to guess your opponent's mystery veggie card
Number of Players: 2
How to play:
1. Using three decks of cards, each player lays down a deck of cards in front of them face up.
2. Each player then draws one card from the third deck and hides it from the other player's view.
3. Take turns asking each other questions about the veggie character the other person has on the card s/he is hiding from you. This could be: Are they a green vegetable?"; "Do they have Vitamin C?"; "Do they have nutrients to build bones and teeth?"; Are they in the red group?." The other player simply answers "Yes" or "No".
4. Using the cards laid out in front of you, turn over the character you are SURE your opponent is NOT holding. For example if you asked "Is it a green vegetable?" and the answer is "no" then you can turn over all the pictures of the vegetables that are green.
5. You can only ask one question on each turn. On your next round you can then ask another question in an attempt to eliminate further characters.
Rules:
1. You can't ask about the colour of the vegetable in the first round but you can ask it later on.
2. Taking a guess at who the character is counts as a turn, which means you can't guess straight after asking a question. Even if you only have one card standing after your turn, your opponent may take their turn as an opportunity to guess who is on your card to try to win.
3. The winner is the best of 5 games.
How can you make the game more challenging?
========================================
If you start to find the game too easy then you can prolong the life of the game by making it a little harder. You can do this by selecting two cards for each opponent. You have to think carefully about the questions you are asking to try to gain as much information as possible. Questions you could ask are things like "Do they both have Vitamin A?" "Are either of them a red vegetable?" You just have to ensure you know that the information applies to both of the vegetables before you start to eliminate characters.
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TEACHER EDITION
Discover Writing Success™
Pre-writing and Visual Motor Skills
This month we will review pre-writing shapes (the building blocks for good letter formation) and visual motor skills (eye-hand coordination for pencil control). Throughout this month keep an eye on proper pencil grasp and keep using the Grotto Grip ® on every pencil, every day!
U.S. Patent 6,908,245
Week 1 – Target Practice
U.S. Patent 7,128,484
Provide: beanbags or soft, small balls; empty tissue boxes to stack, clean 2-liter bottles filled part way with sand, laundry basket, plastic cones; Velcro balls and Velcro target; tape or mat on the floor to indicate the distance at which the kids should stand (try various distances and target sizes – start with 2' targets from 5' away).
Incorporate your target into your weekly theme (i.e., counting how many times they hit the target, hitting certain colors/shapes/ numbers/letters, hit the capital and then the state). Encourage the kids to try to hit the target with both an overhand and an underhand throw.
© 2008 Pathways for Learning Products, Incorporated. All Rights Reserved. "GROTTO GRIP" is a registered Trademark of Pathways for Learning Products, Incorporated, Charlotte NC. "Discover Writing Success™ "
Trademarks of Pathways for Learning Products, Incorporated, Charlotte NC.
is a
Discover Writing Success™
Week 2 – Pre-writing shapes and designs — Rainbow Writing.
The sequence of pre-writing designs is vertical line, horizontal line, circle, cross, square, X and triangle. A child needs to be able to form these shapes to be able to correctly form all the capital letters of the alphabet.
maze lines if that would be motivating to your class. Tell the kids "Don't run off the road!" Try laminating the pages of Color Bound™ and providing dry erase markers to encourage drawing within pathways.
Provide: worksheet with 1-3 age appropriate pre-writing shapes, blank paper or chalkboard
Draw for picture ideas.
slate, and broken crayons/chalk (crayons broken into halves or thirds will reinforce the tripod grasp). This activity can be made more complex by combining the shapes to make pictures and even copying the shapes from memory. See Shape Builders™ Learn to
Encourage the kids to trace each shape with 5-7 different colors then give them the blank paper to draw the shape/design/picture themselves. Give cues to reinforce top-to-bottom and left-to-right formation. Present the shapes in the developmental progression shown above.
Week 3 – Pencil control
Provide: mazes and pencils (use the Grotto Grip ® to train the muscles of the hand for proper pencil grasp)
Encourage the kids to take their time. The point of this activity is not only to solve the maze, but keep their pencil line in the middle of the path. This could be set up like a game which causes the kids to lose points each time their pencil line goes outside the
Provide: age appropriate dot-to-dots (Connect with Color™ is great for children who do not yet know their numbers or letters in sequence, but know their colors), pencils or colored pencils (use the Grotto Grip ® to train the muscles of the hand for proper pencil grasp), and broken crayons to strengthen pinch.
Encourage the kids to connect the dots with straight lines (you may have to cue them to take their time and look ahead for the next number, letter or color). Then encourage the kids to color the picture.
Week 4 – paper stabilization and combining pre-writing shapes
Facilitates visual closure (skill needed for spacing between letters and words) and form constancy (skill needed for learning to write letters the same way each time).
Provide: Shape Builders™ – Stencil Kit
and colored pencils or laminate and use thin dry erase markers. These worksheets provide step-by-step picture construction using pre-writing shapes on a stencil.
Encourage the kids to follow the steps in order to complete the drawings. Have the kids try to draw the pictures from memory for more challenge. Next, have the kids come up with their own stencil pictures using the shapes on the stencil.
© 2008 Pathways for Learning Products, Incorporated. All Rights Reserved. "GROTTO GRIP" is a registered Trademark of Pathways for Learning Products, Incorporated, Charlotte NC. "Discover Writing Success™ "
Trademarks of Pathways for Learning Products, Incorporated, Charlotte NC. "Connect with Color," "Try Color Bound," Shape Builders," and "Learn to Draw" are is a
trademarks of MeadWestvaco Corporation. © 2008 MWV www.mead.com
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Specifically:
* What is an aquifer?
* Why are aquifers important?
* What is a stratified drift aquifer?
* What are some of the dangers to an aquifer?
* What would this protection cost the taxpayer and/or business owner?
* How can we protect our aquifer?
What is an aquifer? An aquifer is a geologic formation composed of rock, sand, or gravel that contains significant amounts of potentially recoverable water. A well is drilled into the ground to penetrate an aquifer, and water is then pumped up to the surface for consumption.
What is a stratified drift aquifer? A stratified drift aquifer is a geologic formation of predominantly well-sorted sediment deposited by or in bodies of glacial meltwater, including gravel, sand silt, or clay which contains sufficient saturated permeable material to yield significant quantities of water to wells. A Groundwater Protection Ordinance would apply only to the stratified drift aquifers and the related municipal wellhead protection areas. A map of these areas will be adopted with the ordinance and is available for review from the town. Please contact the Tilton Land Use Office.
Why are aquifers important? An aquifer acts as a natural filter. As water flows through it, sediment and other particles (like bacteria) are trapped and the water is purified naturally. About 28% of Tilton is located over the aquifer. Tilton's municipal water supply is pumped directly from the aquifer to schools, businesses, churches, private homes and apartments. Many other public water systems and private wells also pump water directly from the aquifer.
What are some of the dangers to an aquifer? As Tilton grows, certain "higher risk" land use activities can increase the potential for contaminating the aquifer. As these activities increase over an aquifer, contamination from things such as, landfills, storm drains, fertilizers, agrichemicals, and spills of petroleum products, paints, or thinners can all have a detrimental effect on the water quality. The more activity, the more chances there are for unintentional contamination.
How can we protect our aquifer? We can protect our aquifer by prohibiting a few new land uses that present the greatest threat to the aquifer, and requiring those certain land uses that continuously use gas, oil, solvents or other harmful substances to follow Best Management Practices, and by providing greater education to residents about protecting water resources. BMP's are common-sense practices, like making sure containers that hold gas or oil are covered when not in use, that reduce the potential for spills and contamination of groundwater or water supplies. NH Department of Environmental Services reports that it spends approximately $400,000 per month cleaning up sites where gasoline has been released and contaminated groundwater.
What would this protection cost the taxpayer and/or business owner? The ordinance would be administered by the current Land Use Office and Code Enforcement Officer as part of the position's regular duties and, therefore, will result in no additional cost to the taxpayer. In situations that are especially complex, we may request the assistance of NH Dept. of Environmental Services or for new uses may charge the business a fee for an outside consultant, but those instances will not be the rule.
Groundwater Protection Efforts in Tilton Questions and Answers
The Tri-Town Aquifer Committee has been asked to assist in answering questions that might arise concerning the proposed Groundwater Protection Ordinance for Tilton. The proposed ordinance is similar to the existing ordinance in Belmont, which has been well received by the town and business community. If you have questions about the Tri-Town Aquifer Project you can contact the Lakes Regional Planning Commission at 279-8171. For questions regarding the ordinance, please contact the Tilton Land Use Office at 286-4521.
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Eggs, Practical Test
Summary
A comprehensive six day unit on the study of eggs, their structure, sizes, grades, nutritional value, functions in recipes, preparation techniques, and storage guidelines.
Main Core Tie
Food And Nutrition
Strand 4 Standard 2
Time Frame
1 class periods of 90 minutes each
Group Size
Small Groups
Materials
Handouts:
Egg Quiz
Egg Crossword Puzzle
Practical Test - German Pancakes and Orange Julius
3 tbs. butter
Ingredients needed to prepare the lab for each unit:
3 eggs
1/2 tsp. salt
1/2 cup milk
1/2 cup flour
1/2 cup water
1-6 oz. orange juice
1/4 cup sugar
1/2 tsp. vanilla
1 cup milk (I usually provide real milk as it tastes better than powder milk for this recipe)
12 ice cubes (that need to be frozen ahead of class)
extra butter powder sugar
syrup jelly or jam
Background for Teachers
The teacher needs to have a good understanding and knowledge of eggs, how to use and prepare them in recipes.
Student Prior Knowledge
How to read and follow the directions of a given recipe in using the ingredients properly.
Intended Learning Outcomes
The students will have demonstrate understanding about eggs, specifically their function in recipes and following correct preparation techniques.
Instructional Procedures
For review, hand out to each student the quiz on eggs. Go over the quiz and explain it to them. The first part is matching the term with the definition and the second part is identifying the correct use of the word as it relates to eggs. Correct the quiz together.
Practical Test: hand out lab sheet to each unit. Read and explain the directions to the students. This is a practical test to see how well the students read and follow the directions and prepare the food correctly with the given instructions.
Allow the students to finish and complete their egg crossword puzzle during class if they haven't already done so if they have extra time.
Each group will half the German Pancakes and will prepare it in their 9X9-inch or 8X8-inch square cake pan. They will melt their butter in the oven so it doesn't burn.
Pour the batter into hot buttered pan and bake in the oven for 18 - 20 minutes. May take less time if the oven is too hot. They should be brown in color not burnt.
In a blender, blend together the milk, salt, flour and eggs. (The secret is to thoroughly blend it by adding air so the eggs will act as a leavening agent resulting in a lighter product with hills and valleys).
I will go around the room and look into their windows in their ovens and joke with them especially if their pancakes are not flat but have lots of bumps, etc. You do not want flat German pancakes. If they have lots of bumps, I will question whether or not they followed the recipe correctly as I thought pancakes were suppose to be FLAT.
The students will set their table properly, serve their pancakes and orange julius.
The students will prepare a full recipe for the orange julius. You will need to cut the 12-ounce can in half as you cannot purchase 6-ounce cans. You will need to make ice cubes ahead of time so you will have enough for the lab. I put them in large baggies. I tell the students to prepare their pancakes first and then the orange julius. I will not get out the ice cubes until the pancakes have 5 minutes left of baking; otherwise, they will eat all of the orange julius before the pancakes are done.
Have them put their syrup in a liquid measuring cup for easy pouring, put extra butter, jelly or jam, powdered sugar in separate custard cups if desired.
While they are eating, I like to explain the correct way of making the German Pancakes. Explain why they need to be blended in a blender to incorporate air. German Pancakes are known by many different names - hootenanny pancakes, souffles, etc. Some people serve them as a dessert with fruit and cream on top. This is a fun lab and one they will want to prepare at home for their families. Allow enough time to finish eating, evaluating the lab sheet and cleanup before leaving.
Authors
DEBRA PAULL
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| Name | Herbert Edmund FARMER | |
|---|---|---|
| Birth Place | Bugbrooke | |
| Occupation 1911 | | Soldier |
| Date of Birth | | Second quarter of 1892 |
| Date Enlis ted | | 12 October 1910 |
Information from National Roll of the Great War
No entry found.
Additional Information
Herbert Farmer enlisted in 3 rd Battalion (Special Reserve), the Northamptonshire Regiment on 12 October 1910, allocated number 9001. These units were created by the Haldane Army Reforms (1906-1912), replacing the previous Militia units; they were intended to be a source of replacements for any regular expeditionary force, rather than to be units of the Territorial Force that was formed in 1908.
The following year he volunteered for the regular army and was accepted into the same regiment on 13 January 1911, re-numbered as 9281. After training at the regimental depot, on 15 March he was posted to the 1 st Battalion.
By the time of the census on 2 April that year, Herbert was a patient in the Military Hospital at Stoke, in Devonport (Plymouth), being discharged on 21 April. It is not clear from the damaged record if that was just from hospital or from the army. His parents were living at 5 Tithe Street, Weedon, at this time.
However, by early 1915, having been re-numbered as 12859, Herbert was with the Regiment and on 25 March joined the 2 nd Battalion, which had been in France since 5 November 1914. He was wounded on 9 May during a day of intense activity, succumbing to those wounds some two weeks later, in England.
According to the official War Diary for 9 May 1915, the 2 nd Northamptons were in the forefront of a Brigade attack on Aubers Ridge, with the Battalion attacking 'the Salient' from 5.50am. The two leading companies, 'A' and 'D', took particularly heavy casualties, mainly from enfilade machine-gun fire, as did 'B' and then 'C' companies trying to follow-up, in unsuccessful attempts to support them. What remained of the battalion was withdrawn at 9.15 that evening – 426 all ranks from the 20 officers and 867 soldiers who started the day. On 11 May while in Divisional Reserve, the Battalion received a message of congratulations from the Brigade Headquarters for their services on 9 May; they had already received the first batch of casualty-replacements.
Herbert was evacuated to England and died in hospital of his wounds on either 25 May (annotation on his Medal Index Card) or 29 May (the Commonwealth War Graves Commission – CWGC – record). He was taken to Weedon for burial, in grave 233. His parents' address is noted as 23 Queen Street by CWGC.
It is not yet clear in which hospital he died, the long-established 'Cambridge Military Hospital' is in Aldershot, named after the Duke of Cambridge, but the GRO index lists his death in Cambridge registration district – the death certificate may clarify matters.
He qualified posthumously for the 1914-15 Star, the British War Medal and the Victory Medal, and his family should also have received a Memorial Plaque and separate 'parchment' Memorial Scroll in his name.
Photograph
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Physical Landscapes in the UK: Banbury Flooding
Banbury is in the south-east of England, located within an hour's drive of London, Birmingham and Oxford. Banbury is a historic market town, which means it has been influential to local and national trade since the medieval ages! Banbury has been especially influential because of its close proximity to three major UK cities, and it remains a prime location for businesses and commuting workers to this day.
However, the town was destroyed during major flooding in 1998. Further flooding has happened again! This has resulted in government strategies and management of the local river, which has benefited the town's recovery but has come at a cost for its environment.
Flooding Fact File
River that flooded = River Cherwell
Date of Flooding = Easter 1998
Cost of Damages = £12.5 million
Lives Lost = 0
People forced to evacuate = 350
https://bit.ly/pmt-edu-cc https://bit.ly/pmt-cc This work by PMT Education is licensed under CC BY-NC-ND 4.0
https://bit.ly/pmt-edu https://bit.ly/pmt-cc
https://bit.ly/pmt-cc
Managing the Risk of Flooding
The local government has invested into several schemes to reduce the risk of flooding in Banbury. Some schemes are more effective than others.
These schemes have benefited the economy and allowed the town to develop. However, this has come at a cost to the environment:
Social
Environmental
Economic
😊 House owners are no longer worried about damage to their property. Uninsured houses are especially at risk during flooding, because homeowners lose everything and must pay for repairs themselves.
😊 New footpaths and parks surrounding the flood water storage. Dog walkers and families can take advantage of the pathways, which will improve their quality of life .
🌲 The new biodiversity plan will increase vegetation - trees, hedges, ponds - to reduce the risk of flooding. This will improve the environment.
🌲 During construction of the flood water storage, heavy machinery damaged the nearby vegetation.
🌲 Soil was removed from areas surrounding Banbury to make embankments . This will disrupt habitats and wildlife.
https://bit.ly/pmt-edu
💰 The construction work cost £18.5 million.
💰 Construction jobs were created in the process, as well as some jobs to maintain the biodiversity plan.
💰 It is estimated that the storage scheme has saved £100 million in avoiding damages.
https://bit.ly/pmt-cc https://bit.ly/pmt-cc
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STAYING WELL Tips for LGBTQ+ Teens & Young Adults
Pay attention to how you feel
LGBTQ+ teens and young adults are at an increased risk for depression, anxiety, and suicide. Changes in your life related to COVID-19 may increase feelings of isolation, depression, and anxiety. There are many ways to manage these feelings, which is especially important during stressful times in the aftermath of COVID-19.
Tell someone if you feel unsafe.
Try out mindfulness
Mindfulness is one way to tackle negative thoughts related to depression and anxiety. Free mindfulness and meditation exercises are available through many online apps. Also, check out these quick mindfulness and meditation practices.
Use daily affirmations
Some LGBTQ+ youth and young adults may be around family members who are not supportive. Unsupportive family members may deny gender affirming messages. One way to counteract this is by using affirmations, which are positive messages we can always tell ourselves. LGBTQ+ teens and young adults can find useful daily affirmations online.
The Trevor Project crisis hotline is specifically for LGBTQ+ teens. Call 1-866488-7386 or text START to 678678.
If you are in imminent danger, call 911.
If you are thinking about harming yourself, call 988.
If someone in your home has hurt you, or is hurting you, you can call the National Domestic Violence Hotline at 1-800-799-7233 or the Rape, Abuse, and Incest National Network (RAINN) Hotline at 1-800-656-HOPE (4673).
Michigan.gov/StayWell
Seek social support
Reignite social connections.
The pandemic may have left us feeling isolated. Calling, texting, or video chatting can help connect with friends, teachers, coaches, relatives, and other supportive people.Support is always available for LGBTQ+ people.
The Q Chat Space
Virtual chats for LGBTQ+ teens to discuss self-care, questioning your identity, youth of color, and more
LGBT National Help Center
Weekly chats and online peer support
24/7 talkline for young adults: 1-800-246-7743
The Connection Youth Services
Virtual counseling and groups: 1-866-440-SAFE (7233)
Family Equality
Online space to connect with others, find support and build community for LGBTQ+ families
Trans Lifeline
Microgrants for trans people of all ages in need
Peer support hotline:1-877-565-8860
The Centers for Disease Control and Prevention (CDC)
Find resources for LGBTQ+ youthfrom the CDC, other government agencies, and community organizations
RESOURCES FOR LGBTQ+ PEOPLE
The following resources are specifically designed to help LGBTQ+ people.
Mental health tips for LGBTQ+ individuals
Human Rights Campaign
National Center for Transgender Equality
Transgender Legal Defense and Education Fund
MICHIGAN LGBTQ+ SUPPORT
Find local counseling and resources at a Michigan organization.
Livingston Family Center
The OutCenter of Southwest Michigan
Ruth Ellis Center
Michigan.gov/StayWell
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Ways Children Learn
The first five years of life provide children with the foundation to understand the world around them, and the following years allow them to continue to grow and expand upon that core development. The remarkable period of growth between the ages of 6 and 11 continues to be shaped by both play and relationships with important people in a child's life.
As children grow, their play begins to encapsulate both drama and fantasy as their imaginations expand. They have the tendency to model behaviors of influential people around them through role playing. Their ability to communicate and express themselves grows with rapid vocabulary development and the increased ability to identify emotions and express opinions by playing and spending time with groups of children. Spending time together and modeling behaviors through play builds on children's foundational understanding of life as they develop and shape their ability to navigate through life. In the setting of missions discipleship, role-playing as children pretend to share about Jesus, inviting others to church, and showing compassion are great ways to help children understand the life of a Christian.
Children value play and require movement due to their high energy levels. At this stage of their development, they are beginning to play more within groups than on their own, and rules are being developed within their play. Children on the younger end of this age bracket may still find it challenging to follow rules but are generally better at controlling their own behaviors and emotions, allowing them to cope better with games that involve rules. Leaders should make sure children know they are expected to follow the rules while playing games.
Children between the ages of 6 and 11 are often motivated by the desire to please those around them. They are generally sensitive, with an increased empathy for others while also turning a self-critical eye toward themselves. However, they are better able to express their feelings, although they may still need some help and time to identify and talk through bigger emotions they are experiencing. As children ask questions about a missionary's experiences, leaders can gauge how much children are learning based on the questions they ask and their responses to the stories about the missionary's work and life.
As children's motor skills continue to improve, so does their independence. Children at this age also enjoy making small decisions and insist on knowing their options. Children's morals and values are developing and becoming evident in their actions and words, which is a critical part of this stage. Children also have a heightened awareness of what others are doing and often model the behaviors and words that are practiced and used around them.
Ways Children Learn (page 2)
Children's growing curiosity and desire to understand all that is around them is especially evident in the questions they ask and their love and desire to talk. Children's vocabulary development is rapid at this stage, with their thinking often moving quicker than their ability to speak, contributing to attention spans that continue to remain short during this period of time. Leaders should begin to explain "church" language to children and revisit it frequently so children incorporate new words into their vocabulary.
Children's attention spans and their understanding of concepts and ideas continue to grow and expand throughout this stage. They tend to be able to grasp concepts, but they also hold onto a black-and-white mindset and are very literal. They can also reason, discuss, and explore concepts through conversations, and they enjoy doing so. This contributes to their knowledge and growing understanding of right from wrong. It also allows them to view Jesus as very real and to understand stories in the Bible as very literal as well.
Olivia Whited served as an intern at national WMU while pursuing her degree in human development and family science at Samford University.
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Teaching and Learning Strategies for Elementary/Middle School From
"The Making of Milwaukee" Curriculum
Learning in the Community: Teaching and Learning about Milwaukee
The following activities are from "The Making of Milwaukee" on-line curriculum:
No Grain, Let's Entertain! (Fieldtrip to Grain Exchange)
Touring Many Nations in Milwaukee (Fieldtrip to Ethnic Community Centers)
Ethnic Sightseeing (Tour Ethnic Churches, Landmarks)
Community Tour (Tour Miller or Sprecher Brewery)
**Note to Teachers: The organization, Historic Milwaukee, Inc. has a variety of tours that students can take as a class or with a parent or guardian. More information is available on their website at: http://www/historicmilwaukee.org
If money and/or time are issues, try a virtual fieldtrip. Many companies, museums, have virtual tours. For example, go to www.milwaukee.gov/TheHistoryofMilwaukee2833.htm At the bottom of this historical account is a link to 360 Degrees Virtual Tours of historic places in Milwaukee.
NO GRAIN, LET'S ENTERTAIN!
**Note to Teachers: Video Chapter 3, King Wheat, complements this lesson activity.
1. Organize a trip to the Grain Exchange. Try to coordinate a tour of the building and its historical exterior, architecture, windows, woodwork and rooms.
2. As students tour the building, have them take notes and write 10 questions about the exchange, its formal and current functions, and its connections to the Milwaukee community.
Follow-up Learning Activities:
* Have students create a quiz about the field trip for their classmates to take. Administer the quizzes randomly to students upon return from the trip (Students should take the quiz of another student. They can be multiple choice or short answer). Allow students to correct the quizzes and discuss the results with their peers.
* Openly discuss students' experiences at the Grain Exchange and how different the Exchange is from its trading days.
TOURING MANY NATIONS IN MILWAUKEE
1. Have students visit sites in Milwaukee like the Italian Community Center, Serb Hall, Turner Hall, the Polish Heritage Alliance, German Fest Milwaukee Inc., and the Irish Fest Center that are still dedicated to preserving the city's immigrant heritage. Students could talk to individuals associated with these places and interview them about how and why they preserve ethnic traditions. They might even find people associated with these places that would be willing to talk to the whole class about a particular ethnic group's experience in Milwaukee.
2. Students could report their findings to the rest of the class orally or in writing.
**Note to Teachers: The group, Historic Milwaukee, Inc. has a variety of tours that students can take as a class or with a parent or guardian. More information is available on their website at: http://www/historicmilwaukee.org
ETHNIC SIGHTSEEING
1. Have students visit or tour places that were significant aspects of the lives of different ethnic groups in Milwaukee (e.g. churches, landmarks, neighborhoods, parks, buildings, workplaces). Students could research the locations of some of these places. They could work to find people associated with these places to gain more information about any ways these places maintain an ethnic identity.
2. Students could write a report, create a PowerPoint presentation, create a postcard about these places, or create storyboards about their visit and findings or even make a video with their own narration that they could show to the rest of the class.
**Note to Teachers: The group, Historic Milwaukee, Inc. has a variety of tours that students can take as a class or with a parent or guardian. More information is available on their website at: http://www/historicmilwaukee.org
COMMUNITY TOUR
**Note to teachers: One aspect of this lesson involves possibly having students tour Miller or Sprecher Breweries in Milwaukee. While these companies have had and continue to have a significant role in Milwaukee's economy, this activity is not intended in any way to promote the use of alcohol. Make sure you have several strategies to deal with any potential comments or issues related to this activity.
1. Have students take a tour of companies still located in Milwaukee. For example Harley Davidson and Miller or Sprecher Breweries offer tours. Students should write a report about their observations and any information given on the tour.
2. As part of their report they could discuss how their impressions of these companies compare with the descriptions of the companies and working conditions described in the video.
3. Students should share their findings with the class.
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12
When Dr. Allison SacerdoteVelat goes to work, she has some unusual office mates: baby snakes! Dr. S is a scientist at the Peggy Notebaert Nature Museum in Chicago. She is raising the little snakes, called smooth green snakes, until they are a year old. Then she will release them back into the wild.
Smooth green snakes need g h
Adult smooth green snakes are bright emerald green. Babies like this one are greenish-brown.
help because their homes are disappearing, especially in Illinois, where Dr. S lives. Long ago, Illinois was mostly prairie grassland. Over the years, people dug up prairies to make room for houses and farms. Today, there are not many prairies left in Illinois. Smooth green snakes and other animals that depend on prairies to live and find food are becoming more rare.
n
So Dr. S and others are working to keep Illinois prairies safe and healthy. The smooth green snakes help too. They eat bugs that damage and eat the prairie plants. They're also food for hawks and falcons and other prairie birds. "If you want a beautiful prairie," says Dr. S, "you need snakes."
The baby snakes in Dr. S's office like to pile up on one another or try to climb the sides of their tank. "They're very silly," says Dr. S.
But Dr. S doesn't just love smooth green snakes because they're an important part of the prairie. "They're really cute!" she says. She loves their bright green color, big eyes, and the way they waggle their heads back and forth when they hunt.
13
14
Smooth green snakes don't bite or hurt people. As you probably guessed, their skin feels nice and smooth.
Scientists don't know how many smooth green snakes are left in Illinois. Dr. S wants to find out. So she and her team count snakes in the prairie in summer. Adult smooth green snakes are not easy to spot. They're skinny and fast and blend in with the prairie plants.
But Dr. S has a good way of finding them. She puts a board on the ground and checks it every few days. Snakes love to lie on top of the board to bask in the warm sun, or hide underneath it when they get hot. Sometimes they even lay their eggs under the board!
Dr. S checks 60 different sites in Illinois for smooth green snakes. So far, she's found them in only 15 places.
In the wild, many snake eggs never hatch. They get eaten or damaged by bad weather. So when Dr. S and her team find a nest, they count the soft, leathery, oval-shaped eggs. They leave half the eggs alone, but they carefully take the rest to hatch in safe places like Dr. S's office.
Dr. S loves watching the smooth green snake babies hatch. At first, they're only a few inches long and as light as a cotton ball. As they grow, Dr. S weighs and measures them. She also works hard to make sure the snakes are ready for grown-up life in the wild. She feeds them crickets, caterpillars, and worms, the same food they'd eat in the prairie. She trains
Baby snakes do not live with their parents. They have to take care of themselves.
them for prairie winters by lowering the temperature in her office and giving them dirt and moss to rest and burrow in, just like wild snakes need to do to stay warm.
15
When the baby snakes are a year old, Dr. S and her team move them to a pen in the middle of the prairie so they can get used to being outside. After two weeks, the snakes are ready to leave the pen and live on their own.
Dr. S measures and marks each snake before she lets it go. She hopes she'll find one she marked again next year.
Dr. S started raising smooth green snakes in 2010. The first few years, she did not find many eggs to hatch. But last year she raised nearly 80 baby snakes.
16
It's hard to say goodbye to her office mates, but Dr. S doesn't get too sad. Returning the snakes to the prairie helps the number of wild snakes grow, which helps Illinois prairies stay healthy. Both make Dr. S very happy. But what would make her happiest of all? "When the snakes no longer need our help."
Why work so hard to help snakes? Dr. S says the plants and animals in a prairie are like blocks in a tower. "You can maybe take some blocks away and it will still stand. But maybe the green snake block is the one that you take away and it crumbles."
17
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Carla has some marbles. She bought 489 marbles. Now she has 2778 marbles altogether. How many did she start with?
Adam has $5.00 to buy an airplane that costs $4.28. How much change will he get back?
If each ball costs $1.50 how much will I pay for three balls?
Lisa bought 4 shirts for $48. How much did each shirt cost?
Mr. Guzman bought 48 donuts packed equally into 4 boxes. How many donuts are in each box?
There were 3,409 pieces of candy in a jar. If 145 pieces were red and the rest were blue, how many were blue?
The Owen family took a five-day vacation. Each day they drove 250 miles. How many miles did they drive total?
One stamp costs 34¢. Two stamps cost 68¢. Three stamps cost $1.02. If the cost of each stamp remains the same, how much would 4 stamps cost?
Tony had $20. He paid $8 for a ticket to a baseball game. At the game, he bought a hot dog for $3. How much money does Tony have now?
This work is licensed under a
Creative Commons Attribution-
NonCommercial 4.0 International License.
Florida State University.
Find these and other free resources for teaching mathematics
at www.teachingisproblemsolving.org
Carla has some marbles. She bought 489 marbles. Now she has 2778 marbles altogether. How many did she start with?
Adam has $5.00 to buy an airplane that costs $4.28. How much change will he get back?
If each ball costs $1.50 how much will I pay for three balls?
Lisa bought 4 shirts for $48. How much did each shirt cost?
Mr. Guzman bought 48 donuts packed equally into 4 boxes. How many donuts are in each box?
There were 3,409 pieces of candy in a jar. If 145 pieces were red and the rest were blue, how many were blue?
The Owen family took a five-day vacation. Each day they drove 250 miles. How many miles did they drive total?
One stamp costs 34¢. Two stamps cost 68¢. Three stamps cost $1.02. If the cost of each stamp remains the same, how much would 4 stamps cost?
Tony had $20. He paid $8 for a ticket to a baseball game. At the game, he bought a hot dog for $3. How much money does Tony have now?
This work is licensed under a
Creative Commons Attribution-
NonCommercial 4.0 International License.
Florida State University.
Find these and other free resources for teaching mathematics
at www.teachingisproblemsolving.org
Carla has some marbles. She bought 489 marbles. Now she has 2778 marbles altogether. How many did she start with?
Adam has $5.00 to buy an airplane that costs $4.28. How much change will he get back?
If each ball costs $1.50 how much will I pay for three balls?
Lisa bought 4 shirts for $48. How much did each shirt cost?
Mr. Guzman bought 48 donuts packed equally into 4 boxes. How many donuts are in each box?
There were 3,409 pieces of candy in a jar. If 145 pieces were red and the rest were blue, how many were blue?
The Owen family took a five-day vacation. Each day they drove 250 miles. How many miles did they drive total?
One stamp costs 34¢. Two stamps cost 68¢. Three stamps cost $1.02. If the cost of each stamp remains the same, how much would 4 stamps cost?
Tony had $20. He paid $8 for a ticket to a baseball game. At the game, he bought a hot dog for $3. How much money does Tony have now?
This work is licensed under a
Creative Commons Attribution-
NonCommercial 4.0 International License.
Florida State University.
Find these and other free resources for teaching mathematics
at www.teachingisproblemsolving.org
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Stiff Joints
As animals age they may be slower to rise due to stiffness, experiencing lameness from sore muscles or joints and even a little exercise or climbing stairs can cause pain. There are several things that you can do to minimise their discomfort.
Diet: The first step is to feed a natural diet - thereby ensuring an adequate intake of the nutrients required to support ligament and bone repair. There is some evidence that commercial pet foods are often over or under supplied with minerals and that the resulting imbalance is detrimental to the development and maintenance of joint and bone health.
Supplements: The second step is to add Vitamin C 500 2000mg per day depending upon size. Also important are additional A, D and E or Cod Liver oil.
Herbs: The following herbal remedies may be helpful - Alfalfa is extremely rich in nutrients and alkalinising. It improves the appetite and supports the digestion and joints by balancing the overacid system. Give Alfalfa as a herb or low potency homoeopathic. Garlic is also important for the joints and can be added to the diet.
Homoeopathy: There are many remedies which may be indicated and if you have limited success or problems choosing then seek help from the many excellent books that are available or from a vet or practitioner who specialises in Homoeopathy and alternative therapies for animals.
Acute symptoms with swelling, redness, pain and possibly fever responds well to Belladonna. Rhus tox suits inflammation, pain and stiffness that is most apparent when the animal gets up after a long rest. Once moving about it starts to loosen and feel better. Bryonia symptoms are much worse from movement, better from firm pressure and lying still. Silica is important in symptoms when the joint stiffness, pain and distortion gets worse as the animal gets older and can be given regularly with other indicated Tissue Salts to support the joints and calcium metabolism.
General guidelines: In addition these animals benefit from sleeping on a padded, raised bed, warmth and non-weight bearing exercise (e.g. swimming). It cannot be stressed often enough how important a natural, raw food diet is and what a turnaround can be seen once a change is made to this more nourishing food.
Written in conjunction with Dr Clare Middle who runs a natural therapies only veterinary practice in Bibra Lake. Ph: 08 9494 1243, www.claremiddle.com
Factsheets: Download and print our Animal Info Sheet, Arthritic & Rheumatic Pain Factsheet, Remedy Pictures and Remedy Guide or refer to our Homoeopathy for the Home Prescriber book, eBook or Free Information available through our website.
Repetition of doses: As a general rule you should reduce the frequency of doses of a remedy as it starts to act and not continue once the situation has resolved.
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Presidential Documents
Proclamation 7171 of March 1, 1999
Save Your Vision Week, 1999
By the President of the United States of America
A Proclamation
Vision is an extraordinary blessing—one that should be cherished and protected. Complex and remarkable organs, the eyes work in concert with the brain to produce vision, allowing us to experience the beauty and variety of the physical world around us.
Because blindness and vision loss are often avoidable, the maintenance of good vision must be a top health priority and an integral part of every American's overall health care routine. Preventative eye care is particularly important because there are often no warning signs or pain associated with many eye diseases, and, by the time vision loss is identified, it is frequently too late to undo the damage. Periodic dilated pupil eye examinations can reveal the early signs of eye disease and buy precious time for treatment.
It is equally important to protect our eyes from injury, another leading cause of vision loss. Each year, more than 2.4 million eye injuries occur in the United States. By using protective eyewear when working with machinery or chemicals, playing sports, or engaging in other recreational activities, we can help prevent irreparable loss of sight.
Taking measures to prevent vision loss in our children is especially important because their early development and academic achievement can suffer due to vision problems or diseases. Even before they begin school, children should undergo a complete eye examination so that poor vision or eye disorders can be appropriately treated.
As the 21st century fast approaches, our national investment in research to prevent, postpone, and treat eye diseases and disorders has produced substantial results. Laser technology, new medications, gene mapping, innovations in diagnostic techniques, and other sight-saving discoveries are improving the lives of millions of Americans. These advances in medical research, combined with preventative eye care and increased safety measures, can all work to preserve our gift of sight.
To remind our citizens of the importance of safeguarding their eyesight, the Congress, by join resolution approved December 30, 1963 (77 Stat. 629; 36 U.S.C. 169a), has authorized and requested the President to proclaim the first week in March of each year as ''Save Your Vision Week.''
NOW, THEREFORE, I, WILLIAM J. CLINTON, President of the United States of America, do hereby proclaim March 7 through March 13, 1999, as Save Your Vision Week. I urge all Americans to participate by making eye care and eye safety an important part of their lives and to ensure that dilated eye examinations are included in their regular health maintenance programs. I invite eye care professionals, the media, and all public and private organizations dedicated to preserving eyesight to join in activities that will raise awareness of the measures we can take to protect and sustain our vision.
[FR Doc. 99–5464
Filed 3–2–99; 11:21 am]
Billing code 3195–01–P
IN WITNESS WHEREOF, I have hereunto set my hand this first day of March, in the year of our Lord nineteen hundred and ninety-nine, and of the Independence of the United States of America the two hundred and twenty-third.
œ–
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Dog-Strangling Vine
(Cynanchum louiseae and C. rossicum)
Dog-strangling vine produces beanshaped seed pods that are four to seven centimetres long. Photo: Greg Bales, MNR
ontario.ca/invasivespecies
The name "dog-strangling vine" refers to two invasive plants native to Eurasia – black swallowwort and pale swallowwort. These look-alike members of the milkweed family were introduced to the northeastern United States in the mid-1800s for use in gardens. In recent years these perennial vines have spread rapidly throughout central and southern Ontario.
Dog-strangling vine prefers open sunny areas, but can grow well in light shade. It grows aggressively up to two metres high by wrapping itself around trees and other plants, or trailing along the ground. Dense patches of the vine can "strangle" plants and small trees.
The plant can produce up to 2,400 seeds per square metre. The seeds are easily spread by the wind, and new plants can grow from root fragments, making it difficult to destroy. The vine has invaded ravines, hillsides, fence lines, stream banks, roadsides and utility corridors. Dog-strangling vine is also found in prairies, alvars (limestone plains), plantations of pine trees and natural forests.
Range
Dog-strangling vine was first found in Ontario in the late 1800s. Outside its native range, dog-strangling vine is now found in parts of Ontario, southern Quebec and several American states.
Impacts of Dog-Strangling Vine
* Dog-strangling vine forms dense stands that overwhelm and crowd out native plants and young trees, preventing forest regeneration.
* Colonies form mats of interwoven vines that are difficult to walk through and interfere with forest management and recreational activities.
* Leaves and roots may be toxic to livestock. Deer and other browsing animals also avoid dog-strangling vine, which can increase grazing pressure on more palatable native plants.
* The vine threatens the monarch butterfly, a species at risk in Ontario. The butterflies lay their eggs on the plant, but the larvae are unable to complete their life cycle and do not survive.
Masthead photo: Andrea Hicks, OFAH
DOG-STRANGLING VINE | 2
How to Identify Dog-Strangling Vine
* Grows one to two metres high by twining onto plants, trees or other structures.
* Leaves are oval with a pointed tip, seven to 12 centimetres long, and grow on opposite sides of the stem.
* Pink to dark purple star-shaped flowers have five petals about five to nine millimetres long.
* The plant produces bean-shaped seed pods four to seven centimetres long that open to release feathery white seeds in late summer.
What You Can Do
* Learn how to identify dog-strangling vine and other invasive plants, and how to effectively manage these species on your property. See The Landowner's Guide to Controlling Invasive Woodland Plants. Go to ontario.ca/invasivespecies, click on Here's a list of things you can do to help fight invasive species, and click on the title.
* Avoid using invasive plants in gardens and landscaping.
* Buy native or non-invasive plants from reputable garden suppliers. Native plants provide habitat and food sources for native wildlife. See Grow Me Instead: Beautiful Non-Invasive Plants for Your Garden. Go to ontario.ca/invasivespecies, click on Here's a list of things you can do to help fight invasive species, and click on the title.
* Dispose of invasive plants in the garbage. Do not put them in the compost or discard them in natural areas. Discarded flowers may produce seeds.
* When hiking, prevent the spread of invasive plants by staying on trails and keeping pets on a leash.
* If you've seen dog-strangling vine or other invasive species in the wild, please contact the Invading Species Hotline at 1-800-563-7711, or visit www.invadingspecies.com to report a sighting.
Other Resources:
For More Information:
www.invasivespeciescentre.ca ontario.ca/invasivespecies www.ontarioinvasiveplants.ca www.invadingspecies.com
This fact sheet may be reproduced for non-commercial purposes. © Queen's Printer for Ontario, 2012 Cette publication est également disponible en français.
Plants are capable of twining together and growing up to two metres high. Photo: Andrea Hicks, OFAH
Please contact the Invading Species Hotline at 1-800-563-7711.
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Name:
Desert Challenge
A number of words have been removed from the text and placed in a word bank. Use the words from the word bank to fill in the blanks in the text. Write the words in the blanks provided.
The Desert is one of the [1]__________ biomes. The word desert means [2]_____________. The desert gets a minimal amount of [3]__________ which is why it's one of the driest [4]__________. There are both [5]__________ and [6]__________ deserts. Survival in the desert is difficult due to the extreme [7]________________ and the dryness. One fifth of the [8]__________ is a Desert biome.
Deserts are found along coastlines and also within continents. Hot deserts are found in [9]__________ America, [10]__________ America, North Africa, Central Australia and Cold deserts are found in the Antarctic, Greenland and Central Asia.
Deserts get less that 25 cm or 10 in of rain per year.
[11]_______________ rates are faster than rainfall rates which keeps the desert very dry. In some deserts, rain doesn't fall for years. Cold deserts although still dry, get more [12]____________ (which is in the form of snow or
fog) than the hot deserts. In hot deserts, daytime temperatures can be over 38°C and 100° F in the
daytime and below -4°C and 25° F in the evening. Temperatures in cold deserts are usually between 0°C and 4°C or 32°F and 39° F.
In the hot deserts, the seasons are warm throughout the year and very hot in the [13]__________. In the cold deserts there are long cold winters and short warmer summers. The cold deserts are cold most of the time.
Desert animals tend to get their water from [14]__________. They have a thick outer coats, they tend to have larger ears and they will [15]__________ through the day. Many desert animal have adapted to this harsh environment by being [16]_____________. Examples of animals in the desert are rattlesnakes, jack rabbits, lizards, and kit foxes. There are also reptiles, scorpions and grasshoppers.
The soil is [17]__________ and rocky. Plants typically have few [18]__________ and thick roots to help them retain [19]____________ in the dry climate. The dessert has cacti, smaller bushes and grasses .
rain
temperatures
north
burrow
Name:
Desert Challenge
A number of words have been removed from the text and placed in a word bank. Use the words from the word bank to fill in the blanks in the text. Write the words in the blanks provided.
The Desert is one of the [1]driest biomes. The word desert means [2]abandoned . The desert gets a minimal amount of [3]rain which is why it's one of the driest
[4]biomes . There are both [5]hot and [6]cold deserts. Survival in the desert is difficult due to the extreme [7]temperatures and the dryness. One fifth of the [8]Earth is a Desert biome.
Deserts are found along coastlines and also within continents. Hot deserts are found in [9]North America, [10]South America, North Africa, Central Australia and Cold deserts are found in the Antarctic, Greenland and Central Asia.
Deserts get less that 25 cm or 10 in of rain per year.
[11]Evaporation rates are faster than rainfall rates which keeps the desert very dry. In some deserts, rain doesn't fall for years. Cold deserts although still dry, get more [12]rainfall (which is in the form of snow or fog) than
the hot deserts. In hot deserts, daytime temperatures can be over 38°C and 100° F in the daytime and below -4°C and 25° F in the evening. Temperatures in cold deserts are usually between 0°C and 4°C or 32°F and 39° F.
In the hot deserts, the seasons are warm throughout the year and very hot in the [13]summer . In the cold deserts there are long cold winters and short warmer summers. The cold deserts are cold most of the time.
Desert animals tend to get their water from [14]food . They have a thick outer coats, they tend to have larger ears and they will [15]burrow through the day. Many desert animal have adapted to this harsh environment by being [16]nocturnal . Examples of animals in the desert are rattlesnakes, jack rabbits, lizards, and kit foxes. There are also reptiles, scorpions and grasshoppers.
The soil is [17]coarse and rocky. Plants typically have few [18]leaves and thick roots to help them retain [19]moisture in the dry climate. The dessert has cacti, smaller bushes and grasses .
rain temperatures
north burrow
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Worry Doll Pens
Recommended for Ages 12 - 18
A worry doll is seen as a trustworthy listener and once the doll is hidden under a pillow, the doll will take all the anxieties and worries that plagues us during the day for a fresh worry-free morning. Make a few Worry Doll Pens and carry one at all times to allay your anxiety and worries in these troubled times, and in addition, you will have a nifty pen to write with.
Materials:
* One ball point pen
* Two toothpicks
* Glue
* Scissors
* 3 colors of yarn or string (any type)
Instructions:
1. Measure your pen and make 3 marks. Your pen will be divided into a head, torso, and legs. The top of the pen will be the head, make your mark at 1 ½ inches from the top of the pen, measure 2 inches for the torso and the rest for the legs which will be around 3 inches depending on the size of the pen.
2. Decide what colors you will use and make sure that the head mimics skin colors. You can use any type of yarn, embroidery floss, or string to cover your pen.
3. Place a bead of glue at 1/2 inch from the writing tip. Start wrapping the yarn you have chosen for the legs around your pen. A good way to do it is to hold your yarn on your right hand and start rotating your pen so the yarn will start covering the pen. (Use your left hand to hold the yarn if that is your dominant hand.) Push the yarn together so it will cover the pen casing. Place a vertical strip of glue on the pen and continue covering the pen with your yarn. Stop at your torso mark, cut your yarn and glue in place.
4. Continue by placing a strip of glue on the pen and wrap the torso with your designated color. Stop at the head mark, cut, and glue in place.
5. Take your skin color yarn and wrap the head adding a strip of glue to hold it in place. Do not worry about the top of the pen, you will be adding hair, so this spot will be covered.
6. Take your toothpicks and, with your scissors, cut off the pointy ends. Place the top of the toothpicks at the beginning of the torso, these will be the arms. Place a dot of glue on the toothpicks and not on the yarn (no need to glue the whole length of the toothpicks just a little at the top). Glue the toothpicks at each side of the pen.
7. Using the same color yarn as the shirt, place a drop of glue to start and do a few wraps before starting to cover the toothpicks. Place a line of glue on the toothpicks and then start wrapping the toothpicks and the pen together. This part will have double the yarn and it will create a shoulder effect. You will be covering only half of the toothpicks; you want the arms to show.
8. Let us get ready to make the hair.
a. To make two braids, make one long braid, make a knot in the middle of the braid to separate it into two. Tie it at both ends and drape it over your pen and glue it right on the center top of the pen, add a little glue on each side of the pen head.
b. To make one braid, tie only one end, and leave loose strands on the other end. Glue those loose strands on the top and glue a little bit of the braid on the back of the pen.
c. If you want curly hair, wrap your strands around a pen, a skewer or a chopstick, use a clothespin to secure the end or you can make a loose knot at the end, add water until the yarn is completely wet; let it dry in the sun or use a hairdryer. Once the yarn is dried, Slide the yarn off your pen, you will have curly yarn. Drape it over the head and glue.
d. If you want loose hair on your doll, grab a piece of yarn and place it horizontal on a flat surface, hold it in place with clothespins or a piece of tape. Take one piece of yarn at a time and make a hitch knot over the horizontal yarn. Continue adding yarn until you have enough to cover the head of the pen. Gather your yarn in one hand and the horizontal piece of yarn on the other hand and pull both until all the yarn comes together and forms an upside-down U shape. Place the hair upside down like a beard over the pen head and use the placement yarn to tie it on the back, add glue to it to hold it in place. Push back the hair and adjust it to your liking.
i. To make a hitch knot, hold your yarn in half, place it underneath your horizontal yarn. Fold the top over, making a loop and pull the tails through the loop securing it to the horizontal yarn. Pull the tails to tighten it.
9. You can embellish your doll, by adding tiny buttons to the front, or tiny flowers or even small beads.
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Here we have one unit. Can you divide it into halves first? Now divide it into quarters. How do we write one half, one quarter?
Challenge
If Mrs. O Sullivan ordered 2 pizza's from domino's for her party and if everybody had ¼ except for Mr. O' Keeffe who was greedy and ate 2 quarters how many people were at the party?
Revision: So when one whole unit is broken up into 2 equal parts we call them halves.
Example:
shaded parts out
of 8 equal parts is
a)
4
=
The picture shows us ½ of
the pizza is the same as
when the number below
(denominator) gets bigger, the size of
𝑖𝑠 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑡ℎ𝑎𝑛
1
4
This is one whole bar and 1 piece out 8. We write this as 1 1 8 .
We call these mixed numbers. A mixed number is a whole number (one full unit) and another fraction.
Word Problems
1. If Mr. Mcgovern ate ½ a pizza, what fraction would be left?
2. If Mr. O' Connor ate 2 4 of his sandwich what fraction would he have left.
3. 𝑀𝑠. 𝑂 ′ 𝑘𝑒𝑒𝑓𝑓𝑒 𝑎𝑡𝑒 1 2 𝑜𝑓 𝑡ℎ𝑒 𝑐ℎ𝑜𝑐𝑜𝑙𝑎𝑡𝑒 𝑏𝑎𝑟 𝑎𝑛𝑑 ℎ𝑒𝑟 𝑑𝑎𝑑 𝑎𝑡𝑒 1 4 𝑜𝑓 𝑡ℎ𝑒 𝑏𝑎𝑟. How much was left for Mr. O' Keeffe?
Your aim: To know less than ½ , Equal to ½ , Greater than a ½ .
Introducing
1
5
𝑠 𝑎𝑛𝑑
1
10
Fractions
′𝑠
1. Mr. Mcgowan invited 4 teachers over to his house for tea. How many equal parts should the cake be cut into to share it fairly? (Don't forget Mr. Mcgowan- he loves cake)
2. If Mr. Mcgowan intended to give everybody at the party 2 slices how many equal parts should he cut it into?
3. If you were one of Mr. Mcgowan's guests and you loved cake which would you prefer? 1 piece of cake when the cake is cut into 5 equal pieces or 2 pieces of cake when the cake is cut into 10 equal pieces? (don't forget to use your fraction wall)
4. 2 cakes were baked for a party for 20 people. How many equal parts should the cake be cut into.
′
Introducing 1 3 ′ 𝑠 , 1 6 ′ 𝑠, 1 9 ′ 𝑠, 1 12 ′𝑠 (thirds, sixths, ninth's, twelfth's)
Make your own fraction wall!!!
Fraction Wall: 1 st row thirds, 2 nd row sixths, 3 rd row ninths, 4 th row twelfths.
Your aim:
- to know the numerator and the denominator
- to investigate the relationship between fractions using a fraction wall.
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Evacuation - Large Animals/Horse
Emergency preparedness is important for all animals, but preparedness can be more difficult for large animals (e.g., horses) because of their size and special transportation needs. Evacuation of horses should occur as soon as an evacuation warning is issued. If owners are unprepared or wait until the last minute, they may have to leave their animals behind. The following provides information for pre-planning evacuation with large animals, including horses:
* Contact Los Angeles County Department of Animal Control Equine Response Team (LACDACERT) for evacuation information for large animals. LACDACERT has trained volunteers who are trained in the evacuation and sheltering of horses in wildfire events. LACDACERT has equipment and personnel available for large animal evacuation and billeting. All requests for emergency assistance are channeled through LA County Sheriff's Dispatch (911).
* Even though the County has assistance available, it is strongly encouraged for horse owners to make their own plan for emergency transportation and sheltering for horses. Many designated sheltering sites may become overcrowded or are far from Rolling Hills. Make plans now to house horses with friends, at a commercial stable, or other suitable location out of the danger area. Discuss plans with everyone in the family and keep the contact information and address of emergency animal shelters and driving directions in an emergency kit.
* Make a list of emergency contacts. Keep copies in vehicles or trailer as well as in the house.
* Take photographs and prepare a written description of each horse or other large animal(s). Put one set in a safe place and another set in an emergency kit.
* Have a halter and rope for each horse/large animal. Make sure halters are marked with contact information or write the information on a piece of duct tape and stick it on the halter. Reflective identification collars are available for purchase from Caballeros. If a horse has medical issues or special needs, record this information on a luggage tag and attach it to the halter.
* Microchip horses/large animals. This is an easy, inexpensive way to help identify animals.
* Have a three-day supply of feed and water (per large animal). This is particularly important if plans are to shelter in place but bring feed (and buckets) if evacuated. Make sure to include any medications the large animal(s) may need. Label all equipment.
* Teach your horses how to trailer. Spend time loading and unloading the animals so they are safe and willing to load, consider practicing loading during the day and night. Continue working with the large animals until you are confident that they will load.
* Keep trucks, trailers and vans well maintained and ready to move. Keep gas tanks full, check tire pressure, particularly during Red Flag Warning days.
* Horse owners who keep their horses on their property are encouraged to have an orange reflector on their house sign to indicate that horses are on the property. If you evacuate your animals, remove or cover the reflector.
* Store non-perishable supplies in a portable container such as a clean trashcan, bucket or canvas duffle bag.
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KINDNESS HEALTH FACTS
DID YOU KNOW?
KINDNESS IS TEACHABLE
"It's kind of like weight training, we found that people can actually build up their compassion 'muscle' and respond to others' suffering with care and a desire to help." Dr. Ritchie Davidson , University of Wisconsin
KINDNESS IS CONTAGIOUS
The positive effects of kindness are experienced in the brain of everyone who witnessed the act, improving their mood and making them significantly more likely to "pay it forward." This means one good deed in a crowded area can create a domino effect and improve the day of dozens of people!
KINDNESS INCREASES:
THE LOVE HORMONE
Witnessing acts of kindness produces oxytocin, occasionally referred to as the 'love hormone' which aids in lowering blood pressure and improving our overall heart-health. Oxytocin also increases our self-esteem and optimism, which is extra helpful when we're in anxious or shy in a social situation.
ENERGY
"About half of participants in one study reported that they feel stronger and more energetic after helping others; many also reported feeling calmer and less depressed, with increased feelings of self-worth"
Christine Carter, UC Berkeley, Greater Good Science Center
HAPPINESS
A 2010 Harvard Business School survey of happiness in 136 countries found that people who are altruistic—in this case, people who were generous financially, such as with charitable donations—were happiest overall.
KINDNESS DECREASES:
PAIN
Engaging in acts of kindness produces endorphins, the brain's natural painkiller!
STRESS
Perpetually kind people have 23% less cortisol (the stress hormone) and age slower than the average population!
ANXIETY
LIFESPAN
"People who volunteer tend to experience fewer aches and pains. Giving help to others protects overall health twice as much as aspirin protects against heart disease. People 55 and older who volunteer for two or more organizations have an impressive 44% lower likelihood of dying early, and that's after sifting out every other contributing factor, including physical health, exercise, gender, habits like smoking, marital status and many more. This is a stronger effect than exercising four times a week or going to church." Christine Carter, Author, "Raising Happiness; In Pursuit of Joyful Kids and Happier Parents"
PLEASURE
According to research from Emory University, when you are kind to another person, your brain's pleasure and reward centers light up, as if you were the recipient of the good deed—not the giver. This phenomenon is called the "helper's high."
SEROTONIN
Like most medical antidepressants, kindness stimulates the production of serotonin. This feel-good chemical heals your wounds, calms you down, and makes you happy!
DEPRESSION
Stephen Post of Case Western Reserve University School of Medicine found that when we give of ourselves, everything from life satisfaction to self-realization and physical health is significantly improved. Mortality is delayed, depression is reduced and well-being and good fortune are increased.
BLOOD PRESSURE
A group of highly anxious individuals performed at least six acts of kindness a week. After one month, there was a significant increase in positive moods, relationship satisfaction and a decrease in social avoidance in socially anxious individuals. University of British Columbia Study
Committing acts of kindness lowers blood pressure. According to Dr. David R. Hamilton, acts of kindness create emotional warmth, which releases a hormone known as oxytocin. Oxytocin causes the release of a chemical called nitric oxide, which dilates the blood vessels. This reduces blood pressure and, therefore, oxytocin is known as a "cardioprotective" hormone. It protects the heart by lowering blood pressure.
WWW.RANDOMACTSOFKINDNESS.ORG
FOR MORE INFORMATION, VISIT
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Choices and Considerations
How to Tell if Your Cat Is Sick
Any change in your cat's normal behavior, such as • increased lethargy (tiredness), changes in appetite, weight loss, or hiding in the house may be indications that your cat is ill.
Male cats that frequent the litter box but are unable to • urinate should be seen by a veterinarian immediately.
If your cat has eaten string, and a portion of the • string is still visible, leave the string in place, and see your veterinarian as soon as possible.
If your cat becomes ill outside of normal clinic business • hours, call an emergency veterinary clinic for guidance.
Some illnesses require immediate veterinary attention, • so when in doubt, call a veterinary professional.
How Can I Tell if My Cat Is Sick?
Any decreases in energy level, appetite, or weight may signal that your cat is not feeling well. If your male cat is squatting to urinate, but no urine appears, call your veterinarian immediately. It is common for the urinary tract in male cats to become blocked. This condition is not only extremely painful; it's a medical emergency.
It is also common for cats to ingest string, yarn, or dental floss, which can cause problems in the intestinal tract. If you notice a string hanging from your cat's mouth or anus, do not pull the string out. Leave the string in place and bring your cat to the nearest veterinary clinic.
Other signs that your cat may be ill include:
Bloody urine or accidents outside the litter box •
Increased drinking and/or urination •
Vomiting •
Diarrhea or bloody stools •
Constipation •
Sneezing or nasal discharge •
Runny eyes or holding one eyelid shut •
Difficulty breathing •
Limping or inability to use hind legs •
Unusual lumps, bumps, or swellings •
Bad breath or excessive drooling •
Hiding or yowling •
If you are concerned that your cat may have a fever, you can measure its temperature with a thermometer in the rectum. Normal temperature for a cat is 100.5 to 102.5 degrees Fahrenheit. If your cat's temperature is above or below this range, contact your veterinarian.
What Should I Do if I Suspect That My Cat Is Sick?
If your cat shows signs of illness, don't wait—call your veterinarian at once. If it is outside of normal clinic business hours, contact an emergency veterinary clinic. Some illnesses may require immediate veterinary attention, so it's in your cat's best interest for you to ask if it needs to be seen right away.
If your cat goes outdoors, you may not always know when he or she has been exposed to toxins or suffered trauma from cars, dogs, or cat fights. Internal injuries may not be immediately apparent, but should be attended to as soon as possible. If you suspect that your cat may have been injured, call your veterinarian.
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LITERACY
Fiction Units: We will complete our units of work on Oliver and the Seawigs. We will rewrite sections of the story, compose diary entries and learn about how the author creates exciting characters and events.
Non-Fiction Units: We will be using non-fiction texts to find out about The history of ships and exploration. We will write non-fiction reports, newspaper reports to show our learning.
Comprehension: The children will focus on retelling, finding answers in the text and using inference and deduction across a range of paragraphs.
Grammar and Phonics: This term we are focussing on spelling and using a wide range of punctuation.
MUSIC
We will be composing our own music relating to the sea, exploration and Viking invasion. We will learn about sea shanties.
ART and DESIGN
This term we will making our own model boats and learning to apply knowledge of floating, sinking and properties of materials.
Please collect and send in plastic butter containers!
PE / GAMES
We will be practising skills in Outdoor Adventurous Activities which includes map reading and problem solving while we are in the wood. The children will learn to navigate on uneven ground. During our PE sessions the children will be practising net games.
The year 4 children will also have swimming lessons.
COMPUTING
The children will:
- Use computers to find and record information.
- Use the tools in PowerPoint and Word
- Play maths games.
MATHEMATICS
The Children will follow the New Curriculum for Mathematics (2014). They will follow units on Place Value, and all four operations throughout the term.
This term we will focus on developing skills with place value. We will identify and represent and estimate numbers using different representations. The children will carry out investigations and challenges relating to place value.
Please continue to complete My Maths activities on computers when it is set and practise times tables regularly. Rapid times tables recall will support your child in learning to use new skills.
St Michael's Primary School, Playden Curriculum Overview
Term 1
Year 3/4
Mrs Pepler
Topic: Mighty Ships
HELP YOUR CHILD AT HOME BY:
- Borrowing topic books from the library
- Reading with them daily, focussing on reading aloud fluently and taking account of punctuation.
- Supporting them to learn their times tables and spellings. Play games that involve mental maths.
History and Geography
We are learning about boats, the history of shipping and sea exploration. We will begin with early rafts and dugout canoes and learn about invasions, including Vikings and Romans.
We will look at the development of sailing and powered boats and the effect of travel, exploration and trading on the world.
We will learn about the Oceans and Continents and mapping.
RE
The children will learn about Judaism and the synagogue. They will learn about Rabbis and the Prayer clothes. They will find out more about Jerusalem and the history of the Maccabeans.
SCIENCE
In Science children will study the following:
Floating, sinking
Property of materials and their uses.
They will plan and carry out investigations related to these topics.
PSHE and CITIZENSHIP
The children will learn about taking risks and thinking through their own safety in a variety of situations. During our time in the wood, they will engage in team building activities and tasks which develop perseverance.
We will learn about being global citizens as we discuss world exploration.
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LESSON
PRACTICE WORKSHEET A
6
Conflict
Directions: Read each passage. Then circle the answer that best identifies the conflict the main character faces.
1. When Grak arrived on Vento-11, it was night time, and the planet's night lasted 74 Earth days. For someone who loved the sun, that was a bit hard to take. Then, when the sun finally rose, it was a pale light without much heat. Grak shivered. This was going to be a long tour of duty.
a. external conflict: force of nature
c. external conflict: society
b. external conflict: other character
d. internal conflict
2. "That's great!" I told Mom when I heard the news. She had put our names on a list for new city apartments years ago. Now one was available across town, and we could finally move out of our run-down building. But as I walked over to tell Bo, I wondered whether it really was so great. I passed the Dove Street pool, the playground, and my friends' buildings, and I didn't really want to leave any of it.
a. external conflict: force of nature
c. external conflict: society
b. external conflict: other character
d. internal conflict
3. "I got here first," Dan cried, trying to take control of the seat. It was the last one in the theater. "No, I did," said Ewen, trying to squeeze down onto the red velvet seat. Actually, the boys had gotten there at the same time; Dan, however, was bigger and heavier. So it wasn't long before Ewen felt himself propelled over the armrest and onto the floor.
a. external conflict: force of nature
c. external conflict: society
b. external conflict: other character
d. internal conflict
4. "But Jeffrey's quite ready for school," Mrs. Pearson insisted. "He taught himself to read when he was three. He can even add and subtract." The official smiled understandingly. "Unfortunately, it's the policy in all our city schools. Only students born before November 1 can enter kindergarten, and Jeffrey was born on November 3. "Why I've never heard of anything so silly!" Mrs. Pearson cried.
a. external conflict: force of nature
c. external conflict: society
b. external conflict: other character
Book 1: Literature
Grade 6
d. internal conflict
COPYMASTER
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DURING A CRISIS YOU'LL PROBABLY STRUGGLE WITH KNOWING WHAT TO SAY, HOW MUCH TO SAY AND WHEN TO SAY IT. YOU MIGHT SAY A LOT LESS THAN YOU THOUGHT YOU WOULD WHEN NAVIGATING CRISIS WITH A KID OR TEENAGER, BUT SAYING LESS COMMUNICATES THAT YOU'RE THERE TO LISTEN. BE OKAY WITH THE PHRASE "I DON'T KNOW" BECAUSE YOU'LL NEVER KNOW EVERYTHING. YOU'LL KNOW MORE ABOUT THE KID AND WHAT MIGHT BE BEST FOR THEM AS YOU LISTEN CLOSELY AND OFFER A SAFE PLACE OF SUPPORT.
WORDS THAT HELP THEM:
2. Feel heard
1. Feel safe
3. Feel supported
HELP THEM FEEL SAFE IN CRISIS
* Keep track of them. It might mean finding them every 15 minutes or so. It might mean not letting long hours go by without checking in (or making sure someone else is). They might need some space, or they might need you right there.
* If the kid or teenager is comfortable, give them quick huge or a hand on their shoulder––sometimes you don't need words.
* Get rid of the timelines that they feel they have to meet in order to recover.
* Be genuine and honest. Don't deny pain.
HELP THEM FEEL HEARD IN CRISIS
* "Tell me about it . . ." is a great way to let them lead the conversation.
* Speak gently and listen longer.
* "Tell me a story about that person." Or, "Tell me how you feel when . . ."
* Use very few words.
HELP THEM FEEL SUPPORTED IN CRISIS
* Offer help with basics.
* Cue next steps like, "You may need to . . . eat/go to school/go to church."
* Give them permission to take things one day and one task a time.
* Tell them to ask for help when they get upset. Let them know that you won't be upset if they're upset.
* Say: "I'm here for you" often.
* Pray together.
WORDS THAT MAKE THEM:
2. Feel unheard
1. Feel unsafe
3. Feel alone
HELP NOT TO SAY TO HELP THEM FEEL SAFE
* "You're angry. You'll feel better when you calm down." Instead of prescribing a feeling, acknowledge their emotions and help them name their feelings on their own. Validating and describing emotions can provide a lot of relief.
* "If you would have done _____, then this wouldn't have happened." Shame only reinforces feelings of loss and pain. Wait to work things out. Be present and listen.
WHAT NOT TO SAY TO HELP THEM FEEL HEARD
* Don't say, "This happens a lot." If it's a crisis, ti doesn't happen a lot for this kid.
* Silence. Saying nothing is saying something. Some kids/teens have the bottom fall out of their lives and later say things like, "So much was happening but nobody asked."
* Don't say, "I understand" unless you've been working together on an issue or walking through crisis for a long period. Stick to phrases like, "Help me understand" instead.
* Don't say "You're young and resilient." Or, "There's a purpose in everything." Stay away from phrases that minimize their pain or grief. Even spiritual phrases like, "God has a plan" or "God must have needed them in heaven" can be very painful to hear at the beginning stages of grief.
WHAT NOT TO SAY TO HELP THEM FEEL SUPPORTED
* "We lost Uncle Joey." Kids may understand phrases about death literally, which may cause them to be afraid. They may reason that if you could "lost" Uncle Joey, you might lose them too. Explain death more honestly. "Uncle Joey died and that means . . . we won't be able to do this anymore or see him at his house anymore."
* "I'm freaking out!" Stay calm so they can feel your support while you begin to understand what's going on in their world.
* "I'll help you fix this." Eventually, this phrase is a good one, but initially you want to offer your presence without trying to fix things.
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Who Was Susan B. Anthony?
Susan B. Anthony may be an international icon but her campaign for womens rights had personal roots. Working as a school teacher in New York, Anthony refused to settle for less pay than her male colleagues which ignited her lifelong devotion to womens equality. Anthony toured the United States and Europe giving speeches and publishing articles as one of the most important advocates of womens rights. Learn more about the woman behind the movement inWho Was Susan B. Anthony?
Susan Brownell Anthony (February 15, 1820 to March 13, 1906), better known as Susan B. Anthony, was an American writer, lecturer and abolitionist who was a leading figure in the womens voting rights movement. Raised in a Quaker household, Anthony went on to work as a teacher. - 2 min - Uploaded by BiographySusan Brownell Anthony (February 15, 1820 to March 13, 1906), better known as Susan B Home & artifacts of Susan B. Anthony in Rochester, NY. Museum and National Historic Landmark of the champion of suffrage, abolition, temperance and equalSusan B. Anthony was an early leader of the American womens suffrage (right to vote) movement and a pioneer in the struggle to gain equality for women.Susan B. Anthony (February 15, 1820 March 13, 1906) was an American social reformer and womens rights activist who played a pivotal role in the womens suffrage movement. In 1869, they founded the National Woman Suffrage Association as part of a split in the womens movement.Susan B. Anthony was born February 15, 1820 in Adams, Massachusetts. She was brought up in a Quaker family with long activist traditions. Early in her life sheSusan Brownell Anthony (Adams, 15 de febrero 1820-Rochester, 13 de marzo de 1906) fue una feminista y sufragista estadounidense. Defensora de losSusan B. Anthony, in full Susan Brownell Anthony, (born February 15, 1820, Adams, Massachusetts, U.S.died March 13, 1906, Rochester, New York), Susan B. Anthony(1820-1906) is perhaps the most widely known suffragist of her generation and has become an icon of the womans suffrageKids learn about Susan B. Anthonys biography. Womans rights activist for suffrage. - 2 minSusan B. Anthony changed the course of history for women in the United States. Her arrest American suffragist Susan B. Anthonys position on abortion has been the subject of a modern-day dispute. Since 1989, pro-life feminists promoted the idea that
Page 1
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Aluminum wiring explained
Does your home have "aluminum wiring"?
What are the solutions to assure that the aluminum wiring is safe today?
Outlets and switches approved for aluminum are still available. Printed on these outlets and switches is the marking "CO/ALR" to confirm that they are approved for both copper and aluminum. Use of these outlets and switches is an excellent solution to keeping your aluminum wiring safe; however they are often hard to come by.
An alternative to aluminum rated outlets and switches is called, "Copper pigtailing". Copper pigtailing entails that in the electrical box behind the outlet or switch a short piece of copper wire, called a "pigtail" is connected to the aluminum wire. This pigtail then connects to the standard outlet or switch. A special wire connector is used to connect the aluminum to the copper pigtail. It is essential that the correct wire connectors are used. The correct wire connectors for joining aluminum to copper wire are colour coded either dark brown or purple (#63/65 wire connectors). There is no substitute. Often in houses with aluminum wire we find standard (30 series) wire connectors in yellow, blue, red or black on aluminumcopper connections. These are not correct and not safe with or without antioxidant paste. The fire hazard has simply been shifted from the outlet to the wire connector.
An additional comment
All electrical connections tend to loosen slightly over time, but aluminum connections tend to loosen more quickly than those of copper. Regardless of the type of wiring, all houses over 40 years of age should have the electrical connections checked to see that they are correct and tight. Loose electrical connections can and do result in the melting of electrical wire insulation, followed by sparks and possibly fire. A house with aluminum wire and appropriate electrical connections, properly maintained, can be equally as safe as a house wired with copper.
PowerCheck
Electrical Safety Services
B etween 1965 and 1975 aluminum wiring was commonly installed in new house construction. If your home was built during this period chances are you have "aluminum wiring" present. Aluminum wiring refers to the electrical wires that run from the electrical panel to the lights, switches and outlets throughout the house. If installed correctly at the time with outlets and switches approved for aluminum, and there has been no tinkering or alterations to the aluminum wiring over the years then the aluminum house wiring should be in fine condition today. In the 1960s, basements were rarely wired at time of house construction, except for an outlet for the washing machine and a basement light. Therefore in these houses, the aluminum wiring is usually limited to the main and top floors of the house plus the light and outlet for washing machine in the basement. If there has been any new wiring installed in your house since 1975, the wiring will likely be copper.
What are the concerns with aluminum wire?
During the aluminum years, electrical contractors wired the aluminum to outlets and switches that were compatible with aluminum wire. These early outlets and switches had a marking "CU/AL", meaning approved for both copper and aluminum. If we see all aluminum circuits correctly wired on to these approved outlets and switches your house is likely in fine shape today.
Unfortunately we find that in most houses with aluminum wiring the original outlets and switches have been swapped for newer, modern outlets that are not approved for use with aluminum wire. Over time, on these replacment outlets and switches connected directly to aluminum wire the electrical connections get loose, heat is then generated, melting the wire insulation, resulting in sparks and possibly an electrical fire.
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What You Can Do to Stop the Mosquitoes
As stated, the mosquito eggs and larvae MUST grow in water before becoming full-fledged adult mosquitoes. So here is what you can do to eliminate them before they become an issue!
1. Do weekly "yard surveys" and tip or remove these water holding containers!
2. Talk to your neighbors about these breeding areas. If you have removed all your water holding containers and still find that you have mosquitoes around, remember that they aren't flying from far away, so help your neighbor clean up their yard too!
3. Work with the community to educate the whole town about the issue. Organize group clean-ups and help people who may not be able to reach all spots of their yard alone.
4. Check and clean roof gutters, especially in April and May before the mosquito season starts.
5. Keep drains and culverts free of grass clippings, weeds and trash so water will drain properly.
6. Empty standing water from:
- Potted plants
- Saucers
- Birdbaths
- Pet bowls
- Yard ornaments that collects water
- Wading pools and toys
- Buckets
- Wheelbarrows
- Tarps and folds that collects water
- Boats and canoes
7. Always close the lid of your garbage cans
8. Always turn over your wheelbarrows, buckets, toys, etc.
9. Maintain ornamental ponds: aerate ornamental pond using a circulation pump. Also, stock the pond with fish and bti dunks. Your pound would look nicer and free of mosquitoes.
10. Wear long sleeve shirts, long pants, socks and shoes when mosquitos are more active. Try to use lightcolored clothing, mosquitoes are more attracted to people in dark clothing.
11. Apply repellent such as picaridin, DEET, oil of lemon eucalyptus only to exposed skin and/or clothing.
12. Use mosquito netting over infant carriers, and strollers
13. Install or repair window and door screens to keep out mosquitoes
14. Volunteer to be a BLOCK CAPTAIN if you can help with any of the following:
- Help distribute education materials to your block
- Sign up your neighbors for yard inspections
- Help conduct yard inspections
- Host an informational meeting for your block
For more information or to schedule a FREE yard inspection from the town, please call 301-852-1889 or e-mail us at email@example.com.
Take Back Our Yards!
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Year 8 Chemistry
STUDENT OUTLINE
States of Matter
* Explain why a model for the structure of matter is needed
The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)
* Recall the three states of matter are solids, liquids and gases.
* Explain differences between solids, liquids and gases using the kinetic theory.
* Describe the physical properties of each state of matter.
* Recall that matter in one state can be changed into any other state.
* Use the particle model to explain observed phenomena linking the energy of particles to temperature changes
* Explain changes of state in terms of the kinetic theory.
* Describe density in terms of matter and space
* Use the formula d = m/v to solve simple problems
* Explain density in terms of the kinetic theory
Physical and Chemical Changes
Chemical change involves substances reacting to form new substances (ACSSU225)
* Describe and give examples to illustrate physical change.
* Identify evidence that a chemical change has taken place
* Describe and give examples to illustrate a chemical change.
* Describe simple reactions such as combining elements to make a compound e.g. H2O, MgO
* Identify the physical and chemical properties of some common substances.
* Identify the differences between chemical and physical change.
* Recognise that the chemical properties of a substance, for example its flammability and ability to corrode, will affect its use
Elements, Compounds and Mixtures
Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)
* Define the term element.
* Recognise that elements and simple compounds can be represented by symbols and formulas
* State that all matter is made up of elements or combinations of elements.
* Recall the symbols of a range of common elements *see attached list
* Recall that substances consist of either a single kind of atom (element) or a number of different kinds of atoms (compounds).
* Locate elements on the periodic table
* Describe the arrangement of particles in elements and compounds
* Distinguish between compounds and mixtures.
Separation techniques (Year 7 Revision – if time)
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
* Recognise the differences between pure substances and mixtures and identify examples of each
* Describe and explain a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
* Identify the solvent and solute in solutions
* Describe and compare separation methods used in the home e.g. coffee filters, colander, spin-cycle.
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Common Name: Foxglove
Genus:
Digitalis
Species:
purpurea
Family: Scrophulariaceae
AKA: Dead Man's Bells, Witches' Fingers, Fairy's Glove, Fairy Caps, Folksglove.
Historical Uses:
Medical: "Fox-glove boiled in water or wine, and drunken, doth cut and consume the thicke toughnesse of grosse and slimie fleme and naughtie humours. It openeth the stoppings of the liver, spleene, and milt, and of other inward parts. The same taken in like manner, or boiled with honied water or sugar , doth scoure and clense the brest, ripeneth and bringeth forth tough and clammie flegme."(1)
Also recommended for persons who have fallen from high places. Parkinson speaks highly of the bruised or of its expressed juice for scrofulous swellings, when applied outwardly in the form of an ointment , and bruised leaves for cleansing old sores and ulcers. (2)
Ornamental: Flower stalks makes it very attractive.
Folklore/Astrology: Name comes from the shape of the flowers which resemble fingers in a glove. Originally "Folksglove" or glove of the good folk or fairies. Mentioned in a list of plants during the time of Edward the III (England, 13121377). Anglo-Saxon form is foxes glova. Mottled spots on the blossoms are said to be where the elves have placed their fingers. (3)
_______________________________________________
Contemporary Uses:
Medicinal: Plant is a major source of digitoxin, digoxin and gitoxin. "Digitalis" refers to the powdered leaf of D. purpurea, used in the form of tablets or capsules for certain heart conditions. Levels of chemicals in each plant can differ depending on location and weather. Use in treatment of heart disease started in late 1700's. Still grown commercially for the pharmaceutical industry. Cautions: All parts are toxic if eaten. (4)
_______________________________________________
Foxglove plant in flower
1
Area of Origin: Europe.
Physical description: In flower, upright stalk with bell shaped flowers surrounding.
Plant type: Biennial, two season- first rosette of leaves,
second, stem and flowers.
Form: Height: 30"-48"
Flower color: Purple, bell shaped and tubular.
Flowering period: June/July
Soil type/ requirements: Well-drained, rich, neutral to
acid.
Fruit: inconspicuous
Hardiness zone: 6-9
Sun requirements: Partial sun/shade
Propagation: Sow by seed in autumn or spring.
______________________________________________
Bibliography
1. Gerard, pg. 789-781
2. Grieve, pg. 322-326
3. Ibid
4. Bown, pg. 193-194
Illustrations:
1633
1. Gerard,
2. PSUMG 2005
3. PSUMG 2005
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POLITENESS PRINCIPLE NUMBER 2
The Indirect Questions Principle
There are two parts to this principle:
1. Use indirect questions to sound more polite
2. Use question tags to sound more polite.
Question Tags (also called Tag questions)
These are very common in native speaker varieties of English.
You're hungry, aren't you? You're Chinese, aren't you? You've been to New York, haven't you? You didn't like that, did you?
We put tags (aren't you? haven't you?) at the end of statements to make them more like questions. In many languages, you only need to say 'yes' or 'no'. at the end.
In English, we can also use the tag 'right'.
She works in a bank, right?
Using 'right' won't make you sound particularly polite though.
2 Main Features of Question Tags
* Positive statement normally have negative tags and negative statement with positive tags.
You're married, aren't you? You're not married, are you?
* The intonation on the tag can rise or fall.
Rising intonation suggests that you are asking for confirmation, you don't sound
as sure or certain.
This may make you sound more polite as it gives the other person the chance to correct you or provide you with the correct information
Falling intonation invites agreement and suggest the other person is going to answer yes.
This suggests certainty. Not really a question but more a way to get agreement.
This is fine if your intention is to start a conversation:It's a lovely day, isn't it?
Indirect questions will also make you sound more polite
If you ask a direct question, such as:Where does she work?, you can sound quite pushy and imposing. You are not giving your conversation partner much of an opportunity to say: I'm sorry, I can't answer you. I'm busy.
It puts the other person under pressure because they feel like they have to give you a direct answer and respond immediately.
If you don't know the other person well and want to sound more polite, give them options and the freedom to say no and not answer your question, it's a good idea to use indirect questions:
I was wondering if you knew where she worked?
Remember that indirect questions can sound too polite. If you know somebody well, they may prefer direct questions. They can sound formal and reserved rather than friendly.
Other indirect questions include:
Do you mind if….?
Would you mind if….?
Would you mind telling me…?
Indirect Questions can be too indirect!
If it's not too much to ask, I was wondering if you wouldn't mind telling me where she works? I'd be extremely grateful.
This is so polite that it will sound irritating and annoying too many people.
SUMMARY
Use question tags to sound more polite.
Question tags are normally formed with a combination of positive statement and negative tags or negative statements and positive tags.
A rising intonation suggests you want confirmation (less certain) whereas a falling intonation often invites agreement and are used to start conversations.
Indirect questions will help you sound more polite because they don't require an immediate and direct response.
However, indirect questions can irritate people if they are used too often or are too elaborate.
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7406 N. La Cholla Blvd. Tucson, Arizona 85741
p: (520) 545-0202 f: (520) 545-0201
www.headtotoehealthcare.org
Glaucoma
Glaucoma is an eye disease in which the passages that allow fluid in the eye to drain become clogged or blocked. This results in the amount of fluid in the eye building up and causing increased pressure inside the eye. This increased pressure damages the optic nerve, which connects the eye to the brain. The optic nerve is the main carrier of vision information to the brain. Damage to it results in less information sent to the brain and a loss of vision.
The exact cause of glaucoma is not known and it cannot currently be prevented. It is one of the leading causes of blindness in the United States. But, if detected at an early stage and treated promptly, glaucoma can usually be controlled with little or no further vision loss. Regular optometric examinations are therefore important. People of all ages can develop glaucoma, but it most frequently occurs in the following populations:
* Those older than 40 years
* Those with a family history of glaucoma
* Those who are very nearsighted
* Diabetics
* Blacks
Of the different types of glaucoma, primary open-angle glaucoma often develops gradually and painlessly without warning signs or symptoms. This type of glaucoma is more common among blacks than whites. It can cause damage and lead to blindness more quickly in blacks, making regular eye examinations, including tests for glaucoma, particularly important for blacks older than 35 years. Another type, acute-angle closure glaucoma, may be accompanied by the following symptoms:
* Blurred vision
* A loss of side vision
* Appearance of colored rings around lights
* Pain or redness in the eyes
Regular eye examinations are an important means of detecting glaucoma in its early stages and include the following:
* Tonometry: a simple and painless measurement of the pressure in the eye
* Ophthalmoscopy: an examination of the back of the eye to observe the health of the optic nerve
* Visual field test: a check for the development of abnormal blind spots
Glaucoma can usually be treated effectively by eye drops or other medicines. In some cases surgery may be necessary. Unfortunately, any loss of vision from glaucoma usually cannot be restored. But, early detection, prompt treatment, and regular monitoring can enable you to continue living in much the same way as you have always lived.
Protect your eye health and your vision; be sure to visit your doctor of optometry regularly.
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ORGANIC MOLECULES
Lesson Description
In this lesson we:
- Look at different organic compounds
- Look at how to name and identify organic compounds
- Define some important terms.
Summary
An organic molecule is a compound that contains carbon atoms.
Hydrocarbons are organic molecules that contain carbon and hydrogen atoms.
A homologous series is a series of compounds that have the same functional group and are described by the same general formula. The consecutive members of the series differ from each other by the same group of atoms, namely – CH2
The functional group is the atom or group of atoms that determine the characteristic properties and reactions of a compound. The functional group is used to classify and name the compound.
25 FEBRUARY 2014
When naming an organic compound there is always a prefix, root and suffix
The prefix indicates the number of repeated groups, the root indicates the number of carbon atoms in the longest continuous chain and the suffix shows the homologous series that the compound belongs to.
Important Terms
Hydrocarbon
A compound containing only carbon and hydrogen atoms
Saturated hydrocarbon
Organic compound containing only single bonds between the carbon atoms
Unsaturated hydrocarbon
Organic compound containing a double or triple bond between two carbon atoms
Isomers
Compound with the same molecular formula but different structural formulae
Test Yourself
Select the most correct answer from the options given. Write down only the correct letter
Question 1
Which one of the following organic molecules has the molecular formula C4H8O2?
A. Ethyl ethanoate
B. Ethyl methanoate
C. Methyl ethanoate
D. Methyl methanoate
Question 2
An example of an unsaturated hydrocarbon is
A. C2HCl5
C. C2H6
B. C3H6
D. C2H5OH
Question 3
Which one of the following compounds is an isomer of Propanoic acid (C3H6O2)
A. Ethyl ethanoate
B. Methyl ethanoate
C. Propan-1,2,3-triol
D. 3-methylpropan-1-ol
Question 4
Which on the following statements regards the compound C3H6O2 is correct?
A. It is an alcohol
B. It is an ester
C. It's functional group is –COOH
D. It is used in an oxy-acetylene torch
Question 5
Which one of the following compounds has the formula C2H4O2?
A. Ethanol
B. Methyl ethanoate
C. Ethanoic acid
D. Butanol
Improve your skills
Question 1
Draw the structural formulae for the following compounds:
1.1. heptane
1.2. 2-butene
1.3. 2-methylpropene
1.4. Methanal
1.5. Methyl ethanoate
1.6. Propanol
Question 2
(Adapted from November 2010 Paper 2 – Question 3)
The chemical properties of organic compounds are determined by their functional groups. The letters A to F in the table below represent six organic compounds.
1.1. Write down the letter that represents the following:
1.1.1. An alkene
1.1.2. An aldehyde
1.2. Write down the IUPAC name of the following
1.2.1. Compound B
1.2.2. Compound C
1.3. Write down the structural formula of compound D
1.4. Write down the IUPAC name of the carboxylic acid shown in the table
1.5. Write down the structural formula of compound F.
Links
- Alkanes and alkenes
http://www.youtube.com/watch?v=rnCGcxn_41g
- Introduction to hydrocarbons http://www.youtube.com/watch?v=1LV-_vgu6cQ
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MID-LATITUDE CYCLONES
Lesson Description
In this lesson we:
- Examine the origin of mid-latitude cyclones
- Discuss the conditions necessary for their formation
- Describe the stages in their development
- Discuss their effect on human activities
Summary
Origin and Development of Mid-latitude Cyclones
Origin of Mid-latitude Cyclones
- Form in mid-latitudes: 40 0 to 60 0 North and South
- Polar Front: warm, moist subtropical air meets cold polar air
Development of Mid-latitude Cyclones
Stage 1: Initial Stage
- A wave forms in the polar front (caused by jet stream, mt. range or coastline)
- Low pressure cell develops: winds deflect (Coriolis force) as air blows into low pressure cell along pressure gradient
Stage 2: Mature Stage
- Wave deepens and a stronger pressure gradient develops
- Polar front forms cold front (ahead of cold sector) and warm front (ahead of warm sector)
- Air blows in a clockwise direction into the low pressure
- Cold front – thunderstorms (cumulonimbus clouds); warm front – light, widespread rain (nimbostratus clouds)
Stage 3: Occluded Stage
- Cold, dense air sinks and wedges underneath less dense, warmer air – warmer air is lifted off the ground
- Warm sector appears to narrow (on plan view) as cold front overtakes warm front
- Nimbostratus clouds with rain
Stage 4: Degeneration Stage
- Only cold air at ground level, rain and clouds clear up
- Isobars even out
06 FEBRUARY 2014
Occluded Front
(Source: http://img543.imageshack.us/img543/2711/g4pn.gif)
Test Yourself
Question 1
(Adapted from Feb/Mar 2012, NCS, Paper 1, Question 2.1)
Refer to the figure below which shows a mid-latitude cyclone. Supply the appropriate term for each of the statements below.
1.1 Identify the front labelled A.
(2)
1.2 State the type of cloud associated with the approach of a mid-latitude cyclone. (2)
1.3 Name the thunderstorm cloud associated with front A. (2)
1.4
The term used to describe the process when a cloud front catches up with the warm front at the apex (
C
).
(2)
1.5 Identify the front D which rarely affects the weather of South Africa. (2)
Improve your Skills
(Source: SA Weather Service)
Question 4
From which pressure belt does cell C originate?
Question 5
Explain why mid-latitude cyclones move from west to east.
Question 6
Mid-latitude cyclones tend to occur in "groups" called
Question 1
What season is represented on the synoptic map? Give TWO reasons to support your answer.
Question 2
Estimate the air pressure at the centre of cell C.
Question 3
Describe the air movement associated with cell C.
.
Question 7
Discuss how weather conditions will change over the Eastern and Western Cape regions over the next two days. Refer only to precipitation, humidity and precipitation.
Question 8
In what stage is cell C? Explain your answer.
Question 9
Explain how the wind direction at Marion Island will change over the next two days.
Question 10
Describe TWO negative effects that mid-latitude cyclones could have on the economy of the Western Cape.
Links
- Cold Fronts and Warm Fronts: http://www.youtube.com/watch?v=huKYKykjcm0
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Species Sheets: Peregrine Falcon
Common name:
Peregrine Falcon
Latin Name: Falco peregrinus
Field Marks:
Length 16-20 inches
Wing span 36-44 inches
photo by Kate Davis ©
A mong the most famous raptors with 19 subspecies across the world and 3 in North America. Cosmopolitan. Sexes alike in plumage. Large, stocky falcon with dark hood and mustache, or "malar" stripe. Bluish black above with spotted light underparts with rufous hue. Juvenals are browner. Skin around eye (eye-ring) and at base of beak (cere) changes from blue to yellow after one year. Used to be called Duck Hawk.
Habitat:
Open country, cliffs, and recently even large cities, where they nest on window ledges and feed on pigeons. One of most widely distributed birds in world.
Behavior:
Primarily feeds on birds. Peregrines are one of the fastest flying of birds, with "stoops" or dives at prey at over 200 miles per hour. Prey are hit in the air and knocked to the ground with falcon's closed feet, or may plucked from the air in highspeed chase.
Nest and eggs:
Cliff nesters with only a "scrape" or bare area
needed to lay the typically 3 or 4 eggs. Also skyscraper ledges and bridges. Young hatch at 3235 days and learn to hunt with parents.
Movement:
Name peregrinus means "wanderer," referring to this falcon's long-distance migrations. Subspecies from Canada (Falco peregrinus tundrius) the most migratory. Our continental subspecies, Falco peregrinus anutum, migrates into South America in the winter.
Interesting Fact:
Seriously endangered after the widespread use of DDT in the 1940's until 1972. This pesticide was used to control insect pests on crops, and caused eggshell thinning so that reproduction failed. Species was extinct east of the Great Plains. Over 6,000 Peregrines bred in captivity have been reintroduced to the wild by Peregrine Fund. Gradually the original numbers have been restored. Continental subspecies removed from Endangered Species List in August, 1999.
© copyright
2001
Kate Davis
Range Map: Peregrine Falcon
Copyright © 2001 by Montana Audubon
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MALARIA
The natural ecology of malaria involves malaria parasites infecting successively two types of hosts: humans and female Anopheles mosquitoes. In humans, the parasites grow and multiply first in the liver cells and then in the red cells of the blood. In the blood, successive broods of parasites grow inside the red cells and destroy them, releasing daughter parasites ("merozoites") that continue the cycle by invading other red cells.
The blood stage parasites are those that cause the symptoms of malaria. When certain forms of blood stage parasites ("gametocytes") are picked up by a female Anopheles mosquito during a blood meal, they start another, different cycle of growth and multiplication in the mosquito.
After 10-18 days, the parasites are found (as "sporozoites") in the mosquito's salivary glands. When the Anopheles mosquito takes a blood meal on another human, the sporozoites are injected with the mosquito's saliva and start another human infection when they parasitize the liver cells.
Thus the mosquito carries the disease from one human to another (acting as a "vector"). Differently from the human host, the mosquito vector does not suffer from the presence of the parasites.
PRANSHUTANGRI, ASSISTANT PROFESSOR, PHARMACY DEPT., SGRRITS
The malaria parasite life cycle involves two hosts. During a blood meal, a malaria-infected female Anopheles mosquito inoculates sporozoites into the human host . Sporozoites infect liver cells and mature into schizonts , which rupture and release merozoites . (Of note, in P. vivax and P. ovale a dormant stage [hypnozoites] can persist in the liver and cause relapses by invading the bloodstream weeks, or even years later.) After this initial replication in the liver (exo-erythrocytic schizogony ), the parasites undergo asexual multiplication in the erythrocytes (erythrocytic schizogony ). Merozoites infect red blood cells . The ring stage trophozoites mature into schizonts, which rupture releasing merozoites . Some parasites differentiate into sexual erythrocytic stages (gametocytes) . Blood stage parasites are responsible for the clinical manifestations of the disease.
The gametocytes, male (microgametocytes) and female (macrogametocytes), are ingested by an Anopheles mosquito during a blood meal . The parasites' multiplication in the mosquito is known as the sporogonic cycle . While in the mosquito's stomach, the microgametes penetrate the macrogametes generating zygotes . The zygotes in turn become motile and elongated (ookinetes) which invade the midgut wall of the mosquito where they develop into oocysts . The oocysts grow, rupture, and release sporozoites , which make their way to the mosquito's salivary glands. Inoculation of the sporozoites into a new human host perpetuates the malaria life cycle.
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FOOD AND FUND DRIVE
Contents Tips for a successful Food and Fund Drive List of best foods to donate TOOL KIT
-
Sample flyer
-
Printable signs Contents
- Tips for a successful Food and Fund Drive
- List of best foods to donate
- Sample flyer
- Printable signs
Tips For A Successful Food and Fund Drive
Start with the basics
- When is your Food and Fund Drive happening?
- What supplies do you need?
- Complete the registration form on feedingchittenden.org
Set a Food Drive goal
- How many pounds of food do you want to gather? How many dollars in donations?
- Setting a goal allows people to be motivated in their personal fundraising efforts
Promote your event
- Distribute flyers, send emails, share the link on your social media pages, tell friends and neighbors
- Make your Fund Drive competitive! A contest always motivates people, so if you are holding the drive at your school make it a challenge between grades or classrooms with the winner being the one to bring in the most pounds of food.
- Matching donations another way to drive contributions. Reach out to your local businesses to see if they might agree to donate $25 for every 50 pounds of food you collect. This matching donation could also help in promoting the food drive by putting it on your flyer and posters!
- Get the word out to the community about the Food Drive!
What to do when your Food Drive is done
Your food drive is complete. Congratulations! Here's what to do when your food drive is finished:
- Arrange transportation
- Determine how many cars or trips will be needed and who will be able to help move the donations at the Food Drive site. Be careful, boxes of food can be heavy!
- Where to drop off? The Chittenden Emergency Food Shelf at 228 North Winooski Ave, Burlington VT.
- We are open to accept donations Monday-Friday 9am4pm. Additional hours for drop off can be arranged as needed by contacting Kelly McLemore at 802658-7939 ext. 24
- When you drop off the product, we will tell you how many pounds you "raised." You can also pick up a tax deduction form at this time.
- Share your results! W e want to know about your goals and your success. Make sure to take photos and share them on your social media sites. If you are not familiar with social media just let the Food Shelf know
The following items are excellent, nonperishable choices for food drives:
Canned fish-tuna, salmon, sardines, etc.
Peanut Butter
Cereal-all varieties
Canned fruits-all varieties
Canned vegetables-all varieties
Canned meat-beef, pork, chicken, etc.
Canned soups and chili
Boxed meals-Macaroni & Cheese, Hamburger Helper, etc.
Pasta of any kind pasta sauce-all varieties
Rice any type
Canned vegetables-all varieties
Shelf-stable Juice
Portable ready-to-eat snack foods—kid friendly
*Critical Need
By supporting the Chittenden Emergency Food Shelf, you are making an investment in your community. With your continued support, we can bring about the change necessary to provide opportunities for those who need them most.
When:
Where:
Sponsored by:
Not sure of what to bring to a Food Drive?
Canned fish-tuna, salmon, sardines, etc. Peanut Butter Cereal-all varieties Canned fruits-all varieties Canned vegetables-all varieties Canned meat-beef, pork, chicken, etc. Canned soups and chili
Boxed meals-Macaroni & Cheese Pasta of any kind—pasta sauce Rice any type
Canned vegetables-all varieties
Shelf-stable Juice
Portable ready-to-eat snack foods—kid friendly
Cash donation for the Food Shelf to purchase the food directly
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"Site of Engagement" Lesson Plan
Essential Question: How do people in our community try to manage or solve river related water problems?
Up until this point students have been learning about the water cycle as well as the flow of water. The students have had an in class visit from the White River Partnership where the students have learned about how humans try and manage water and an understanding of why humans disrupt the natural flow of water, for example building roads. One of the ways humans manage water to build roads is using culverts. Lots of history about the landscape prior to Hurricane Irene and what happened during Hurricane Irene to our town of South Royalton has taken place up to this point.
Students will travel as a class with the White River Partnership to view a post Hurricane Irene rebuilt culvert on Broad Brook Road in South Royalton Vermont.
The larger outcome/ plan of this field trip is to help the students realize what goes into installing a properly sized culvert, including material, cost, with minimal impact on aquatic life and how humans can manage water with the least amount of disruption to the natural flow of water to avoid flooding in the future.
This "site of engagement" lesson is addressing Next Generation Science Standard Grade 4 £553-2 - Generate and compare multiple solutions to reduce the impacts of natural earth processes on humans. As well as Next Generation Science Standard Grade 4 £552-1-Make observations and/ or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind or vegetation.
This "Site of Engagement" will take place at a rebuilt post Hurricane Irene culvert on Broad Brook Road in South Royalton, Vermont.
Plan for the students
The culvert on Broad Brook was suggested by the White River Partnership. In fact during a training provided by the White River Partnership in the fall of 2013 I visited this culvert and together we decided this was a good spot to take a class. It is on a non - busy dirt road with easy accessibility upstream for the students to see signs of bankfull as well as be able to measure bankfull. We had before and after pictures of the culvert. This culvert is local so it ties in well with the Essential Question about our community managing I solving river related water problems.
Pre - visit: The White River Partnership comes to the school and does a slide show presentation about the White River and the different branches that flow into the White River as well as the important tributary - Broad Brook. Students learn that in order for humans and nature to co-exist sometimes humans have to manage I disrupt the natural flow of water. In building culverts engineers need to consider many factors when installing culverts, for example size, material, is it "fish friendly" etc. Students learn about properly sized culverts and measuring for bankfull.
The OUTCOME of this experience
On - Site: When on - site students will be given a culvert field sheet - provided by the White River Partnership. (See attached) This sheet was provided during a teacher training session for a "try out." Students are broken into smaller groups to with school, parent and White River Partnership chaperones. We start as a big group with the White River Partnership leading the discussion. We then break off into two smaller groups. Each group has a White River Partnership teacher as well as parent chaperones. Students go upstream of the culvert to measure bankfull in small groups. Students then have the opportunity to travel through the culvert to see if it appears "fish friendly." There is a concentration on the erosion around the culvert. Students then come back together in a big group and discuss their field sheets. Post - visit: Students are then given an assessment sheet (see attached) created by the White River Partnership in coordination with teachers to see if students are able to determine bankfull, is it flood resilient as well as "fish friendly."
Students will be able to identify using specific math skills (see attached) if a culvert is "fish friendly," properly sized, cost efficient, made of the best material so that it would be flood resilient. See attached for resources including permission slip as part of the preparation.
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Food, Nutrition and Health Tips from the Academy of Nutrition and Dietetics
Personalizing Your Plate To Include Filipino Cuisine
The foods we eat are often influenced by our family's history and culture. They're also influenced by where we live, our budgets, and our tastes. Many cuisines feature dishes which include a variety of foods from all of the food groups.
Fruits, vegetables, grains, protein foods, and dairy come in all sizes, shapes, and colors. The combination of foods and amounts will depend on you.
Personalize Your Plate
by including foods that you prefer from each food group. Including a variety of foods can help you get all of the nutrients that are needed for good health.
These tips can help you get started:
* Fill half your plate with fruits and veggies. Get creative with produce by trying an assortment of colors and textures.
* Experiment with different grains. Try substituting whole grains for refined grains in recipes.
* Choose lean protein foods. Vary your choices to include seafood, beans, peas and lentils, as well as eggs, lean cuts of meat and poultry that are prepared in a healthful way, such as baked or grilled instead of fried.
* Complete your meal with dairy. Include low-fat or fat-free options like milk, yogurt, cheese, calcium-fortified soymilk, or lactose-free milk.
A healthful eating style can be as unique as you!
Meal Planning Tips
Eating healthy doesn't have to be complicated or boring. Think about the foods you like from each food group – mixed dishes count, too!
These are just a few examples of how different foods can be eaten as a meal to personalize your plate. If a food you enjoy is not listed here, consider which food group it meets when planning your meals.
Breakfast:
* Arroz caldo (chicken and rice porridge with ginger and garlic) with boiled egg, sautéed leafy greens, and fruit
* Papaya, dried fish, tomatoes, steamed brown rice and glass of milk or soymilk
Lunch or Dinner:
* Chicken adobo (chicken marinated in soy sauce and vinegar) with brown rice, cucumber relish and sautéed eggplant
* Tinola chicken (chicken soup with green papaya, leafy greens and ginger) with mashed cassava and a side of fresh fruit
* Ginisang gulay (sautéed vegetables), with shrimp, steamed brown rice and melon
* Pinakbet (vegetable stew with long beans, bitter melon, eggplant, squash and okra) served with whole grain noodles
* Kare-kare (beef oxtail soup with peanut butter and vegetables) with steamed brown rice and mango
* Pancit bihon (sautéed vegetables, rice noodles with prawns or chicken) and extra vegetables
* Munggo gisado (mung bean stew with leafy greens and seafood) with extra vegetables, steamed brown rice and a banana
Snacks:
* Boiled kamote (yams) and glass of milk or soymilk
* Fresh fruit and yogurt
Consider your nutrient needs when planning your meals and snacks!
* Paksiw na isda (stewed fish and vegetables) served over brown rice with a side of pineapple
If you have special nutrition needs, consult a registered dietitian nutritionist. An RDN can create a customized eating plan that is unique to you.
For a referral to a registered dietitian nutritionist and for additional food and nutrition information, visit www.eatright.org.
This tip sheet is provided by:
The Academy of Nutrition and Dietetics is the world's largest organization of food and nutrition professionals. The Academy is committed to improving health and advancing the profession of dietetics through research, education and advocacy.
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The Curriculum
Our curriculum is a broad and balanced, knowledge-rich primary curriculum based closely on the new Cornerstones Curriculum 22. Its content is delivered through a range of subject-specific projects, which last either a full or half term.
Subject-specific projects cover art and design, design and technology, geography, history and, from spring 2022, science.
Maths is delivered through projects from the White Rose Maths scheme, and English is supported by a range of English packs.
We use separate specialist schemes for computing (Purple Mash), PE (PPA cover), PHSE, music (Charanga) and RE (NYCC).
Understanding the structure
There are four structural tiers. Each tier builds on the previous to create interconnected layers. These interconnected layers provide a robust framework that ensures connectivity across the curriculum. The tiers of the curriculum structure are set out in the diagram below, and explained further below.
Tier 1 – Big Ideas
Humankind
Understanding what it means to be human and the cause and effect of human behaviour.
Processes
Understanding the many dynamic and physical processes that shape the world around us.
Creativity
Understanding how every day and exceptional creativity can inspire and change perceptions.
Investigation
Understanding the importance of asking questions, formulating hypotheses, gathering information and analysing evidence.
Materials
Understanding the unique and physical properties of all matter and how we interact with them.
Nature
Understanding the complexities and interdependence of the plant and animal species that inhabit the world's many ecosystems.
Place
Understanding the visual, cultural, social and environmental aspects of different places around the world.
Comparison
Understanding how and why things are the same or different.
Significance
Understanding why significant people, places, events and inventions matter.
Change
Understanding why and how things have changed over time.
Tier 2 - Subjects
Art and design – Design and technology - Geography – History – Science.
Our curriculum uses the terms 'aspects' and 'concepts'. An aspect is a particular part or feature of a subject, and a concept is an abstract idea within a subject.
For example, the diagram below shows how the Big Idea of Humankind is linked to each subject via its aspects and concepts.
Humankind
History
Science
Settlements
and land use
Human features
and landmarks
Everyday life
Hierarchy
and power
Human body
Civilisation
Art and
design
Design and
technology
Geography
Human form
Staying safe
Everyday
products
Staying safe
Healthy
lifestyle
Tier 3 - National curriculum Programmes of study
To ensure coverage of the national curriculum, each subject aspect or concept is then matched to the relevant programmes of study. Across the curriculum, there is full coverage of the programmes of study for art and design, design and technology, geography, history and science.
The diagram below shows an example of how Tier 2 leads into Tier 3.
Tier 4 - Progression framework (Knowledge and skills statements)
In Tier 4, programmes of study, aspects and concepts are broken down into smaller component parts or 'chunks' to form a cohesive progression framework. The progression framework runs from Nursery to Year 6 and includes knowledge and skills that children need to know and be able to do in order to make progress through the curriculum.
The diagram below shows how a programme of study is broken down further into knowledge and skills statements for the aspect of Human features and landmarks in geography.
Sequencing of subject content
In the Cornerstones curriculum, the national curriculum content is organised into projects. We have used these projects in our curriculum. Where the curriculum has been split into year groups, we have organised our content in the same way. For other subjects, decisions have been made about the placement of content based on subject schema and the interconnectivity between subjects.
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Antiti
Creating a Poster
A poster is a large-format picture and/or written text that displays some kind of message to the public. The purpose of posters may be to make public announcements, sell products, persuade the public to support a certain viewpoint or course of action, or to provide information about a particular theme or topic of interest. Posters usually consist of eye-catching images, interesting captions, and appropriate but minimal text. Posters are normally mass-produced and posted in various places to catch public attention; however, in the context of a learning experience a single copy would be produced for display in the classroom. In other words, it is likely to be a means of sharing information or research findings with classmates.
Suggestions for Students
Planning the Poster:
* Determine the purpose of the poster and your prospective audience.
* Gather and examine a variety of posters for effective use of images, colour, and text.
* Conduct research to collect necessary information and visual materials.
* Select and/or develop visuals you plan to include, ensuring that size and colour are appropriate.
* Carefully select and/or develop the text information you plan to use, organize it into "chunks," and summarize information into brief, precise statements.
* Determine the size and background colours of your poster.
* Plan the layout carefully for a balanced, unified, and visually effective product.
* Determine the method of construction you will use (ranging from manual to fully computerized).
Constructing the Poster:
* By definition, a poster is large format, thus the minimum size should not be less than four times the size of a normal sheet of paper; the maximum size could be a metre or more per side.
* Generally posters are in portrait layout; however, for purposes of sharing research in a class setting, the landscape layout may be appropriate.
* Text should be kept to a minimum and displayed in large attractive font so that it is easily visible from a short distance.
* The number of images should also be kept to a minimum. It's best to use large, colourful, and attractive images that are carefully selected to portray a message.
* Images should be labelled and referenced in the text.
* The poster should be organized into "panels" if there is a lot of information and numerous images to display, as would be the case in a research poster.
* The poster should "begin" in the upper left corner and progress to the right and downwards. Panels should follow the same pattern (the way we read a page).
* The title of a research poster, along with the name of the author, should be prominent in the upper middle portion. The bibliography should also appear on the poster.
* Develop the first draft and have someone critique all components, including format, balance, choice, and number of images, amount of text, spelling, and general appeal.
* Make any changes necessary and create your final copy.
Displaying the Poster:
* The poster can be laminated for a more professional look (and preservation).
* Place the poster on a bulletin board or wall with its centre at eye level.
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