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Folk Name: Will-willet, Cumbee Billy, Fuss-box
Status: Migrant
Abundance: Very rare
Habitat: Mudflats, lakes, ponds
The Willet is closely related to both the Greater and Lesser Yellowlegs, but unlike them it has gray legs. The Willet also has a conspicuous black-and-white pattern on its wings, which it shows both in flight and on the ground, as it sometimes flashes its wings while foraging. At 15 inches, it is an inch larger than the Greater Yellowlegs, and 4 ½ inches larger than the Lesser. Willets have a loud call that sounds like pill-will-willet. Willets are commonly found standing along the edge of the surf at Carolina beaches, usually in the company of a few Sanderlings. They are a very rare find inland in the Carolinas.
There are five reports of Willet in the region from the twentieth century. The first was sighted by Doug Pratt in Mecklenburg County on April 1, 1962. John and Vivian Whitlock found a Willet on a farm pond west of Albemarle while they were helping out with the Stanly County Spring Bird Count on May 17, 1977. They noted the black-and-white wing pattern, long bill, gray back, and the bird's call. Harriet Whitsett reported a second Willet in Mecklenburg County on May 9, 1984 at the McAlpine WWTP in Pineville. A group of nine was found by Allen Bryan on Moss Lake near Shelby, immediately after the passage of Hurricane Hugo, on September 22, 1989. David Wright discovered a Willet at the Charlotte Water Reservoir, on April 29, 1990.
Ornithologists are currently discussing separating the western and eastern races of the Willet into distinct species. The western race breeds in the western United States and Canada and some of these birds migrate east to spend the winter along the Atlantic Coast. This is the race most expected in the Central Carolinas. The eastern race breeds along the East Coast and is believed to migrate south along the coast during the winter.
There have been seven reports of Willet in the region since 2000. Taylor Piephoff reported two juvenileplumaged Willets on a large exposed mudflat on the southern shore of Lake Norman off Norman Island Road
on August 23, 2007. Carol Horton reported a Willet at Lake Norman State Park in Iredell County on September 1, 2007. John Scavetto reported one at McAlpine Park in Charlotte on April 18, 2010. Monroe Pannell found a Willet in Catawba County at Riverbend Park in August 2010. Steve Patterson found two on Lake Wateree in Kershaw County on July 4, 2013. Ken and Alan Kneidel found a Willet at the Iswa Nature Preserve on the Catawba River on August 20, 2015. The bird was later relocated several times and photographed. It was noted that a prolonged drought in the region had created an unusual variety of exposed mudflats and sand bars that attracted many shorebirds.
On August 14, 2016, Evan Wunder posted the following report:
Today, while kayaking on the Catawba River I had a flock of 11 Willets on a rock in the middle of the river. I did not have my compy [camera] with me to take photos. I was able to get close enough to see one take off on flight to see the distinctive under wing plumage to verify the id. The flock was just past the I-77 bridge down stream on the SC side.
The Willet is listed on the Yellow Watch List of birds of the continental United States. It is a species with both "troubling" population declines and "high threats." It is in need of conservation action. | 1,419 | 819 | {
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Menu of Services - Youth Programming
For: preschool age children (3-5 years old)
* Six lessons to include: food manners, increasing fruit and vegetable consumption, physical activity, and choosing healthy snacks
* Parent lessons are available as an optional component
* Classes are 30 minutes
For: kindergarten through 3 rd grade
For: preschool age to 3 rd grade children
For: 4 th -6 th graders
For: teens, ages 12-18
For: kids and teens (ages 8-18)
.
Share our Strength's Cooking Matters® is a program of The Good Shepherd Food Bank.
* Six monthly lessons to promote a fruit or vegetable and to participate in physical activity
* Classes are 30 minutes
* Six lessons that include the reading of a book, a nutrition activity, and physical activity
* Classes range between 30-45 minutes
* Six lessons with a primary focus to increase fruit and vegetable consumption among children
* Classes may be 30, 60, or 90 minutes
* Four lessons which introduce a wide variety of healthy foods and concepts and choosing physically active lifestyles
* Classes range between 30-60 minutes
* Six interactive nutrition education and cooking classes
* A modified version of Cooking Matters for Kids is available with 10 lessons, 45 minutes in length, to accommodate 4 th -6 th grade classrooms with limited time
* Classes are two hours in length
Menu of Services - Adult Programming
For: adults 18+
Two series are available: Choose MyPlate focuses on healthy eating Eating Better on a Budget highlights strategies for shopping healthy on a budget
Each series includes 4 classes that are 30-60 minutes in length. Both series include interactive, engaging nutrition education classes with physical activity and recipe sampling.
* Six interactive cooking instruction classes
* Teaches participants how to select nutritious and low cost ingredients and prepare them in healthy ways
* Classes are two hours in length
* Six shorter, more flexible, and family friendly classes
* Classes range from 30-60 minutes in length
* Teaches early childhood professionals about healthy meal preparation and creating a positive food environment for the children in their care. Class length and topics will vary based on the needs of individual sites.
Grocery store tour for participants to receive great shopping tips, practice reading labels and compare pricing to learn how to buy healthy foods on a limited budget.
There are four ways to offer this tour:
2. Store tour event days at the grocery store
1. Traditional tour at the grocery store
3. "Pop-up tours" to meet where you are
4. Tours at the Farmers Market ($10 gift card not applicable for Farmers Market tours)
Includes three (2 hour) lessons and incorporates interactive and culturally relevant techniques to teach participants how to select nutritious and low-cost ingredients, and how to prepare them in healthy ways for their families.
For: adults and families
For: parents or caregivers of children ages 0-5
For: childcare professionals
For: adults 18+
For: New Mainer population
Kaaley Ila Kari "Come cook with me" | 1,480 | 640 | {
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Woodbury Middle School Students Spreading Kindness With Ben's Bells Initiative
March 13, 2023 – A small group of Woodbury Middle School students walked to the Post Office on a recent morning to drop off a special gift. It's not a letter to be mailed; but a token of kindness they hung in a tree on the green across the street.
It is a Ben's Bell, a small copper cow bell with a dangling ceramic flower and accompanying message of intentional kindness – "You have found a Ben's Bell. Take it home, hang it and remember to spread kindness throughout our world."
These Woodbury Middle School students hope that their small gesture a symbol of kindness and its power in healing -- will help make their community a gentler place to live.
"I think the bell is a really good way to spread kindness," said eighth grader Addison Bushka, who added that walking as a group to hang their Ben's Bell was a great idea. "I hope that someone who finds this bell passes on the kindness it inspires."
Woodbury Middle School is partnering with Ben's Bells this year to support the Warrior Way and to foster an inclusive and accepting school culture. Twenty-five bells were gifted to WMS by the Ben's Bells studio in Bethel as part of the work the school is doing on intentional kindness and building an inclusive culture.
This week, each multi-grade Family group was given a Ben's Bell and were tasked with finding a special place in the community in which to place it.
Library Media Specialist Aimee Shuhart arranged the drop off of the Ben's Bells in WMS Family groups this week and worked with her own group of Family to find the best place to hang their special bell in town.
"We brainstormed a few places but decided the Post Office green would be the most visible place for it," said Shuhart who decided a whole group walk to hang the bell would be a
memorable experience for the students. "Ben's Bells are intended to be found or discovered in unexpected public places. The finder can either bring the bell home or pass on the kindness by hanging in a different location."
Seventh grader Lila Farrelly said she thinks placing the bells throughout the community spreads joy and will surely spark a contagious kindness. "My hope is that when someone finds one of these bells, it makes their day and if they take it home, they feel better," Farrelly said.
Phoenix Celello said she recently found a Ben's Bell hanging at Hollow Park so she knows the joy the initiative can bring to a finder. "It made me feel really happy when I saw it," said Celello, an eighth grader in Shuhart's Family. "That's what the Ben's Bells initiative is really all about. It's been hard for everyone lately and we all need a little reason to be kind. I hope that the person who finds our Ben's Bell is someone who really needs it."
Sixth grader Emma Pratt agreed. "I hope the person who finds this bell and reads the note knows they are really worth something," Pratt said.
The 24 additional bells will be hung around Woodbury and Bethlehem in various locations chosen by each WMS Family group.
The all-school Ben's Bells initiative began in January at WMS. It included a lesson during school counseling monthly lessons on the origin and purpose of Ben's Bells and how the founder turned a tragic event in her own life into a worldwide kindness initiative. Students also created kindness chains that are on display near the Support Services suite and decorated small signature Ben's Bells "Be Kind" paper flowers to hang throughout the school. Throughout the rest of the school year, the middle school community will learn and implement additional strategies to grow the practice of kindness at school and beyond.
WMS School Counselor Andie Rocco said the overarching goal of bringing the Ben's Bells initiative to school was for students to understand the importance of a kind note or gesture and to start 2023 off on the right foot. "It is our goal to create a culture of kindness, and this project encompasses the essence of just that, which is why we felt it was perfect for WMS," Rocco said. "We are so grateful to Aimee Shuhart for taking the foundational lesson we provided to the next level with the Family bell hanging." | 1,555 | 891 | {
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Mrs. Groves
ACT Prep Curriculum Map (English and Reading semester)
❖ Each unit is 2-3 weeks long depending on the school calendar.
❖ Each unit consists of direct instruction at the beginning of the skill set, followed by activities, practice, and questions.
❖ A post-assessment will be at the end of each unit.
❖ Each week, students will complete a practice passage where they will track their progress.
❖ At least once a nine weeks, students will complete an entire ACT Reading test as practice.
28-32
-
relate to the whole passage when the function is subtle
TST 502. Analyze how one or more sentences in more challenging passages relate to
| Unit 5 | Reading Precisely | ● Was it really there? ● Your own opinions ● Passage flashbacks |
|---|---|---|
| Unit 6 | Word Meaning | ● Context Clues |
-
shapes content and style
PPV 502. Identify a clear purpose of more challenging passages and how that purpose
| Unit 8 | Conflicting Viewpoints | ● Reading Section ● Science Section ● Paired Passages (all sections) ● The tough three |
|---|---|---|
| Unit 9 | The Answers | ● The Fake ● The Switch ● The Extreme ● The General |
| Unit 10 | Tone and Mood | ● Vocab ● Attitude |
-
WME 502. Analyze how the choice of a specific word or phrase shapes meaning or tone in more challenging passages
| Unit 11 | Author’s Approach | ● What’s their point? ● Analyzing author/narrator’s voice and method |
|---|---|---|
| Unit 12 | Science: Experiments and Research | ● The Paragraphs ● Don’t Be Controlled |
Unit
* How to Read
20-23
13
* Between the Lines -
Science:
Tables and
| Unit 14 | Cause and Effect | ● Reading Section ● Science Section | 20-23 - REL 403. Identify clear cause-effect relationships in somewhat challenging passages 24-27 - REL 504. Understand implied or subtly stated cause-effect relationships in somewhat challenging passages - REL 505. Identify clear cause-effect relationships in more challenging passages 28-32 - REL 604. Understand implied or subtly stated cause-effect relationships in more challenging passages - REL 605. Identify clear cause-effect relationships in complex passages |
|---|---|---|---|
| Unit 15 | Comparative Relationships | ● Reading Section ● Science Section | 20-23 - REL 402. Identify clear comparative relationships in somewhat challenging passages 24-27 - REL 502. Understand implied or subtly stated comparative relationships in somewhat challenging passages - REL 503. Identify clear comparative relationships in more challenging passages |
| | | | 28-32 - REL 602. Understand implied or subtly stated comparative relationships in more challenging passages - REL 603. Identify clear comparative relationships in complex passages |
|---|---|---|---|
| Unit 16 | Sequence of Events | ● Reading Section ● Science Section | 20-23 - REL 401. Order simple sequences of events in somewhat challenging literary narratives 24-27 - REL 501. Order sequences of events in somewhat challenging passages 28-32 - REL 601. Order sequences of events in more challenging passages |
| Unit 17 | Timing | ● Practice, Practice, Practice ● Quick Drills ● Using Main Idea and other tricks ● Skimming | |
| Unit 18 | Order | ● Personal order of difficulty ● Recording questions and passages | | | 1,795 | 787 | {
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Giant-rhubarbs
Species Description
Scientific names: Gunnera species
AKA:
Native to: South America
Habitat: Damp grassland, woodland and
shaded areas near water
Large, clump-forming perennials with stout horizontal stems known as rhizomes, massive umbrella-sized leaves and stems up to 2 m tall. Over winter the plant dies down but grows new leaves in spring. Two species are found in the UK: Giant-rhubarb (also known as Chilean giant-rhubarb) Gunnera tinctoria and Brazilian giant-rhubarb Gunnera manicata.
Native to South America, they were introduced to the UK as ornamental plants and giant-rhubarb is now often self-sown where longestablished and has naturalised in scattered locations throughout much of lowland UK. Brazilian giant-rhubarb, although fertile in the UK has not been found self sown and is scarcely naturalised.
Once established, they can be very invasive and form dense colonies, suppressing native plants as the large leaves prevent other plants growing underneath them. They can also impede water flow through the obstruction of drainage in adjacent streams and rivers particularly when water levels are high.
Giant rhubarb is listed under Schedule 9 to the Wildlife and Countryside Act 1981 with respect to England and Wales. As such, it is an offence to plant or otherwise allow this species to grow in the wild.
For details of legislation go to www.nonnativespecies.org/legislation.
Key ID Features
Brazilian giant-rhubarb is very similar to giant-rhubarb with leaves reaching over 2 m across, leaf stalks with reddish bristles and spines and the inflorescence up to 1.2 m tall.
Giant-rhubarb
(
Gunnera tinctoria
)
Thick creeping rhizome
Identification throughout the year
Can be identified at most times of the year, in summer by its large leaves and distinctive flowers (June — August), in winter by the prostrate rhizomes and dead leaf
Distribution
Giant-rhubarb
is spread throughout lowland areas
especially in south-west England. Brazilian giant-
rhubarb is found in widely scattered localities.
Source: NBN Gateway. Check website
for current distribution
Similar Species
(
Photos from: Olaf Booy, Joanne Denyer, John McKee, Max Wade
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JLPT Can-do Self-Evaluation List: Speaking
The list summarizes "what successful JLPT examinees of each level think they can do in Japanese," based on self-evaluation survey results.
It is not a syllabus (question outline) of the JLPT, nor does it guarantee the Japanese-language proficiency of successful examinees. For language proficiency measured by the JLPT and question outline, please refer to "Summary of Linguistic Competence Required for Each Level."
The list can be used as a reference to help examinees and others get an idea of "what successful examinees of a particular level can do in Japanese."
| | | N1 | N2 | N3 | N4 |
|---|---|---|---|---|---|
| 1 | I can express my opinion in a logical manner when I join in discussions and debates on topics I am concerned about. | | | | |
| 2 | I can ask questions and express my opinion about current topics covered by the media. | | | | |
| 3 | I can explain the background and cause of unpredictable occurrences (e.g. accidents, etc.). | | | | |
| 4 | I can use either polite or casual Japanese according to the situation and the person I am speaking with. | | | | |
| 5 | I can give a brief description of the story line of a movie I have seen or a book I have read recently. | | | | |
| 6 | I can express my agreement or disagreement of others’ opinions in class discussions and tell its reason. | | | | |
| 7 | If I prepare in advance, I can give a presentation on a subject I specialize in or I know well. | | | | |
| 8 | I can talk with friends and colleagues about travel plans or party preparations, etc. | | | | |
| 9 | I can speak of my expectations and experiences at job interviews (e.g. working hours, work experience, etc.). | | | | |
| 10 | I can give walking directions and directions for public transportation to locations I know well. | | | | |
| 11 | If I prepare in advance, I can make a short speech in formal situations such as my own farewell party. | | | | |
| 12 | I can ask questions about things I want to buy and explain my wishes and conditions. | | | | |
| 13 | I can tell that I will be late or absent by telephone. | | | | |
| 14 | I can join in conversations on familiar everyday topics (e.g. hobbies, weekend plans, etc.). | | | | |
| 15 | I can ask when is convenient for the other person and decide a day and time to meet. | | | | |
| 16 | I can express feelings such as surprise and joy, and the reasons for them. | | | | |
| 17 | I can describe my room. | | | | |
| 18 | I can talk about my hobbies and interests. | | | | |
| 19 | I can engage in simple communication using phrases commonly used at stores, post offices, and stations (e.g. “How much is it?” “Can I have ○○?”,etc.). | | | | |
| 20 | I can introduce myself and answer simple questions about myself. | | | | |
※Percentages of successful examinees of each level who think they "can do" an item are shown in four ranges. When estimating percentages, the responses of only "successful examinees near the passing line" were used. For details, please refer to "List preparation" at the beginning.
less than 25%
25-50%
50-75%
75% or higher
©2012 The Japan Foundation, and Japan Educational Exchanges and Services. | 1,603 | 886 | {
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Folk Name: (none)
Status: Migrant
Abundance: Very Rare to Rare
Habitat: Mudflats
The Baird's Sandpiper was considered accidental in North Carolina until at least the late 1960s. By 1980, it was designated an extremely rare spring migrant and rare fall migrant on the coast. Today, it is rare to uncommon on the coast in the fall and still extremely rare in spring at any location. In South Carolina, it is an exceedingly rare spring migrant anywhere in the state and a rare fall migrant in the Piedmont. This peep has been reported about 11 times around this region, and all records but one are from the fall season. Sightings are from Mecklenburg, Cabarrus, Lincoln, Gaston, and Spartanburg counties.
There have been five recent occurrences. Alan Kneidel reported one at Lake Don T. Howell on September 2, 2000, and he and Ken Kneidel found two Baird's Sandpipers there the following year on August 19, 2001. Brad and Pat Carlson found one still present there on
There were four reports in the 1980s and two in the 1990s. Bill and Pat Brokaw reported the first Baird's Sandpiper in the region in Mecklenburg County on August 28, 1982. On September 8, 1984, David Wright spied one at the McAlpine WWTP near Pineville. This bird lingered until 14 September. Five years later, David Wright sighted one in Gaston County at the Riverbend Steam Station on September 4, 1987, just across the river from Cowan's Ford Wildlife Refuge. The following year, Mecklenburg Audubon members reported a Baird's Sandpiper present at the Irwin Creek WWTP from 1 September through 5 September in 1988. On August 16, 1991, David Wright discovered another Baird's Sandpiper north of Charlotte, providing our earliest fall arrival date. The bird lingered until 20 August. Lyle Campbell found one in Needmore in Spartanburg County on May 10–11, 1997. An editor later pronounced Campbell's extremely rare spring sighting as "well described." Danny Swicegood reported three at Lake Don T. Howell on September 16, 1999.
August 29, 2001. Taylor Piephoff reported two at this reservoir on September 15, 2002. Tom Sanders and Ron Clark watched one Baird's Sandpiper with a flock of 20 Least Sandpipers at the McAlpine WWTP in Pineville on September 14–15, 2011. Jeff Lemons photographed one in Lincoln County on September 8, 2012, and provided this description: "Larger than nearby Semipalmated Sandpiper. Wings extended past tail, buffy breastband across chest and generally more brown overall than White-rumped Sandpiper."
A Note Regarding Peeps
The Baird's Sandpiper is the first of five species of small Calidris sandpipers commonly referred to as "peeps." The others are: Least Sandpiper, Semipalmated Sandpiper, Western Sandpiper, and White-rumped Sandpiper. These birds are notoriously difficult to identify and "tend to create more identification headaches than the rest of the shorebirds put together." Readers should refer to the July/August 2008 issue of Birding magazine for a primer on how to identify these tiny shorebirds. It is available for free online. | 1,359 | 759 | {
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The Pegasus Academy Trust
W elcome back and a Happy New Year to all of our families! We are delighted at how well the children have settled back into their reception classes and are ready and raring to learn. Our theme this half term is 'Monsters' and is called 'Watch out, there's a monster about!' Through this topic, the children will be engaging in lots of practical expressive arts and design activities, giving them many opportunities to develop both their spoken and written English.
Communication and Language: Developing an understanding of good speaking and listening skills in conversation will be our focus this half term. Through the use of talk partners, the children will be encouraged to turn to face the person who is speaking to them, look at them and listen to what they are saying. We will be helping them to wait their turn and not speak over others to really develop their listening skills.
Literacy: In their literacy work, the children will focus on developing an understanding of story structure (beginning, middle and end) through reading stories about fictional monsters such as The Gruffalo by Julia Donaldson, Billy and the Beast by Nadia Shireen and Bog Baby by Jean Willis & Gwen Millward. In phonics, we continue with the introduction of digraphs (two letters that make one sound) and trigraphs (three letters that make one sound). This term, we will focus on the sounds ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air and er. Use the link on our school website to watch a parent video from Little Wandle Letters and Sounds so that you know how to pronounce these sounds https:// www.littlewandlelettersandsounds.org.uk/resources/for-parents/
Please continue to read with your child at home as much as possible and record their progress with this in their reading diary.
The children will be learning to read words containing these new sounds and encouraged to use them in their writing when writing for different purposes such as making lists or letters.
Maths: Having dedicated last term to learning about the numbers 0 -5, this half term the children will be taking the time to explore number bonds to 5. Number bonds are the pairs of numbers that when added together make a given number for example 2 + 3 = 5 and 1 + 4 = 5. We will also continue to explore and name 2D shapes, discussing their properties using mathematical language.
Please support your child at home by playing games which involve using dice, number cards or number lines. Look for opportunities, such as laying the table for dinner to encourage your child to count out objects and compare groups of objects when they are helping you around the home.
Physical Development: We will be experimenting with different ways of moving in our PE lessons as part of our gymnastics unit this half term. We will be building towards developing strength, coordination, balance and agility. We will be introducing and working on the five gymnastic shapes which are straight, star, pike, tuck and straddle.
Understanding the World: This half term, the children will continue to find out about special times and cultural celebrations which will involve exploring Chinese New Year. We will also be encouraging the children to explore the world around us and looking at similarities and differences.
Expressive Arts and Design: In expressive arts and design, the children will learn how to use a variety of materials and writing tools to make designs for their very own 3D model of a fictional monster! They will then make the monster, learning how materials can be changed by cutting, joining and decorating them.
The children will also take part in music activities that will help them to make up their own rhythms, using instruments to play them. Their newly learned skills will then be used to compose their own monster 'roars' so as to bring their monster model to life!
Trips and events:
On the 15th/ 16th January we will be visited by 'Professor Bubbleworks' and taking part in a fun-filled workshop called 'Alien Slime', which will seek to support the children's developing understanding of materials in science. Keep an eye on the school website where there will be pictures to follow the visit!
Professor Bubbleworks workshop
The Reception Team
Don't forget to check the website at: www.pegasusacademytrust.org | 1,619 | 892 | {
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MTH 161
Section 2.3 – 2.5: Venn Diagrams
Directions: Answer each of the following questions with one or more complete sentences. Your answer should include the question as part of the answer sentence. For example, if the question is "What is your name?" you might give the answer, "My name is Jennifer Jones."
1. For this assignment, the Universe = the set of colors of the rainbow.
W = { Women who have won Nobel Prizes}
A = { Americans who have won Nobel Prizes }
B = { Winners of the Nobel prize in Chemistry }
C = { 0, 1, 2, 3, 4, 5 }
D = { 0, 2, 4, 6, 8, 10 }
E = { 0, 4, 8
}
1. To be successful with Venn Diagrams, you must have a very good understanding of the difference between a Union and an Intersection. In your own words, what is the difference between the Intersection and Union of sets?
2. Describe the elements of each of the following sets with words. Give your answer in the most simplified, concise wording possible to receive full credit. Don’t forget to answer with a complete sentence, including the question in your answer.
a. W A
b. W A
c. A B
3. Draw a Venn Diagram for sets C, D and E. You do not have to turn in your Venn Diagram, but you should use it to answer this question. List the elements of each of the following. Don’t forget to include he question in your complete statement answer.
a. C D
b. D E
c. C D
4. List the elements of each of the following. Don’t forget to include he question in your complete statement answer.
a. D E
b. D - E
c. (C D ) - E
5. At a campus of STLCC, 50 students enrolled. Suppose 23 students needed to take Developmental English and 34 needed to take Developmental Math. Draw five different Venn Diagrams that can all be used to correctly display this data. HINT: The difference in each Venn Diagram will be how many students are in the intersection! Think about the maximum and minimum number possible in the intersection.
a. What is the least number of students that could have needed both?
b. What is the greatest number of students that could have needed both?
c. What is the greatest number of students that could have needed neither? | 964 | 569 | {
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IMPLEMENTATION TIMELINE HIGH-QUALITY INSTRUCTIONAL MATERIALS
ELEMENT 3: The school system has identified school and system implementation teams, clear goals for high-quality instructional materials implementation and clear roles and responsibilities.
OFFICE OF INSTRUCTIONAL
MATERIALS & LIBRARY MEDIA
The myth of simply handing teachers a box that contains their HQIM, hoping that it will lead to an increase in student learning and teacher performance, is a serious but common misconception. Implementation science suggests that people often more through predictable stages when enacting a new curriculum over multiple years. While every district is unique, the stages of the journey are the same.
EXPLORATION: Review and select HQIM with input from key stakeholders.
INTEGRITY: Leaders supports the process of teachers making smart adaptations to ensure all students can access gradeappropriate content.
YEAR 1
ADOPTION
YEAR 3
YEAR 2
INSTALLATION: Teachers have access to HQIM; leaders establish systems and structures to support implementation.
FIDELITY: HQIM become integrated into regular practices, policies, and procedures; teachers skillfully use HQIM.
YEAR 4+
SUSTAINABILITY: Teachers take full ownership of using information about students' needs and performance to drive smart adaptations to their HQIM and their instruction.
EXPLORATION
Curriculum adoption can sometimes strike panic in educators and administrators district wide. It is important to get this first step correct – WHAT you select and HOW you select them matters. Adopting a new curriculum is a complex process with many steps and stakeholders to consider.
INSTALLATION
When stakeholders understand how the HQIM connects to the academic vision and will ensure students master grade-level content by the END OF THE YEAR, they are more likely to be invested in its long-term success. Engage stakeholders early and often, to ensure they understand the curriculum's approach and design, serving as ambassadors for the materials in their schools. Most importantly, ensure teachers have enough time to receive meaningful, initial training on the adopted curriculum.
FIDELITY
During the first year of us, it is important that teachers use the curriculum as INTENDED. This means following the lesson plans and utilizing the provided resources and embedded supports. It's tempting to modify to fit their personal teaching style, but this can lead to inconsistencies in classroom experiences and student achievement. Encourage teacher to TRUST and use the curriculum with FIDELITY in the initial year. To support teacher, they need frequent, job-embedded professional learning opportunities to help them tackle specific challenges they face during this stage. Lastly, school and district leaders need a plan for monitoring implementation and providing regular feedback to teachers, focusing on helping teachers use the HQIM to the maximum benefit of students.
INTEGRITY
If successful in the fidelity stage, then teachers can begin to take OWNERSHIP of structures and processes for unit and lesson preparation or use INTEGRITY when meeting the needs of all students and supporting student to meet grade-level expectations. To ensure academic achievement, district and school leaders must access the quality of HQIM implementation using data points such as classroom observations, assessments, teacher feedback, and student work; and execute a curriculum-based professional learning plan including collaborative planning time.
SUSTAINABILITY
The final stage allows for team to adjust the plan, if applicable, and annually reset. The goal of the adjustment is to examine progress toward established goals, identify successes, and problem solve any challenges. After analyzing the data from the integrity stage, the team will adjust the plan to ensure SUSTAINABILITY. The next part of this stage is to reflect on current implementation plan, especially for new teachers, and make any necessary changes.
Resources: Rivet Education, Navigating Instructional Materials Implementation Series; Nebraska Department of Education, High Quality Instructional Materials Selection and Implementation Process
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Garden Checklist
May
Lawns
Warm Season Grasses
Bermuda and Zoysia – Keep the mower deck at a height of 1-2 inches depending on lawn condition. The optimal soil pH for Bermuda and Zoysia is 6 – 6.5. Add sulfur if the pH is too high or lime if the pH is too low. At this point, the grass should be fully green so apply ½ pound to 1 pound of nitrogen per 1000 square feet every 4-6 weeks. If summer annual weeds like white clover, spurge, and lespedeza become a problem, apply postemergence herbicides. However, do not apply preemergent if the plan is to overseed with ryegrass in Oct/Nov. Continue to water an inch a week unless it is raining.
Mow frequently enough so that no more than 1/3 of the grass blade is cut.
Cool Season Grasses
Kentucky Bluegrass – Apply a 15-5-10 weed and feed fertilizer to reduce broadleaf weeds while providing the correct balance of nutrients. Use 1 pound of nitrogen per 1000 square feet. Water lawns in the morning with 1 inch of water per week (unless raining) to prevent disease.
Mow frequently enough so that no more than 1/3 of the grass blade is cut.
Tall Fescue
Since this is a cold season grass, set the mower deck height to cut the grass at a height of 3 inches to prevent the grass from wilting/burning up. If mowed frequently, there is no need to remove grass clippings. No fertilization is needed in this time period. Water lawns in the morning with 1 inch of water per week (unless raining) to prevent disease. Apply pre-emergent herbicides as necessary to control weeds.
Mow frequently enough so that no more than 1/3 of the grass blade is cut.
Annuals
* By the end of the month, it is safe to plant all summer annuals outdoors, including summer vegetables.
Perennials
* Summer bulbs started in containers may still be planted.
* Remove brown foliage from spring flowering bulbs as long as they can be pulled off by hand.
Shrubs and Trees
* Fertilize roses monthly according to a soil test.
* Prune climbing roses after the first big flush of flowering.
* Monitor new landscape plantings of shrubs, trees, and turf. To establish healthy root systems, prevent them from drying out and water deeply.
Fruits and Vegetables
* Begin hardening off frost tender plants now including vegetables, herbs, perennials, and annual flowers that have been started indoors.
* If the forecast looks good, direct sow seeds outdoors of beans, okra, sweet corn, and watermelon. Plant only partial rows of beans and sweet corn so that successive plantings can be done every week or two. Sweet corn should be planted in paired rows or blocks for good pollination.
* Direct sow sunflowers, nasturtiums, marigolds, borage, basil, and other warm season flowers and herbs.
* Keep "hilling up" potatoes.
* Be sure to harvest leafy greens often because they will soon bolt (go to seed and turn bitter or woody).
* Have a trellis system in place for your tomato patch before the plants begin to sprawl.
* Keep a close eye on the quality of your spring crops. Hot weather causes lettuce to bolt and become bitter. Plant a warm season crop as soon as the spring vegetables are harvested.
Miscellaneous
* Houseplants can be moved to a shady spot in the yard for their summer vacations if desired.
* Keep an eye out for beetles on your summer vegetable crops. If spotted, first try hand removal. If that does not work, identify the insect correctly and then treat appropriately. Always read the label instructions thoroughly before treating.
* Aphids of all types show up on a range of host plants as soon as the warm weather arrives. Look for them in newly unfurling foliage and sticky leaves are also a sign of their presence since they secrete a 'honeydew'. Black sooty mold may also in this sticky substance and while alarming looking does little to no damage since it does not penetrate the leaves. Aphids, however, do damage the plant. Spray leaves with a strong jet of water to dislodge most of them. Insecticidal soap is an organic approved product that should provide satisfactory and retreatment is applied according to the label.
* Mulch all landscape beds if not already done. | 1,692 | 952 | {
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Pass or Roll!
Every roll can get you more points but if you roll the wrong number you have to put everything back!
What you need
80 to 100 counters (like beans or paper clips)
Dice
Bowl
What to do
1. Place all of the counters into a bowl in the center of the table and give each player a die.
2. Roll a die to see who gets to go first (highest number goes first and play continues to the left).
3. The first player rolls their die and reads the number on top.
4. If the player rolls a 6, the player must put all counters they have won THAT TURN back into the bowl and their turn is over.
5. If the number is a 1, 2, 3, 4, or 5, the player takes that many counters from the bowl. Then, the player must decide to either roll again, or to pass the turn on to the next player.
6. If the player chooses to roll again, they repeat steps 3-5.
7. The winner is the first person with 25 counters.
What to ask
* How many counters do you have so far?
* How many more to get your 40?
* How do you decide whether to pass or roll?
* If you should roll a six, when is the best time to roll it?
Did you know?
This is a game of chance, or probability. Many people start to feel as though something is bound to happen if it doesn't happen for a while. But every time the die is rolled, it has a 1 in 6 chance of rolling a six (as with each of the other numbers as well).
?
What's next?
* Change the number of pieces you have to collect to win.
* Change the game so that another number is the "put all back" number. Does this change the game?
* Make the game backwards where everyone starts with 25 counters and rolls to get rid of them. If they roll a 1-5, they place the counters in the center. But, if someone rolls a 6, they must take ALL of the counters from the center. First person to get rid of all of their counters wins!
To learn more
Ten Black Dots
by Donald Crews
The book goes through the numbers one to ten and shows pictures that can be made out of different numbers of dots.
Do You Wanna Bet? Your Chance to Find Out About Probability
by Jean Cushman
Brain and Danny explore probability through ordinary events like card games and weather. Each chapter offers an explanation of the probability concepts involved.
How it helps with school
Texas PreKindergarten Curriculum Guidelines
Number and Operations
Texas Essential Knowledge and Skills (TEKS) Standards
Number, Operation, and Quantitative Reasoning: K.1A-C, K.4; 1.1A-B, 1.3B; 2.1, 2.3A
Probability and Statistics: 1.10B; 2.11C
Underlying Processes and Mathematical Tools: K.13A, K.14A; 1.11A, 1.12A; 2.12A,
2.13A
National Council of Teachers of Mathematics (NCTM) Standards
Number and Operations, Data Analysis and Probability, Connections, Representation | 1,122 | 692 | {
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Choosing Jobs in the Kitchen Classroom
Overview
In every kitchen class there is a process of dividing up the work to be done between students. This process can set the tone for the remainder of the class so it is important to make sure that students feel heard and respected through the process. Our goal is for the students to perceive the process as fair and match every student to a job that they are excited to do. This provides buy-in and engagement throughout class.
Before starting a lesson, consider the work that needs to be done and organize it into job groups or categories. For some lessons we divide the work based on ingredients, and for others by recipe. Generally, for younger students we give individual ingredients as jobs and for older students we denote entire recipes as job groups and have them independently organize specific jobs within the recipes. We have a few different methods that we employ based on the lesson and our experience of students' choices within each lesson.
Top Two:
1. Describe each of the jobs to the group and state the number of students needed to complete the job.
This method is used in most lessons to divide up work between students.
2. Tell the students that they will each have a turn to share their top two choices and that the order that they speak in does not influence how the jobs will be assigned.
4. Once all students have expressed their preferences, try to match each student to one of their top two picks. If you cannot match all students to one of their top two jobs, ask if there are any students who will volunteer to switch to another job. If so, thank them for the flexibility. If not, propose a compromise in which students share one of their top picks with another student and then also work on the remaining unchosen jobs.
3. Note each student's choices on a piece of paper using abbreviations for the jobs (eg. "C" for carrot and "O" for onion).
Raising Hands:
1. Describe each of the jobs to the group and state the number of students needed to complete the job. If there is one job that is predictably less popular, start with that one.
This method is used frequently when there are only a few groups or jobs available. It is faster than Top Two and can be used when time is at a premium. It can also be used with groups in which choosing jobs is not contentious and for whom doing Top Two seems unnecessary.
2. Ask students to raise their hands if they want to work on a part of a recipe
and repeat for the other jobs and recipes.
3. If the groups are appropriately proportioned, proceed with the work. If not, ask for a volunteer to switch groups.
Students Decide:
During Iron Chef and in our eighth grade Independence Series, we ask our students to divide up the work and jobs amongst themselves. This is a high-level collaboration skill that we scaffold by making our processes visible in their seventh grade kitchen classes. In this method, the teacher introduces the recipe and invites students to read the recipe and discuss how to divide the work.
Teaching Notes:
* Split up any problematic groups or pairs of students by assigning them different jobs.
* Encourage all students to take turns sharing their jobs so that they can experience more parts of the process. This can also be a good way to alleviate stress around not getting very popular job options.
* If you notice that certain jobs are less popular, sell that job to the students using one or more of the following strategies:
- Note that some jobs involving repetitive work (like washing salad) that may seem boring can be a good opportunity to converse and catch up with a friend.
- Show the students how the job is done in restaurant kitchens and emphasize that they will be doing it the same way as professional chefs.
- Describe the job with great excitement and enthusiasm and share why you enjoy doing that job.
- Describe the importance of the job being done exceptionally well.
- Describe the importance of the job to the meal.
- Frame the job as a challenge that you need someone to step up to. | 1,999 | 1,315 | {
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Inflammation-Fighting Lifestyle Tips
Inflammation is our body's reaction to injury or stress, and in small, infrequent doses – referred to as acute inflammation – it is actually a good thing because it helps our body to heal.
When our body experiences prolonged or chronic inflammation, however, it has difficulty healing itself and can lead to illnesses including asthma, diabetes, arthritis, and heart disease.
Common Causes of Chronic Inflammation
Poor diet, stress, a sedentary lifestyle, and smoking (or a combination of these) are just a few causes of chronic inflammation. But take heart. If you suffer from, or want to help prevent chronic inflammation, eating a balanced diet of whole, plant-based foods and incorporating a few lifestyle changes to your daily routine can help.*
Eat Your Way to Better Health
You have an abundance of foods to enjoy including vegetables (especially leafy greens) and fruits, as well as nuts and seeds, whole grains (such as whole wheat pasta, quinoa, barley), and lean meat (in small amounts). And don't forget the healthy fats such as those found in fatty fish like salmon, mackerel and sardines, as well as extra-virgin olive oil and avocados. These foods are filled with vitamins, nutrients, polyphenols and omega-3 fatty acids that can keep you healthy and help your body fight inflammation. Other foods that help fight inflammation include ginger, garlic, green tea and soy.
Eating foods associated with the Mediterranean style of eating can help you achieve your goal of better health.
Drink plenty of fresh water.
Staying hydrated is important for keeping your body functioning properly, including keeping your joints lubricated, transporting nutrients in your blood, cushioning and protecting vital organs, regulating your body temperature, as well as flushing out toxins and irritants. With all your bodily activities relying on it, water needs to be replenished everyday. It's recommended that women consume 2.7 liters (91 ounces) and men approximately 3.7 liters (125 ounces) of liquid (including water, tea, juice) per day.
.
...continued www.oldwayspt.org
Small Changes to Your Daily Routine Can Reap Healthy Rewards
Get up and get moving.
A sedentary lifestyle can increase the chances of developing a chronic disease, so it's important to be physically active. Strive for 30 minutes of exercise, 3 days a week. If you can't dedicate that much time at the gym, look for other ways to get up and move throughout the day. Take the stairs, take a 15-minute walk at lunch time; stand up and move away from your desk every few hours; park a good distance from the nearest entrance to your office or store. All those extra steps can add up throughout the week.
Frequent movement throughout the day, in fact, may be even more beneficial than a half hour at the gym followed by sitting for eight hours.
Reduce stress.
When you're feeling stressed, it can take a toll on both body and mind. To reduce feelings of anxiety, frustration, or work pressures, it's helpful to take time to breathe. By being aware of your breath, and inhaling and exhaling deeply, you bring oxygen to your vital organs, purify the blood stream, and as a result can minimize the feelings of stress. Meditation is another way to relax and can be done almost anywhere, anytime.
Quit Smoking.
Smoking harms nearly every organ in the body. Some people stop smoking by going "cold turkey," or by reducing the number of cigarettes they smoke each day until they're smoke free. If you would like help, talk with your healthcare professional for advice.
Get at least 7 hours of sleep nightly.
Studies show that people who sleep poorly or do not get enough sleep have higher levels of inflammation. For a night of uninterrupted sleep, avoid caffeine, nicotine and alcohol several hours before retiring, as well as spicy and hot foods that could cause acid reflux.
*Consult with your doctor before starting any new health regimen.
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Prioritizing Your Tasks in Pursuit of Your Goals
To get more done in a day most people resort to working longer hours, pushing out deadlines, and juggling more responsibilities. Although this can provide some immediate relief, these aren't sustainable solutions for the long term. Personal productivity is about completing actions that move you closer to accomplishing your goals in a manner that brings balance and ease to your life. It's not enough to just mark tasks off a list. The tasks you're completing need to be directly related to achieving meaningful objectives.
Productivity is about how much you accomplish rather than how busy you are. So it's important to learn how to work more efficiently so you have enough time to focus on your regular responsibilities and your future goals too.
Embarking on a goal-setting journey can be overwhelming, which is why it is helpful to plan your actions according to levels of priority. The following goal setting activity is designed to allow you to make the most of your time so that the goals you set get done.
Activity: Little Index Cards
You'll need these materials:
[x] A pack of index cards
[x] Colored pens or pencils
1
1. Using the matrix below, assign a pen color to each of the four different levels of priority shown.
2. On each index card, write down a task/goal you need to achieve this week. Use as many cards as you need to capture all of your goals.
3. Beginning with the highest priority (High Importance & High Urgency) quadrant, choose five cards (goals) that you know you can accomplish by the end of the week. Place these five cards in the "Do First" quadrant.
4. Distribute the remaining cards into the other three quadrants according to their perceived priority.
5. Get started on accomplishing the five cards from your "Do First" quadrant.
[x] Keep these five cards with you to remind you of what you need to accomplish. When you have completed each task file the index card away, or if you prefer, display it somewhere you can be reminded of your accomplishments.
6. If you don't complete your week's five priorities, keep the tasks that haven't been completed in the "Do First" quadrant. Set your next week's goals and prioritize them, keeping a total of 5 in the "Do First" quadrant.
7. If you complete all 5 tasks, begin working on the tasks in quadrant 2, and so on.
8. Each week add new goals as appropriate.
| The Priority Matrix | | | |
|---|---|---|---|
| | How important is the task? | High Importance | Action: Do First |
| | | Action: Importance Do Later Low High Urgency | Action: Do Later |
2
The process of assigning your tasks to different priority levels allows you to stay focused, and it keeps you from becoming overwhelmed since you are clear as to where it is most important to spend your time.
Reflect on Your Results:
[x] How does it feel to have your tasks and goals identified and prioritized?
[x] How will this process help you to be more productive?
[x] What supports can you put in place to better manage the distractions that prevent you from completing your most important goals?
It feels good to be in control of your goals, and to know that you can produce the results that are most important to you. Taking this priority approach to managing your goals will help you to increase your personal productivity and effectiveness.
Here are some further tips that can help you set and achieve your goals in the most efficient way possible.
Make a firm decision
Before setting any goal, make sure you take a firm stance in your mind that no matter what happens you will stick with it all the way through.
Take a realistic look
Are your goals realistic? Or could you be spreading yourself too thin? Avoid setting goals just for the sake of it. Whatever goals you have, make sure you have the willingness and determination to achieve them.
Make an action plan
Once you have set your goals, make a plan to stay on track. This includes actions, timelines, supports, potential challenges, and even opportunities to celebrate.
Track your progress
If you don't monitor your progress, you won't know if you're on track to achieve your goal within the time frame you set.
Involve others
It is good to involve others in the process of setting and achieving goals. Having a support system can be valuable for offering different perspectives, encouragement and accountability.
Be okay with failure
If you learn to accept failure and keep going, there's nothing that will stop you from achieving your goals. The path to achieving your goals won't always go smoothly. Failure is an important part of the process.
3
Persevere
Don’t give up. It’s okay to encounter obstacles, get stuck, and have to adjust your plan. Multiple paths often lead to the same destination.
Celebrate
Celebrate when you have reached a milestone in your journey. You’ve just shortened the path to your destination. It’s okay to stop for a bit and enjoy your success.
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Name:
Word Reading
* Can read all Y2 common exception words.
* Can read most words quickly and accurately, without overt sounding out, when they have been frequently encountered (90 words per minute – White B).
* Can read accurately by blending the sounds in words that contain the graphemes taught so far, including recognising alternative sounds for graphemes.
* Can read accurately words that contain 2 or more syllables.
* Demonstrates awareness of punctuation marks, e.g. pausing at full stops when reading with expression and intonation, taking into account when question marks, exclamation marks and inverted commas for dialogue are used.
* Can identify when reading does not make sense and self-correct.
* Reading at least White B.
* Can read without distraction for 20 or more minutes.
* N.B. Teachers must ensure that all reading material offered to children should be age appropriate in order to mark off objectives as achieved.
Comprehension
* Can discuss reasons for events in books and how items or events are related by using textual reference.
* Can read and understand words with the suffixes 'ment', 'ness', 'ful', 'less' and 'ly' by building on the root word.
* Can summarise a story, giving the main points in the correct sequence.
* Can use what they know to help me understand a wider range of new words.
* Can answer simple 5w and h questions.
Inference
* Can make plausible predictions about a text using a range of clues (e.g. books by the same author, books on a similar theme, book title, cover and blurb)
* Can use straightforward inference to explain about events and information e.g. why a character acted in a certain way.
* Can infer how a character feels from their actions and what they say, (e.g. happy, sad, annoyed, embarrassed).
* To be able to answer 'true and false' questions based on simple inference and deduction.
Language For Effect
* Can recognise simple recurring literary language in stories and poetry.
* Can discuss why words are effective in context.
Themes and Conventions
* Can identify the blurb, contents page, paragraph, subheading, index and glossary (bold words) and their purpose.
* Is increasingly familiar with a wider range of stories, fairy stories and traditional tales and can retell in detail.
* Awareness that writers have viewpoints and purposes e.g. it tells you how to do something, 'she thinks it's not fair'.
* To be order words in alphabetical order (1 st letter)
* Can recite a repertoire of poems (at least 4).
Mastery
Silver Star
Name:
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EXERCISE.3.A
1. A person holds a 50N sphere in his hand. The forearm is horizontal, as shown in Figure. The biceps muscle is attached 3cm from the joint, and the sphere is 35cm from the joint. Find the upward force exerted by the biceps on the forearm and the downward force exerted by the upper arm on the forearm and acting at the joint. Neglect the weight of the forearm.
2. A uniform horizontal beam with a length of 8m and a weight of 200N is attached to a wall by a pin connection. Its far end is supported by a cable that makes an angle of 53° with the beam. If a 600N person stands 2m from the wall, find the tension in the cable as well as the magnitude and direction of the force exerted by the wall on the beam.
3. Calculate the magnitudes FA and FB of the tensions in the two cords that are connected to the vertical cord supporting the 200kg chandelier in the figure.
4. A uniform 1500kg beam, 20m long, supports a 15,000kg printing press 5 from the right support column, see the figure. Calculate the force on each of the vertical support columns.
5. The bar in the figure is being used as a lever to pry up a large rock. The small rock acts as a fulcrum (pivot point). The force FP required at the long end of the bar can be quite a bit smaller than the rock's weight mg, since it is torques that balance in the rotation about the fulcrum. If, however, the leverage isn't sufficient, and the large rock isn't budged, what are the two ways to increase the leverage?
6. The bridge on a river of a country of Central Africa is supposed to have a length of 100m and mass 105kg. It leans on two pillars to its extremities. What are forces exerted on the pillars when three cars (one Mercedes of 1500kg, a Renault of 1200kg and a Fiat 1000kg) are respectively to 30, 80 and 60m from the extremity leaning on the left bank.
7. A horizontal rod AB of negligible weight, 51cm long is submitted in A and in B to two forces F1 and F2 of magnitudes respectively 14N and 7N. The force F1makes an angle of 45° with the vertical and the force F2 is perpendicular to the rod. Their direction is oriented downward. Determine the characteristics of the force which will make the rod in equilibrium.
8. A horizontal rod AB is suspended at its ends by two strings. (See the figure below). The rod is 0.6m long and its weight of 3N acts at G where AG is 0.4m and BG is 0.2m. Find the tensions X and Y
9. A sphere of 50N stands against two inclined planes making respectively angles of 30° and 45°. Calculate the forces of reaction of the two planes on the sphere.
10. A block of mass 330kg is suspended by three unstretchable ropes as shown on the figure below. If the system is in equilibrium,
a) determine T
1
b) If O1 = 15°, θ2= 30°, find the tensions in the ropes.
11.A ladder AB weighing 160N rests against a smooth vertical wall and makes an angle of 60° with the ground as shown in the figure below. The ladder has small wheels at the point A such that the friction with the vertical wall is negligible. Find the forces acting on the ladder at point A and point B.
The coefficient of static friction between the ladder and the ground is 0.53. How far up the ladder can the firefighter go before the ladder starts to slip?
12. A homogeneous beam of length 2.2m and of mass m =25kg is fixed on a wall by a hinge and is held in horizontal position by a metallic string making angle of θ = 30° as shown in the figure below. It holds a mass M=280kg suspended at its extremity. Determine the components of the force F exerted by the wall on the beam at the hinge and components of the tension T in the metallic string
13. a) State the conditions under which a rigid body is in equilibrium under the action of coplanar forces.
b) Forces of 2.83N, 4N and 6N act on an object O as shown the figure below.
14. Find the resultant force on the object. When three concurrent forces act on a body which is in equilibrium, the resultant of the two forces should be equal and opposite to the third force. Prove this statement.
15. A uniform ladder of mass m and length L leans against a smooth vertical wall making an angle φ with a horizontal floor. The coefficient of static friction between the ladder and the floor is μ | 1,722 | 1,042 | {
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A recent Gallup poll suggests that many students in the U.S. have entrepreneurial aspirations. 77% of students in grades 5 through 12 say they want to be their own boss, 45% say they plan to start their own business, and 42% say they will invent something that changes the world.
We need your help! As a community mentor or coach you can make a difference by sharing your expertise and partnering with our Entrepreneurship & Business Startup teachers to bring your real-world experiences to our students.
For more information contact: Courtney Stahlman 239.377.0109 email@example.com
Collier County Public Schools 5775 Osceola Trail, Naples FL 34109
COLLIER COUNTY SCHOOL DISTRICT Entrepreneurship & Business Startup
High School Course
collaborative real-world capstone learning experience for high school students
Rethinking business curriculum
- Authentic
- Relevant
- Collaborative
Volunteers are needed to co-teach and "coach" students through the following individual modules.
| 1ST SEMESTER MODULES | 2ND SEMESTER MODULES |
|---|---|
| Group Ideation | Permit Process/Initiation |
| Value Proposition | Business Law |
| Market Sizing | Determining Growth Engine |
| Financial Modeling | Marketing Plan |
| Marketing/Positioning | Sales Plan and Approach |
| Internet Marketing | Staffing Plan/HR Processes |
| Web Development/Word Press | Operational Processes |
| | Insurance |
| Volunteer MENTORS | Financial Statement Setup |
Our high school course is based on The Lean Startup methodology developed by Eric Ries
COURSE OVERVIEW
Students will create and develop their own product or service. Entrepreneurs and business experts from the community will serve as coaches and mentors guiding student teams through the process of ideation, market research, and business plan development.
Over the course of the year, student teams will learn about product development, financial modeling, marketing, accounting, human resources, as well as the legal aspects of running a business to get them geared up for Pitch Week. Pitch Week helps to further fire the entrepreneurial spirit by putting student teams in front of actual investors to pitch their innovative idea and possibly win funding to turn their business plans into reality during the summer and following school year.
Startup success can be engineered by following the process, which means it can be learned, which means it can be taught." –ERIC RIES
are needed to work with a small team of students throughout the course of the year as they work from the product ideation through the final pitch process. | 1,225 | 544 | {
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Illustrative Mathematics
5.MD,OA You Can Multiply Three Numbers in Any Order
Alignments to Content Standards
Alignment: 5.OA.A
Alignment: 5.MD.C.5
Tags
* This task is not yet tagged.
Make sure you have plenty of snap cubes.
Build a rectangular prism that is 2 cubes high, 3 cubes wide, and 5 cubes long.
We will say that the volume of one cube is 1 cubic unit. What is the volume of the rectangular prism?
The volume of the cube is cubic units. The expression 2 × 3 × 5
can be interpreted as 2 groups with cubes in each group. can be interpreted as 3 groups with 5 cubes in each groups. How can you see the rectangular prism as being made of 2 groups with (3 groups of 5 cubes in each)? 3 × 5 3 × 5
Explain how you can see each of these products by looking at the rectangular prism in different ways:
2 × (5 × 3)
3 × (2 × 5)
3 × (5 × 2)
5 × (2 × 3)
5 × (3 × 2)
Commentary
The purpose of this task is for students to use the volume of a rectangular prism to see why you can multiply three numbers in any order you want and still get the same result. Formally, this is a consequence of the commutative and associative properties of multiplication. For example, we can see that
By using the properties of multiplication step-by-step:
```
2 × (3 × 5) = (2 × 3) × 5 (associative property) = (3 × 2) × 5 (commutative property) = 3 × (2 × 5) (associative property) = 3 × (5 × 2) (commutative property)
```
However, if we just note that in each case we are describing the volume of a rectangular prism with dimensions 2, 3, and 5, then it reinforces the idea that we should be able to multiply in any order, as the volume will be the same regardless of the order in which we name the dimensions. While not one of the field axioms, some people call this the any-order property of multiplication because we can multiply three numbers in any order and get the same product.
Students will need snap-cubes, unifix cubes, or cube-shaped blocks for this task. Some students will be able to picture the different decompositions without a physical model, but others will need to build it for themselves to see it, and everyone should have access to these tools the first time they think about this. Later, students can be asked to picture these kinds of decompositions in their head, which can help increase their visualization skills.
Note that the task statement doesn't include the other 6 possible expressions we can make when multiplying three numbers. While it is possible to interpret and differently, the difference is pretty subtle and is only worth focusing on if one is trying to explain why it makes sense that multiplication is associative, which this task takes as given. For a task that addresses this directly, please see, 5.MD,OA Using Volume to Understand the Associative Property of Multiplication. 2 × (3 × 5) (2 × 3) × 5
Solutions
Solution: 1
Here is a picture of such a rectangular prism:
The volume is 30 cubic units. We can break the prism into layers in different ways:
If we cut horizontally, we will have 2 layers.
Each layer will be a 3 by 5 rectangular solid with a height of 1 unit. We can see a layer as 3 rows with 5 cubic units in each row:
.
So the prism is made up of 2 groups of (3 groups of 5 cubes) which is 2 × (3 × 5)
We can also see each layer as 5 columns with 3 cubic units in each column:
So we can see that the prism is made up of 2 groups of (5 groups of 3 cubes) which is . 2 × (5 × 3)
If we cut vertically along the side that has a length of 3 units, we will have 3 slices with (or , depending on how you look at it) cubic units in each. 2 × 5 5 × 2
If we cut vertically along the side that has a length of 5 units, we will have or 5 slices with (or , depending on how you look at it) cubic units in each. 2 × 3 3 × 2
This helps show that you can multiply three numbers in any order, because the volume of the same geometric object can be thought of as the product of the three factors taken in any order. Note that the volume doesn't change since the figure doesn't change--we just look at it from different perspectives.
5.MD,OA You Can Multiply Three Numbers in Any Order is licensed by Illustrative Mathematics under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0
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Before the Zoom session
During the Zoom session
Zoom Guide for Presenting Yourself on Video
Presenting yourself and your material on video in Zoom feels very different from speaking in person to a large audience or small group. The remote setting can feel alienating. Use these simple tips to successfully prepare and conduct yourself in a Zoom meeting and allow your students or audience to see and hear you well and feel connected.
What to do
* Wear solid colored clothing. Preferably, something that makes you feel good about yourself.
* Think about how you want to verbally introduce and conclude each session.
* Stay hydrated! Since you will be doing a lot of talking, it's important that you are able to speak with clarity for an extended period of time.
* Set up your slides in PowerPoint in advance. Put them into "slide show" mode after you share your screen.
* Have a light source that shines on your face.
* Turn off any distracting alerts or notifications on your laptop and set your mobile devices to 'silent.'
* Use a headset, earbuds, air pods or headphones for the best audio experience
* Bring your laptop as close as possible to your wireless router so your Internet connection is reliable.
What to avoid
* Don't sit with a window behind you. This will make your face silhouetted and hard to see.
* Don't be hungry! Make sure you've eaten a solid meal beforehand.
* Don't wear loose jewelry with interlocking pieces that could jingle during the session.
* Don't wear a shirt with a logo or printed words on the front, which distract from your face.
* Avoid busy patterns (herringbone, small checkered/paisley prints) in your clothing. This can cause a moiré effect on-camera that is distracting to viewers.
What to do
* Look directly into the camera to establish a personal connection with your viewers.
* Put your device's camera at eye level, which creates a more flattering view.
* Use a virtual background if your actual background is cluttered.
* Speak in a conversational tone.
* Maintain good posture. Focus on sitting up straight, keeping your shoulders squared, to demonstrate that you are focused and engaged.
* Be enthusiastic in whatever way that is genuine for you.
What to avoid
* Avoid making broad gestures with your hands, as they may travel out of the video frame.
* Don't swivel or rock in your chair.
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Books And if the Moon Could Talk by Kate Banks Come Back, Moon by David Kherdian Faces of the Moon by Bob Crelin Goodnight Moon by Margaret Wise Brown Goodnight Moon 1 2 3 by Margaret Wise Brown How to Catch a Star by Oliver Jeffers Kitten's First Full Moon by Kevin Henkes Light Up the Night by Jean Reidy Moonlight by Helen V. Griffith On the Moon by Anna Milbourne Papa, Please Get the Moon for Me by Eric Carle Regards to the Man in the Moon by Ezra Jack Keats Stars by Mary Lyn Ray Twinkle, Twinkle, Little Star by Jane Cabrera
Fingerplays, songs, rhymes:
Blastoff
Jump into your spacesuit
Don't forget your hat.
(pretend to put on suit and helmet)
Buckle up for take off,
Belts from head to toe.
(pretend to buckle up)
Count down from ten and blast off,
Up to the moon we go!
10-9-8-7-6-5-4-3-2-1…
Blastoff!
(count on fingers, put palms together, and extend arms above head)
J 027.62 Briggs / Briggs, Diane
52 Programs for Preschoolers
Day and Night
Moon comes out. (hold hand out to form a crescent) Sun goes in. (place other hand behind back) Here is a blanket to cuddle your chin. (place hands under chin)
Moon goes in. (place moon hand behind back) And Sun comes out. (hold hand out with fingers extended like sun rays) Throw off the blankets and move about! (fling arms out wide and wiggle body) —j 027.62 Totten / Totten, Kathryn —Storytime Crafts
The Moon
At night when the sun goes down in the sky, (move right hand up and over left fist) The stars appear real soon. (hold up hands and wiggle fingers) There also appears a big white ball, (form ball shape with hands) We call that ball the moon!
Twinkle, Twinkle Little Star
Twinkle, Twinkle Little Star How I wonder what you are, Up above the world so high, Like a diamond in the sky Twinkle, Twinkle Little Star How I wonder what you are.
Blast Off : A Participatory Story
Ready?
We're going on a moon walk
We are all set to go!
Climb up to the spaceship.
Count backwards:
Ten, nine, eight, seven,
WAIT!
Have you got your moon gloves?
Here-put them on.
Ready?
We're going on a moon walk.
We are all set to go!
Count backwards:
Ten, nine, eight, seven, six, five,
WAIT!
Have you zipped up your space suit?
Altogether-ZIP.
Ready?
We're going on a moon walk.
We are all set to go!
Count backwards:
Ten, nine, eight, seven, six, five, four,
WAIT!
Have you got on your moon boots?
Here-put them on.
Left.
Right.
Ready?
We're going on a moon walk.
We are all set to go!
Count backwards:
Ten, nine, eight, seven, six, five, four, three two, WAIT!
Have you got your helmet?
Here-put it on.
NOW we are ready!
Count backwards:
Ten, nine, eight, seven, six, five, four, three, two, one, zero,
BLAST OFF!
1,00 Fingerplays & Action Rhymes by Barbara Scott
We're Flying
(tune: "The Farmer in the Dell")
We're flying to the moon
We're flying to the moon.
Blast off, away we go
We're flying to the moon.
Other verses:
We're going in a spacecraft
We're walking out in space
We're landing on the moon
We're collecting moon rocks
We're flying back to Earth
We're landing on the Earth www.preschooleducation.com
Wish on a Star
Starlight, star bright,
First star I see tonight,
(point upward)
I wish I may, I wish I might,
Have the wish I wish tonight.
Then ask the children to each make a wish!
—j 372.5 One / 1001 Rhymes & Fingerplays
The Stars are Shining Bright
(tune: "The Farmer in the Dell")
The stars are shining bright,
See their twinkling light.
When you see the sky at night.
The stars are shining bright.
—j 371.3 T / Theme-a-saurus
If You're Going to he Moon
(tune: "if You're Happy and You Know It")
If you're going to the moon, wear your boots
(stomp, stomp)
If you're going to the moon, wear your boots
(stomp, stomp)
If you're going to the moon, this is what you have to do
If you're going to the moon, wear your boots
(stomp, stomp)
…wear your gloves (clap, clap)
…wear your helmet (pat, pat)
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PENICK FAMILY ORIGINS TRACED TO VIRGINIA IN THE LATE 1600s
By John Wilson Chattanooga Times Free Press, TN – 1998 Pioneer Families
Henry Penick was a pioneer settler at Long Savannah, arriving from North Carolina prior to the Indian removal. However, little is known of his origins or where the family later scattered.
The Penicks were in Virginia at an early date. Edward Penick first appeared in the colonial records when his son, Edward, was baptized on August 15, 1686, at St. Peter's Parish of New Kent County. His wife was Elizabeth.
Another son, William, was baptized in 1694 in the same parish.
In the rent roll of New Kent County in 1704, Edward had 200 acres.
Edward Jr. was in the section of New Kent County taken off into Hanover County. His wife was Esther. Their children included George, John, Joseph. In addition, Esther was pregnant at the time Edward Jr. died about 1735.
William was in Amelia County, VA, when he died about 1750. He left a wife, Judith, and children Jerusha, Jeremiah, Edward, William, Charles, Judith and Elizabeth.
Henry Penick obtained four land grants in 1842, paying one cent an acre. One grant was for 80 acres and the other three for 40 acres each.
His children included Joseph, Leonidas, Elizabeth, Susan, John, William H. and Cornelia A.
The first wife of Henry Penick apparently died, and his second wife, Louisa, was 21 years younger than he was. She was born in Virginia about 1820.
At the time of the 1850 census, Joseph Penick and his wife, Jane, who was a North Carolina native, were living at Long Savannah near his father, Henry, and the Mongers and Shirleys.
Henry was listed as a farmer in most censuses, but his occupation in 1870 was given as chair and wheel maker.
When the Civil War erupted, Henry remained at Long Savannah thought it was a community where neighbors bitterly took up opposite positions and "guerrillas" roved the countryside burning and maiming.
Thomas Shirley was of the Confederate persuasion, and he finally had to flee for his safety south to Georgia. His wife and daughter, Adaline, scurried to the Penick house the Sunday after the battle of Chickamauga – though some of the Penicks were on the Union side.
The Shirley females stayed most nights with the Penicks for eight or nine weeks, finally going to Georgia themselves in January 1864.
John Penick, son of Henry, married before the war. He was a farm laborer living with his wife, Malinda, and their daughter, Sarah. However, he enlisted with the Union's Co. G of the Fifth Tennessee Infantry at Pine Knot, TN, on May 21, 1862. He was 26.
He was in a hospital at Richmond, VA, in January 1864. Then it was his great misfortune to be transferred on March 12 to the dreaded prison camp at Anderson, GA, where so many perished.
John Penick died at Andersonville on May 16, 1864, of "intermittent fever and chronic diarrhea."
The federal authorities in 1877 said they still had not concluded whether John Penick had gone AWOL or been captured in the line of duty so the official designation was put down as "considered to have been captured in the line of duty."
Henry and Louisa Penick stayed on at Long Savannah. Emeline Little, who was apparently a relative, lived with them a number of years before and after the war.
William H. Penick, who was born about 1851 and was too young to fight in the war, married Elizabeth Walker in 1868. They soon had a daughter, Sarah E.
But by 1880 the Penicks had disappeared from this area.
Gail Penick resides here now, but she is not a descendant of Henry.
She is in the line of Edward of New Kent County and is the daughter of Frank Penick, who was born at Decatur, AL, in 1902 and is the son of another Frank Penick.
Lyman W. Priest, a retired Foreign Service officer of Charlottesville, VA, wrote a book on the Penicks.
(Mr. Wilson's book, Hamilton County Pioneers, featuring 140 families and over 9,000 names, is available at the Free Press business office on E. 11 th St. or by mail from John Wilson, 2815 Military Road, Chattanooga, TN, 37409, at $25 plus $3 postage and handling and $2 sales tax for Tennessee residents.) – 1998.
*Read more stories by John Wilson at: http://www.ajlambert.com | 1,875 | 1,029 | {
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Get the whole family connecting to Nature!
Use the grid to tick off some simple conservation actions you can do right in your own home and backyard. So good for wildlife and your wellbeing!
Conservation Action Bingo!
EARTH HOUR RITUAL
HOME WASTE AUDIT
SOFT PLASTIC RECYCLING
RECYCLING RIGHT?
Find out more about Earth Hour.
Start your own weekly Earth Hour ritual in your household.
TAKE A MINDFUL MOMENT
How important is our connection to Nature? Take a moment to enjoy some Vitamin N (N for Nature) with Cathryn.
THE 7 R-WORDS
While putting this puzzle together have a conversation with your household about each of the 7 R-words and how you could put them into action.
SUSTAINABLE PALM OIL
Work out how many items in your house may contain palm oil. Pledge to look for sustainably-sourced palm oil products from now on.
COMPOSTING
Learn online about different composting options. If you can't use what you compost, can you ShareWaste?
Get an idea of how much waste your household produces. Think of ways you can reduce this. Get some ideas here.
BACKYARD NATURE PHOTOGRAPHER
Hone your photography skills in your backyard by taking photos of plants and animals.
MEATLESS MONDAY
Organise for at least one meat-free day a week. It does not have to be Monday! Just eat less meat.
ATTRACT NATIVE BIRDS TO YOUR GARDEN
Find out how to attract native birds to your garden.
Learn more about soft plastic recycling here in Aotearoa New Zealand and how you can get involved.
NATURE JOURNALLING
Regularly spend a few minutes outside in Nature with a notebook and pen. List at least 3 things you are grateful for.
VEGAN SOY DILEMMA
Find out where your soy products come from and how they are produced. Do some research to source sustainable and environmentally friendly alternatives.
MEET THE LOCALS
Play this game online to see how well you recycle.
PONDER YOUR TP
Audit all the paper products in your home, including toilet paper. How many have the FSC logo? Pledge to go FSC all the way from now on.
WE ARE WHAT WE EAT
Check out this TED talk about regenerative agriculture. Reflect on how you can support similar local initiatives.
A GARDEN PROJECT
Design a revamp of one area of your garden to encourage bees. Make sure to include as many native plant species as possible.
PREDATOR FREE 2050
Watch this short YouTube clip to find out what other local wildlife may be in your backyard. Learn how to attract lizards to your garden.
Why Predator Free 2050? Reflect on ways you can get involved with this campaign to really make a difference for wildlife here in Aotearoa.
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George Washington loses the Battle of Long Island, August 27, 1776
On this day in history, August 27, 1776, George Washington loses the Battle of Long Island, one of the most important battles of the American Revolution and the largest in terms of the numbers of men involved. After losing Boston to the Americans, British General William Howe set his sights on New York City. He began landing troops on Staten Island in July of 1776, just as the Americans were declaring their independence. By the end of the month, over 30,000 troops were landed.
George Washington had generals Charles Lee and William Alexander begin building defenses around New York City earlier in the year. The defenses consisted of a string of forts and redoubts on the western edge of Long Island, batteries on the islands at the opening of the Hudson River and forts on Manhattan's northern end.
Washington was faced with a dilemma. Would Howe attack Manhattan first or Long Island? Many of his officers thought Howe would attack Long Island first. Washington disagreed, thinking Howe would make a small attack on Long Island as a feint, with a larger assault to come on Manhattan. Consequently, Washington put most of his 19,000 troops in New York City with only about 4,500 on Long Island.
On August 22, British generals Henry Clinton and Charles Cornwallis began landing 20,000 troops on Long Island. Three main passes led to the American positions and they were guarded well, but a fourth pass, furthest to the east, was guarded by only 5 men. Locals informed General Clinton of the Jamaica Pass and he moved 10,000 men during the night through the pass, unbeknownst to the Americans.
On the morning of August 27th, British and Hessian soldiers began attacking the Americans from the front, while Clinton's much larger
1 of 2 pages
George Washington loses the Battle of Long Island, August 27, 1776
force snuck up from behind. There are numerous heroic stories to be told of the Battle of Long Island. Perhaps the most famous is that of the Maryland 400. When the last American position outside of the fortifications at Brooklyn Heights was about to be overtaken, General William Alexander began evacuating his troops to the heights.
270 Maryland troops stayed behind to keep the British at bay. Once the rest of the troops evacuated, the only way of escape was through Brouwer's Mill pond. Many were shot or drowned as they crossed the pond. Less than a dozen survived. Washington, who had come to the battle with thousands of reinforcements, observed from a nearby hill and is said to have exclaimed, "Good God, what brave fellows I must this day lose!"
With all the American troops now safe behind the defenses of Brooklyn Heights, General Clinton inexplicably stopped the assault, perhaps afraid to have another massacre of his own soldiers like what happened at Bunker Hill. Clinton began preparing for a long term siege. George Washington, however, wanted to get his troops out to fight another day. On the evening of August 29th, he began evacuating his troops across the East River to Manhattan in the middle of the night.
In the morning, the evacuation still not complete, a fog descended on the area that hid the longboats ferrying the remaining soldiers across the river. The Continental Army survived to fight another day, but eventually Manhattan was taken as well and the Americans were forced to retreat across New Jersey and into Pennsylvania. The war would drag on for another six years.
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Guided Hike on South End Trails
Trail map can be found at:
http://www.pomptonlakesgov.com/documentcenter/view/548
For older kids (8 and up), starting at the Lincoln Trail Head:
1. Welcome them to the trails and cover "Leave No Trace." Leave no trace means you leave a place the same way you found it, with no evidence that people were ever there. You do not leave trash or man made objects behind and you do not take natural objects away.
2. Show the kids the trail map. Review the route and trail colors.
3. At the first trail marker, ask the kids to identify the start of trail marker.
4. At the bend before the first bridge, ask the kids which way to go based on the trail marker.
5. Stop at the bridge. Point out litter if it's there. Identify the storm pipe outfall explain that when it rains, rain water from the streets ends up here, along with any trash that was in the streets.
6. At the open field, the kids should find and follow the markers.
7. At the start of the blue trail, pause and decide on the route. (For a shorter Hike, follow blue. For a longer Hike, follow Blue/white)
8. If you follow the Woodpecker Loop (blue/white), stop and point out a dead tree. This is called a snag and has an important purpose. Woodpeckers and other animals find food and shelter here.
9. Back on the blue trail, stop and point out poison ivy. Explain "leaves of 3, let it be"(but it can be 3, 5, or 7), "hairy rope, don't be a dope," and "berries white, take fright."
10. If you take the blue/black loop (Merrill Loop), stop quietly at the hollow and look for frogs.
11. Stop at the marshy area. What's different here? How does the amount of light reaching the ground change what grows?
12. At the end of the blue and blue/black, remind the kids to be very quiet, as they approach the river. The turtles like to hang out on a log just a little ways down the yellow trail. But they are very shy.
13. At the open area by the pump house, ask the kids if they know where they are. Point out Riverdale Blvd. The concrete footings are from a bridge.
14. As you continue down yellow trail, watch out for the ruins. This was a summer cottage once. This area was a vacation spot until the river became polluted (by septic systems upstream) and people began traveling farther for summer vacations.
15. You'll pass the entrance to the Oakwood Connector (yellow/black) loop. You can stay on yellow for a shorter Hike. If you take the Oakwood Connector Loop, watch for the turn. You're by the back field of the Willow Field complex.
16. Point out the telephone pole. There were houses and a street back here once! The Rivercrest trail follows the road alignment of Rivercrest Drive.
17. You made it to the end! Take a minute at the map at the Rivercrest Trail Head and remind kids and parents to check for ticks when they get home. | 1,068 | 701 | {
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Transforming Education Summit convened by the United Nations Secretary-General
Universal Statement of Commitment
In the framework of the Transforming Education Summit 2022 convened by the United Nations Secretary-General, we propose a Universal Statement of Commitment that outlines a bold vision and concrete actions for the transformation of education to drive progress towards the SDGs and better prepare learners for the future.
We seek to reflect a whole-of society vision of the transformation of education systems and key levers of change that can bring about this vision.
1 Giving our best
The first and most important element in child education is the parents' self- education. As such, whatever a parent sees askew in his child should arouse him to begin a process of self -education and soul searching, because the child is the mirror of the parent.
Education means giving. A parent must give his child anything he wants to teach that child. For example, a parent cannot teach generosity and good manners if the parent is stingy and bad-mannered. The rule of thumb in education our children and passing values on to them is: If we live it, we can give it.
2 Personal Example
In this way, guidance is passed along naturally from the personal example that children see in their parents, minus lengthy sermons from parent to child. Parents with good character traits who conduct themselves respectably create an instructive platform.
3 Marital Harmony
Raising a happy and well-adjusted child depends on marital harmony, since a child must experience parents who are educated in refinement. A refined parent is one who speaks with respect, honors his/her spouse, always has a good word, is encouraging, is patient in times of pressure, giving, benevolent, a good listener and more. This is the profile of a refined person who is educated to display positive character traits.
4 Gratitude and Joy
Gratitude and joy are vital elements in parental role-modeling for children. A necessary component in child rearing is simple happiness. Parents must strive to instill in the child the feeling of joy and thanksgiving for every aspect of their life. If the parents don't serve the Creator with joy and gratitude, then they certainly can't teach their children to do so.
5 Focus on the Good
An important principle in child education is to focus on the good, rather than struggle with the seemingly bad. Most parents regard education as the process of eradicating a child's bad habits. They therefore waste endless time and energy arguing with, yelling at, and threatening their children.
6 First Priority
Every parent must realize the formidable responsibility of educating a child. This must be first priority in our lives before personal advancement, before career success, and even before our own faith-based wisdom study and services of the Creator. If educating our children comes before our study and services of the Creator, it clearly takes priority over mundane and much less important endeavors.
7 The Power of Love
Every educator needs to know how to create a connection of love between himself and his students. A student will only be able to accept an educator's teachings in an environment of love and safety. A lot of thought and effort must be exerted in order to think of ways and ideas to create such a realm for educators and students, as well as for parents and children.
8 No Pressure
Raising children with patience and love is good for both children and parents. In particular, it spares children from excess emotional pain, anger and suffering. For example, mothers should not regard child-rearing as a punishment. Sure, the task is demanding, both in time and effort, but it is also a lofty one. With their own hands, a mother holds the future of the next generation.
9 The Way to the Heart
An important way for parents to develop patience and prevent terrible mistakes in child rearing is to realize that a child is a child! Raising a child to adulthood must come slowly, and with patience.
10 To Live and Give Life
Another very important element in child education is to know how to function event during times of adversity, when the Evil Inclination seems insurmountable. Both parents and children must learn that life doesn't always go according to the way we would like.
11 Task of the Teacher
Child education must be devoid of anger. The minute that an educator gets angry with his pupil, he loses the power to educate. Losing self-control results in losing control over the child: our Sages said that an impatient person cannot educate. A person who suffers from anger cannot teach, because his students will not be able to learn from him.
12 Climbing the fences
Education with love means also functioning within a social framework; order and healthy living. | 1,849 | 950 | {
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George Washington moves into Rockingham House, August 23, 1783
On this day in history, August 23, 1783, George Washington moves into Rockingham House near Rocky Hill, New Jersey, which would serve as his last wartime headquarters of the American Revolution. In the summer of 1783, Congress was waiting to receive word from Europe of the final signed peace treaty ending the American Revolution.
Congress wrote to Washington asking him to come to where it was meeting at Princeton, New Jersey in anticipation of word of the signed treaty. Congress was in Princeton after hastily leaving Philadelphia when a threatened rebellion of Continental Army soldiers over unpaid salaries drove them from the city.
As Washington was on his way to Princeton, Congress looked for a suitable residence for he and his staff during his time there. Almost all the homes and inns in Princeton were filled because Congress was in town. They finally located an empty home called Rockingham House, about 5 miles outside of town, owned by Margaret Berrien. Her husband, John, had died a few years earlier and left her the property, but she was now living in Princeton and trying to sell the property.
Washington moved into Rockingham House on August 23rd with Martha and a few dozen aides, guards and servants. During his time at Rockingham, Washington entertained such people as James Madison, Elias Boudinot, who was then the President of Congress and General Nathanael Greene. Martha stayed until early October, but then returned to Mount Vernon as winter came on.
In late October, at Rockingham House, Washington penned his Farewell Orders to the Armies of the United States, which was read to the troops at West Point on the 30th. On the 31st, word arrived of the signed peace treaty and the American Revolution came to a final close. Washington left Princeton and Rockingham House on November 10th
1 of 2 pages
George Washington moves into Rockingham House, August 23, 1783
to return to Newburgh where he oversaw the disbanding of the army. On November 25th, he marched into New York City after the last British troops left.
Washington said goodbye to his troops in New York on December 4 and resigned his commission on December 23 and returned to Mount Vernon, believing that he was retiring from public life for good. Little did he know that only a few years later he would be called on to fill his most important public role yet, that of the first President of the United States.
Rockingham House was moved several times over the years to keep it safe from an approaching quarry site. It sits today along the Delaware and Raritan Canal about a mile from its original location and is operated by the New Jersey Division of Parks & Forestry. The home is open for tours and various activities demonstrating the home's history and colonial life take place each year. The house features a large colonial garden as well as authentic and replica George Washington artifacts.
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Online at: www.arborheights.com
October, 2005 Arbor Heights Elementary School Volume 15, Issue 2
Upcoming Events
October 31: Book Character Day!
In this Issue:
Kayla and Merissa Room 24, Grade 5
November 11: Veterans' Day No School
November 14:
—————————–
Parent - Teacher Conferences Start (1:00 dismissal)
Danielle and Jose' Room 12, Grade 3
In our classroom we are doing a lot of math. Also we did a lot of stuff for Open House. In art we saved our clay sculptures and fired them. We also go to Mrs. Salter's to do science. We were working on rocks, and after that minerals.
What is a vampire's favorite holiday?
In our classroom we made spider webs to hang in the hall. Also we had a spider report to turn in on October 27, 2005. For Book Character Day Kayla is going to be a softball player, and Merissa doesn't know what she is going to be. The last field trip we went to was the Water Shed.
What do birds give out on Halloween?
* Spooky Jokes & Riddles!
* A Word Search!
* A Picture to Color
* A Spooky Crossword!
Chelsea and Jaylynn Room 15, Grade 2
We went to the zoo. We saw bats, cheetas, and sun bears. We study soil in science.
What does a skeleton order at a restaurant?
(Apologies to Danielle for misspelling her name in the Jr. Seahawk Newsletter last month! - Mr. Ahlness)
Stories, poems, articles, and great jokes from student news reporters at Arbor Heights Elementary School in Seattle, WA Editor: Mr. Ahlness
News from the classroom......
Haley and Jesse Room 1, Grade 1
Austin and Salinna Room 23, Grades 4&5
In our class we are studying bats. Come by and look at our bat cave. It's really cool. We are learning about microbats and megabats. We are excited about Book Character Day, because you get to wear costumes at school. It is very fun!
Why did the pumpkin roll down the hill?
Knock, knock Who's there? Boo Boo who? Sorry, I didn't mean to make you cry!
Knock knock Who's there? Pumpkin Pumpkin who? Knock knock Who's there? Pumpkin Pumpkin who? Knock knock Who's there? Pumpkin Pumpkin who? Knock knock Who's there? Orange Orange who? Orange you glad I didn't say pumpkin again?
This is a reading class. We are reading Hatchet by Gary Paalsen. We are working hard at math, multiplying and subtracting. We are making bats for our hallway for Halloween. We will have spiders, bats, and maybe ghosts for Book Character Day.
How does a girl vampire flirt?
Jennee, Alana, and Delaney Room 21, Grade 5
Our class has had kinder buddies three times already. We go every Tuesday. On Tuesday, October 11, we sewed pillows. Our kinder buddies went and picked a color. Then the fifth graders helped them sew the pillow together. One other time we were separating the money the school had made for the Katrina disaster. First graders also came up to our class, but we packaged the money.
In science for the past few weeks we have been working on land and water. We made a model of land and water, and we put hot water in the box we used next to sand, and then we put plastic over it, and put an ice pack on it. If you took off the ice pack, the plastic would drip cold water.
How do you mend a broken jack-olantern?
More classroom news......
Alex and Daniel Room 19, Grade 1
Elizabeth and Corey Room 13, Grades 3&4
We are excited because firemen are coming to our class and teaching us to put out fires.
We are kind. We learn how to read. We learn how to write. Soon we will have two birthdays in a row!
Knock, knock Who's there? Boo! Boo who? No need to cry!
For Halloween Elizabeth will be a vampire. Corey wants to be a Jedi. Book Character Day is fun because you get to show your costume. You get to have a party, too, at your classroom. That's why it is fun at Book Character Day. We also have a new teacher in our class. Her name is Miss Vail.
Knock, knock Who's there? Boo Boo who? Boo!! Did I scare you?
Even m m more ore ore classroom news......
Sahra and Sydney Room 9, Grade 3
Haydon and Emma Room 18 Super Stars, Grade 2
We made our twins out of paper. We painted and colored our twins to make them look like us. We put them at our desks when the parents came at Open House. We each did Aboriginal style art to put in the hall. We have learned a lot about Australia. In Powerful Writers we are learning to publish our writing
What do the birds sing on Halloween?
Last year our Book Character Day was good, and this year we hope it is great! Last year we had ALL sorts of GREAT costumes, like a guy that was in the business for the money, and Junie B. Jones, and a dead guy with a pet alien. We had all sorts of costumes again, because people are different, and they like different things. This year we hope we can see some of those costumes again, because we both love different things, and we really loved last year's so we hope we can have a great one this year!!
What would you get if you crossed a skunk with the Frankenstein monster? | 2,024 | 1,211 | {
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Blomquist Garden of Native Plants Virtual Tour Extension Activities
Tour Part 1 After the Video: Questions and Prompts
1. Here are 2 pictures of the Gothic Gate:
* What other shapes can you find?
* Can you find the Gothic arches in the metal gate?
2. In the video, there were pictures of 3 seasons on the Cherry Allée:
* What season is missing?
* Imagine what it could look like.
* What do you think it looks like in the fall?
* Draw a picture, write a description or tell someone what you think it might look like.
3. This is the view as you step through the gatehouse in the Blomquist Garden of Native Plants:
* What else do you observe?
* What are some clues that it's spring?
* How is this area similar or different from where you live?
4. This stream in the Blomquist is a habitat for many animals.
* What do living things need to survive as part of their habitat?
* What animals might live in or near this stream?
5. Why do you think wild ginger is pollinated by ants?
Blomquist Garden of Native Plants Virtual Tour Extension Activities
Tour Part 1 - Additional Research:
1. Learn More About a Native Plant
Here are some websites you could use in your research:
Pick a plant that is native to the Southeastern United States to research and map where it grows.
* https://www.nwf.org/NativePlantFinder
o This website allows you to type in your zip code and get a list of native plants to use
* https://projects.ncsu.edu/goingnative/
o This site has a focus on plants to support wildlife
After you have made a map of where the plant grows, make a list of questions about the plant you selected and see what you can learn about it. Here are some questions to get you started:
* What pollinates this plant?
* How are its seeds spread?
* How big does it grow?
* What kind of roots does it have?
2. Flowering Cherry Trees
The cherry trees growing in the Cherry Allée are flowering cherry trees. Research flowering cherry trees to find out:
* What is their native region?
* In what kinds of environments do they typically grow?
* How long do the cherry blossoms last?
* Do they produce fruits you can eat?
Blomquist Garden of Native Plants Virtual Tour Extension Activities
Tour Part 2 After the Video: Questions and Prompts
Find A Sit Spot: A sit spot is a special place outside that you choose. It's a place you can return to often, where you can settle in, be comfortable and use your senses to observe the world around you.
* Bring some paper and a pencil to record some of your observations with words or pictures.
* Tell someone else about your observations.
1. Look carefully at the plants you can see from your sit spot.
* How many different leaf shapes do you see?
* How many different shades of green do you see?
* Draw the leaf shapes.
2. Look at the trees.
* What does the texture of the bark look like?
* What is similar and different about the trees around you?
* If you can touch the tree trunk, what does the bark feel like?
* Which trees are deciduous? Evergreen?
3. Do you see or hear birds, insects or other animals?
* Make a list of the birds, insects or animals you hear.
* Draw the animals you see or make a list of them.
4. What else do you observe that is interesting to you?
Did you know that birders keep lifelong lists of the birds they see or hear?
5. Return to your sit spot at different times and on different days.
* Can you add to your list of birds, insects and animals that you can see or hear?
* Do you notice plants or trees that you didn't notice before?
6. Make the same observations from other places as you made from your sit spot. Add them to your record of observations.
* Take a walk around your neighborhood or a park or a garden
* Look out your window
* Choose a different sit spot
What are the similarities and differences in your observations from each place?
Keep on observing and enjoying time outside, and we hope to see you at Duke Gardens one day!
Tour Part 2 - Additional Research:
1. Carnivorous Plants
Different kinds of carnivorous plants grow in different places around the world. The venus fly trap is native to the coastal plains region of North and South Carolina. Several varieties of pitcher plants, as well as a carnivorous plant called a sundew, are also native to North Carolina. Pick a carnivorous plant to research and make a list of questions. What can you find out? Here are some questions to consider:
* What places does it live?
* What does it eat?
* What does its life cycle look like?
2. Lines of Latitude
The 36 th parallel passes through the Blomquist Garden of Native Plants. Find 3 states and 3 countries that the 36 th parallel passes through. | 1,815 | 1,046 | {
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Lesson 205
Egermeier's Story: None
Memory Verse: Hebrews 3:1b "…consider Jesus, the Apostle and High Priest of our confession." NASB
Scripture: Hebrews 5-10
Teaching Resource:
Bible Study Guide for All Ages Lessons 234-236
Doctrinal Emphasis: Hebrews 5-10 – Jesus, Our High Priest
Key Theme: Defining our High Priest and Savior
Chapter 5: The high priest of the Old Testament was from the line of Aaron. He was a man but with sin and weakness. He offered a sacrifice for sin for himself and on behalf of the people.
Christ is the perfect high priest according to the line of Melchizedek (see below in chapter 7), not of the line of Aaron.
The author discusses maturity of the believer. By this time, the Hebrews should have been teaching others. Instead, they were lacking the fundamental principles. An analogy of solid food versus milk follows discussing maturity.
Chapter 6: There is danger in falling away from fundamental teaching. Faith in Jesus is more important than works. Believers are heirs to the promises of God. God keeps His promises, and He does not change.
Chapter 7: Melchizedek was the king of Salem (peace), and he was also a priest. His name means "righteousness." He comes with no genealogy. There is no mention of birth or death. He was respected by Abraham who gave Melchizedek a tenth of his choicest spoils.
This is who Christ is. He is a priest and a king. Jesus is a perfect priest forever. He is holy, innocent, undefiled, and separate from sinners. He died once and for all with His death on the cross.
Chapter 8: Jesus is at the right hand of God the Father. Christ is our mediator. A new covenant is coming with nation Israel.
Chapter 9: The old covenant provided regulations regarding worship and the sanctuary. A description of the tabernacle is detailed. Priestly worship is noted.
Christ entered as a high priest by the sacrifice of His own blood, not the blood of animals. Because of His shed blood, He is the mediator of the new covenant. Christ will appear a second time for salvation.
Chapter 10: Yearly sacrifices of animals do not take away sin. Aaronic priests cannot take away sin. Only Jesus can. We have access to God the Father through the blood of Christ. For those who refuse the payment of sin via the cross, there will come a day of judgment. It is a terrifying thing to fall into the hands of the living God (v. 31). | 986 | 557 | {
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Using Your Community Compost
Your community compost is specifically for household food waste. Composting your food waste is a great way to significantly cut down on your household waste.
What goes in the compost?
The compost is for uncooked food and fresh plant matter. You also need to put in dry material. These two types of waste are called the greens and browns. Greens are the fresh waste and browns are the dead and dry material.
It is important to aim for a 50-50 mix of green and brown waste. Getting the mix right means that you are creating the right conditions for efficient composting.
YES to green waste such as:
YES to brown waste such as:
- Uncooked fruit and vegetable matter: peelings, cores, scraps – mouldy and rotten can also go in
- Tea bags (check for plastic!)
- Coffee grounds and filters
- Cut flowers and houseplant leaves
- Egg shells (including shells from boiled eggs)
- Bedding from rabbits, hamsters (i.e. pets that don't eat meat)
- Dead and dry plant material, such as twigs and woody prunings
- Woodchips/shavings (untreated wood only)
- Sawdust (untreated wood only, sprinkled in thin layers)
- Shredded/ripped up paper (office paper, brown envelope paper remove sellotape/plastic)
Please note: Chop up any big bits of vegetable waste, especially root vegetables, pumpkins, squashes and melons. Leaving large vegetables or fruits whole means they take much longer to break down and can cause problems in the compost.
- Ripped up cardboard (egg boxes, pizza boxes, toilet roll inners, brown cardboard – remove any sellotape/plastic)
- Wooden toothpicks, plastic-free cotton buds, cotton wool, pencil shavings
The green material adds water to your compost, and water is necessary to maintain the life of the microorganisms that work to break down the contents of the compost.
The brown materials provide an internal structure for the compost, meaning that air can access and water can pass through. Together, the greens and browns create healthy conditions in your compost.
Remember: You want to aim for 50-50 mix of greens and browns!
What to NOT put in the compost
- Cooked food and scraps from your plate
- Meat and dairy products
- Bread or pasta
- Large quantities of garden waste, especially cut grass, large branches and long stringy roots and twines
- Large amounts of newspaper
- Compostable plastic – it does not break down well
- Glossy or plastic-coated paper or card
- Nappies or wet wipes
- Cigarette butts
- Dog or cat waste, or cat litter
- Glass, metal, plastic – most of that can go in your recycling bin
Caring for your caddy
You can use a caddy to collect your kitchen waste, or any container with a lid.
You can just drop the food waste into your caddy as it is. Alternatively, you can line your caddy to make the cleaning of it easier. Here is what you can use:
- The lid of an egg box, placed in the bottom of the caddy
- Paper bags, such as what you get with fast food takeouts
- 1-2 sheets of newspaper (no more as they will clump together in the compost)
You should regularly clean your caddy/container. You can rinse it with water, or clean it with warm soapy water.
Taking your food waste to the community compost
When your caddy is full, it's time to drop the contents off to the community compost. Remember to lock the compost bin after yourself and scramble the lock, so that it can't be accessed by people other than those who know how to use it correctly.
Fruit flies
Small fruit flies are very common during the warmer months. They pose no harm to human health but can be annoying some compost users. They are usually only visible when the lid is opened. Large flies (bluebottles/blowflies) should not be a problem in the community compost, as long as you don't put in meat or dairy waste.
Fruit flies can be an indicator that the compost is too wet. You can help with this by making bringing in more "brown" material such as ripped up cardboard or shredded paper.
For more information, contact Compost Works at email@example.com | 1,604 | 916 | {
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Annotated Bibliography
Learning Disability in Reading
Bauer, J. (2012). Close to famous. New York: Scholastic. (Grades 4-8)
Close to Famous, by Joan Bauer
12-year-old Foster McKee has a dream of having her very own TV cooking show – and, oh, learning to read, which is a lot harder for her thanks to a learning disability. Foster learns to cook by relying on listening and memory because she couldn't read receipts. She applies this same kind of effort to learning to read. Her hard work and determination are an excellent example of overcoming a disability. She shows that her learning disability does not keep her from being successful and does not stop her from being a chef.
Hunt, L. M. (2015). Fish in a tree. New York, NY: Puffin Books. (Grades 6-8)
Fish in a Tree, by Lynda Mullaly Hunt
Ally has been smart enough to fool a lot of smart people. She covers her inability to read by creating clever yet disruptive distractions. She is afraid to ask for help but her teacher, Mr. Daniels, sees the bright, creative kid underneath the trouble maker. With his help, Ally learns not to be so hard on herself and that dyslexia is nothing to be ashamed of. This book is a great example of learning acceptance and not to be defined by a label. It shows how by the help of a dedicated teacher, a student was able to overcome their disability.
Lester, H. (2010). Tacky the Penguin. Houghton Mifflin Harcourt. (Grades Pre-K-2)
Tacky the Penguin, by Helen Lester
Tacky is an oddball, out-of-the-box thinker struggling to fit in with a colony of perfect penguins and learning how to think positively about his lack of "perfection." Students with dyslexia get the message early on that there's more than one way to be, to think, to read and to write. It teaches that differences should be valued and accepted instead of ridiculed. The text is presented in simple easy-to-follow sentences with occasional rhyme and repetition.
Betancourt, J. (1996). My Name Is Brain Brian. Scholastic Paperbacks. (Grades 6-8)
My Name is Brain Brian, by Jeanne Betancourt
Brian has always known he has some kind of problem with reading and writing, and he dreads the start of school each year because of it. He struggles with problems that the kids in his class see as clowning around, such as mixing things up and spelling letters backwards. In sixth grade, his teacher sees him write "Brain" instead of "Brian" and steps in to help. This book helps students understand why they think the way that they do and why they struggle with reading and writing and shows that they are not alone.
Stone, K. (2021). Everything is going to be K.O.: An illustrated memoir of living with specific learning difficulties. London: Anima. (Grades 9-12)
Everything is Going to Be K.O. by Jeanne Betancourt
Kaiya Stone writes about her own experiences of living with specific learning difficulties: from struggling at school to being diagnosed with dyslexia and dyspraxia while at university, to performing her own onewoman stand up show inspired by her journey. It shows her journey from high school through college, which gives the students reading it hope that they can be successful too. Kaiya calls for neurodiversity to be celebrated and stresses that instead of questioning how we are 'supposed' to think we should take pride in our cognitive difference.
Moore-Mallinos, J., & Fàbrega, M. (2014). It's called dyslexia. Hong Kong: Active Minds. (Grades Pre-K-3)
It's called Dyslexia, by Jennifer Moore-Mallinos
This book is written from a child's point of view who knows the alphabet, but she sometimes has trouble putting all the letters together to read words. No matter how hard she tries, she often mixes up the letters or writes them backwards. She's unhappy until her teacher explains that she has dyslexia, and that she can be helped to read and write correctly. Following each story are four pages of suggested activities that relate to the book's theme. A final two-page section offers advice to parents. A great source for educators, students AND the parents! | 1,621 | 933 | {
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Name: ____________________________
Fix the Misspelled Words
Circle the spelling word in each sentence.
If the word is spelled correctly, write CORRECT on the line.
If the word is spelled incorrectly, write the correct spelling on the line.
1. What would you like to study in collige?
1. _________________
2. Macy asked the teacher a question after class.
2. _________________
3. There are many legends about that creepy old manshin. 3. _________________
4. "I'm up for the challange!" Sammy said with a grin.
4. _________________
5. No camera could capture the beauty of that sunset. 5. _________________
6. The car passed the initial inspection at the auto shop.
6. _________________
7. Does a corection need to be made in this sentence?
7. _________________
8. The refrijerator in the kitchen was stocked with fresh food.
8. _________________
9. The wise merchant's fortune grew quickly in a short time.
9. _________________
10. In general, I do not like to drink any kind of tea.
10. _________________
11. This door hinje is squeaky; we need to oil it!
11. _________________
12. Take advantige of the extra day you have to study.
12. _________________
13. Jared needed loshin on his dry, itchy skin.
13.
_________________
14. Studying another culture is a great learning opportunity.
14. _________________
15. Sally is so excited for summer vacashion.
15. ________________
16.
Many people thought the scientist was a genious. 16. _________________
17. Rubies and emeralds are considered precious stones. 17. _________________
18. Dad wears glasses to improve his near-sighted vision. 18. _________________
19. Mark stood in line to feed the graffe at the zoo.
19. _________________
20. Ella will make a good teacher because she is patient.
20. _________________
Review Words
21. Make sure you offer your brother a sincere apology.
21. _________________
22. I hope you chouse to do the right thing.
22. _________________
23. Laughter is good medicine!
23. _________________
Challenge Words
24. Gracie wanted to chairish the memories forever.
24. _________________
25. The house was in shambles after the tornado.
25. _________________
ANSWER KEY
Fix the Misspelled Words
Circle the spelling word in each sentence.
If the word is spelled correctly, write CORRECT on the line.
If the word is spelled incorrectly, write the correct spelling on the line.
1. What would you like to study in collige ?
1.
college
11.
This door hinje is squeaky; we need to oil it!
11. hinge
12. Take advantige of the extra day you have to study.
12.
advantage
13. Jared needed loshin on his dry, itchy skin.
13. lotion
14.
Studying another culture is a great learning opportunity.
14.
CORRECT
23. Laughter is good medicine !
23.
CORRECT
Challenge Words
24. Gracie wanted to chairish the memories forever.
25. The house was in shambles after the tornado.
24. cherish
25. CORRECT | 1,592 | 720 | {
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7th Grade Summer Work 2022-2023
Hello Everyone! Welcome to 7th Grade Language Arts. Our Language Arts Teachers have put together a number of resources to guide you through your work for this coming summer. Please read the information below.
All work is posted on our webpage. Although we will be using Google Classroom this fall to organize our assignments and materials, for this summer we will be using a Google Site to share information, resources, and assignments with you.
Please complete 200 minutes on IXL 6th grade level under Language Arts by August 5th. I will periodically check your progress.
Link to the Google Site: https://sites.google.com/stmmhbg.org/olsenstallersummersite/home
Summer Reading Assignment: The Devil's Arithmetic by Jane Yolen & Night by Elie Wiesel Objective: Define various significant terms related to the novel and analyze characters from the story.
Assignment:
1. To Preview our topic, read the articles on Newsela www.newsela.com (use your school related gmail account) and complete the assignments that go along with them.
o Article 1: "Technology Preserves Holocaust Survivors' Memories" https://newsela.com/read/holocaust-survivors-hologram/id/48756/
[x] Along with reading Article 1, please watch the video that further explains the information from the article:
https://www.youtube.com/watch?v=WAQJgWz_7AY
o Article 2: "Holocaust Story on Instagram Hopes to Attract a Younger Audience" https://newsela.com/read/sharing-holocaust-new-generation/id/51586/
o Article 3: "Museum's Project Focuses on Articles About the Holocaust" https://newsela.com/read/holocaust-newspaper/id/17257/
2. Read The Devil's Arithmetic by Jane Yolen
3. Now, you are going to analyze various aspects of the text. Create a new Google Slides presentation entitled "Holocaust - Your Last Name." Complete the activities described below in your Google Slides and share with your teacher via email when you are done.
o Glossary: For each of the terms below, write the definition and then the page number on which you found it in the book. If all of your terms do not fit onto one slide, that is fine, just make sure each one is included in your Google Slides project.
0. Schnorrer --
6. Shmatte--
1. Goy –
2. Malach Ha-mavis –
3. Shtetl –
7. Kaddish –
8. Musselman –
9. Shul –
4. Sondorkommando –
10. Zugangi –
o Character Analysis Slides: Make a slide for each of the following characters. Then, discuss the role each character played in the story and his or her outcome at
the end of the book. You need to make a slide for every character with that information.
0. Hannah/Chaya
6. Rivka/Aunt Eva
1. Wolfe/Grandpa Will
2. Gitl
3. Yitzchak, Tzipporah, and Reuven
4. Rachel, Shifre, Esther, and Yente
7. Shmuel
8. Fayge
9. Commandant Breuer
10. Blokova
4. Read Night by Elie Wiesel
5. Now, you are going to continue your analysis on various aspects of the text. Create a new Google Slides in your recently created presentation entitled "Holocaust - Your Last Name." Complete the activities described below in your Google Slides and share with your teacher via email when you are done.
o Character Analysis Slides: Make a slide for each of the following characters. Then, discuss the role each character played in the story and his or her outcome by the end of the book. You need to make a slide for every character with that information.
0. Elie
5. Idek
1. Moishe the Beadle
2. Meir Katz
6. Mrs. Schachter
7. Yossi
3. Juliek
8. Rabbi Eliahou
o Themes: Select three (3) themes from those themes listed below. Write your interpretation on the importance of this message. Then provide a quote from the story including the page number on which you found it in the book. Create one slide for each theme and include an image for it. You must have 3 themes included in your Google Slides project.
1. Father-Son bond
5. Inner Struggle with Faith I
2. Power of Silence
3. Inhumanity of humans
6. Deception and Miscommunication
7. Importance of Remembrance
4. Importance of Hope
Make sure to see the example slides with full directions here:
https://docs.google.com/presentation/d/1mh9ARNz1lHUBeIBSz9P5mJufyfTaahDsUWvnmrwX Xw0/edit?usp=sharing
When you are finished, share your final Google Slides presentation with your teacher via email NO LATER than FRIDAY, AUGUST 12, 2022 at 12:00 P.M.
Please share all work with Mrs. Staller at email@example.com | 2,026 | 1,113 | {
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Your Safeguarding Policy
Your school has a Safeguarding Policy for staff, families and governors.
What is this?
This 'child friendly' policy is designed for young people and this should be read as a guide to the main policy. We have written it so it easier to understand and not as long as the main policy.
What is it for?
To help you decide what could be a 'problem' and where to get help and support.
Is someone bullying you?
You must tell someone at school so we can help you.
Examples of people you can tell are:
* Your Head Teacher or Principal
* Your ClassTeacher
* Your Mentor
* Your Safeguarding Team
* Your Learning Support Assistant
* Your Lunchtime Staff
* ANYONE who works in our school
Do NOT keep it a Secret!
Saying funny things to you
Has someone said something to you or have you heard something that you do not like or upsets you?
You must tell someone at the school so we can help you.
Examples of people you can tell are:
* Your Head Teacher or Principal
* Your ClassTeacher
* Your Mentor
* Your Safeguarding Team
* Your Learning Support Assistant
* Your Lunchtime Staff
* ANYONE who works in our school
Do NOT keep it a Secret!
Touching you
Has someone touched you on a part of your body like your bottom, chest, in-between your legs or anywhere else you do not like? Anywhere that your underwear covers or your swimsuit
You must tell someone at school so we can help you.
Examples of people you can tell are:
* Your Headteacher or Principal
* Your Teacher
* Your Mentor
* Your Learning Support Assistant
Trying to give you tablets, cigarettes, drugs or alcohol
Has someone asked you if you want a tablet or to smoke a cigarette, or have a drink of something and you do not know what it is?
Do not eat, drink or smoke what they are giving you.
You must tell someone at the school so we can help you.
Examples of people you can tell are:
* Your Head Teacher or Principal
* Your Class Teacher
* Your Mentor
* Your Safeguarding Team
* Your Learning Support Assistant
* Your Lunchtime Staff
* ANYONE who works in our school
Hitting, punching or smacking you
Has someone hit, punched or smacked you or hurt you in anyway?
You must tell someone at the school so we can help you.
Examples of people you can tell are:
* Your Head Teacher or Principal
* Your Class Teacher
* Your Mentor
* Your Safeguarding Team
* Your Learning Support Assistant
* Your Lunchtime Staff
* ANYONE who works in our school
If in doubt, talk to someone. There are many staff at school for you to talk to and they will help support you.
The four main areas of Child Protection concerns are:
1. Physical Abuse – hitting, smacking, shaking, throwing, burning, biting etc
2. Sexual Abuse – be aware this doesn't always mean actually touching a child. It could be someone making you watch things to do with sex or encouraging you to act in an inappropriate way.
3. Neglect – this means things like not providing meals or warmth or clothing. Or perhaps not taking you to the Doctors when you need to go. There may be lots of different reasons why a child is neglected and it is really important that we know so we can help.
4. Emotional Abuse – This means when someone upsets you or makes you feel bad. If someone in your family says horrible things to you and makes you feel sad and worthless.
Just are just a few examples for you and if you think you may have a problem that is similar to one of these then talk to someone to check.
How does your school work to protect children?
There are lots of different ways, but one of the main ways is making sure the staff here at your school know how to keep you safe and also make sure you have someone to talk to if you need to.
The staff at school are here to support young people and their families if there is a Child Protection concern.
Safeguarding and Child Protection mean we look after children and keep them safe.
Staying Safe TOP 10 TIPS
1) Do not talk to strangers
2) Do not accept presents from strangers
3) Always tell someone you trust where you are going
4) Only have people you know on your social media site or on gaming sites
5) If you are worried about the way someone around you is behaving, talk to an adult you trust or ring Childline on 0800 1111.
You can also speak to www.kooth.com
6) Never give out information about yourself online
7) Never get into a vehicle with someone you don't know
8) Be a good friend and look out for each other
9) Ask for support if you need it and know there are always people who are there for you
10) No one should ever make you feel uncomfortable and tell you to keep it a secret
Talk to someone
What are the next steps?
Sometimes a member of staff at your school will need to check things with the Safeguarding Team and then if they can deal with the issue themselves, they will.
There are times though when they may need to contact some other agencies for support. These may be Children's Social Care (Social Workers) or Police.
There are lots of other agencies who support children and their families as well.
Your Safeguarding Team will talk to you and explain all of this and you can always go and ask them questions if you are unsure about anything. | 2,042 | 1,166 | {
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Interrupting Bias: Calling Out vs. Calling In
Calling Out:
* When we need to let someone know that their words or actions are unacceptable and will not be tolerated
* When we need to interrupt in order to prevent further harm
* Will likely feel hard and uncomfortable, but necessary
* Allows us to hit the "pause" button and break the momentum
| Wow. Nope. Ouch. I need to stop you right there. | That word/comment is really triggering and offensive. Be mindful and pick a different word. |
|---|---|
| Okay, I am having a strong reaction to that and I need to let you know why. | I don’t find that funny. Tell me why that’s funny to you. |
| Hmmm.. maybe you want to think this one through a bit more and speak about it later. | I need you to know how your comment just landed on me. |
| Is (sex, gender, race, class, ethnicity, religion, ability, immigration status, body type, marital status, age) relevant to your point? | It sounded like you just said ___. Is that really what you meant? |
| It sounds like you’re making some assumptions. | You may or may not realize this, but you’re talking about me/my story/my identity markers. |
Remember, it is a powerful thing for people who experience oppression to hear these words from the mouth of someone with more social privilege.
Adapted from Oregon Center for Educational Equity: What Did You Just Say? Responses to Racist Comments Collected from the Field
Interrupting Bias: Calling Out vs. Calling In
Calling In:
* When there is an opportunity to explore deeper, make meaning together, and find a mutual sense of understanding across difference
* When we are seeking to understand or learn more
* When we want to help imagine different perspectives, possibilities, or outcomes
* Provides for multiple perspectives and encourages paradigm shifts
* Focused on reflection, not reaction
| I’m curious. What was your intention when you said that? | What sort of impact do you think your (decision, action, comment) might have? |
|---|---|
| How might someone else see this differently? Is it possible that someone might misinterpret your words/actions? | How is ___ different from ____? What is the connection between ___ and ___? |
| What criteria are you using to measure, assess, or come to that conclusion? How did you decide/determine? What evidence exists? | What factors do you think led to this outcome? What challenges might be present that you may not be considering? |
| What do you assume to be true about ____? | What other approaches have you considered? |
| Why do you think that is the case? | Why do you think others have or have not moved in that direction? |
| Why did the result or response cause a problem for you? | What would other stakeholders say, think, or feel? |
How might we call out the behavior, while calling in the person?
Adapted from the School Reform Initiative Pocket Guide to Probing Questions | 1,150 | 654 | {
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l SCREAM!!! If Someone Grabs You: 5
l Run to the nearest house or business place.
l Break free and run.
l Tell them what happened.
l Try to remember the description of the person who bothered you.
l Call your parents or police.
We in the General Assembly who make the laws feel education is an important tool in fighting crime. Crime prevention is not solely a police responsibility.
The suggestions contained in this brochure are based upon the experiences of victims in cases investigated by the Pennsylvania State Police. If practiced, they will greatly reduce your chances of becoming the victim of an accident or attack.
We are especially concerned with protection of youngsters because you are so often the victim of accidents and criminal attacks. In order to protect you, law enforcement officers need your help and cooperation. You, the potential victim, play the most crucial role in crime prevention. By following a few simple rules, you can avoid most injuries and dangers.
State Representative
51 ST Legislative District
MATTHEW D. DOWLING
HARRISBURG OFFICE:
53B East Wing, P.O. Box 202051 • Harrisburg, PA 17120-2051 Phone: 717-783-5173 • Fax: 717-782-2963
DISTRICT OFFICES:
Fayette Chamber of Commerce Building 65 West Main Street, Suite 200 • Uniontown, PA 15401 Monday – Friday, 9 a.m. – 4:30 p.m. Phone: 724-438-6100 • Fax: 724-438-6104
Meyersdale Community Center
215 Main Street, Meyersdale, PA 15552 Every Tuesday, 10 a.m. – 4 p.m. Phone: 814-634-4390
Confluence Community Center
711 Logan Place, Confluence, PA 15424 1st and 3rd Thursday of the month, 10 a.m. – 4 p.m. Phone: 814-634-4390
Ohiopyle Stewart Community Center
15 Sherman Street, Ohiopyle, PA 15470 2nd and 4th Thursday of the month, 10 a.m. – 4 p.m. Phone: 814-634-4390
www.RepDowling.com email@example.com www.facebook.com/RepDowling www.twitter.com/RepDowling www.instagram.com/RepDowling
(6-06)
HEYKIDS | 1,054 | 536 | {
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Some ideas
`Hide' a small object under one of three or more plastic cups. Ask the pendulum to give a 'yes' response when it falls above the cup hiding the object.
Shuffle a pack of playing cards and place them face down on a table. Ask the pendulum to give a 'yes' response for red suits. Place red and black cards in two piles as sorted by the pendulum. Then check the accuracy. Obviously this won't be 100%, so don't stress; but it may be more accurate than just a random selection.
Using your pendulum
Check out foods that are beneficial for you. Hold the pendulum over the food and ask; 'is this apple (or whatever) good for me?'
Dowse other crystals to see which you need at this present time.
Find lost objects by dowsing over a rough plan of your home, for example.
Check out which remedies may be good for you, Bach flower or herbal remedies for example.
Dowse face creams, toiletries etc for possible allergic reactions.
If you offer healing, ask the pendulum first whether it is right for you to try to heal a particular person at this time.
The possibilities are endless. Always remember though to phrase questions carefully. The pendulum can only respond 'yes' or 'no'
© Angela Moore 2007
The Simmering Cauldron
www.thesimmeringcauldron.co.uk
An introduction to
Pendulum Dowsing
Pendulum dowsing
Pendulum dowsing is a form of divination. As such, it is just one way of putting us in touch with our own intuitive wisdom. In a world which values the rational, the logical and the scientific over and above intuition, imagination and creativity, pendulum dowsing is a simple and easily accessible way of awakening these latent skills. We all possess these skills to a greater or lesser degree, and whether you choose to call it the `higher self, divine power, spirit, or any one of a number of names, depending on your belief system, we can tap into this knowledge.
Making or buying your pendulum
A pendulum is simply a weight on a length of cord, string or chain. The weight can be anything; a coin, a ring or a crystal! As long as it is suspended from a single, central point which allows it the freedom to swing in any direction, it will work. Having said that, a pendulum will work better for you if it is an object of significance which has some personal meaning for you. For this reason, many folk choose to use a crystal to which they are drawn.
It is important to try out any pendulum. Some crystals will work more readily for you than others. Any retailer worth their salt should understand this and not take offence if you try every pendulum they have in stock and walk away without buying anything!
Using a pendulum
There is no right or wrong way; no right or wrong hand, despite what some writers may say! It's all a matter of experimentation and finding what is comfortable for you. Try simply holding the pendulum at the end of the chain by the thumb and forefinger. Alternatively, suspend the chain over the index finger at the top of a loosely clenched hand. Experiment with the length of chain too. Any excess should be held in the hand rather than allowed to dangle down and interfere with the swing of the pendulum.
www.thesimmeringcauldron.co.uk
Getting answers
Holding the pendulum comfortably, ask in your head for the pendulum to show you a 'yes' response. It may sometimes be easier to start from allowing the pendulum to swing gently back and forth, rather than from stillness. As you focus on a 'yes' response, the direction of the swing will change. Often a 'yes' response is a clockwise circling movement, although this may vary depending on the person and the crystal.
To check this, try asking questions to which you know the answer is `yes'. For example; "is my name Bill?"; "is it Saturday today?"
Once the 'yes' response is established, follow the same pattern to obtain a 'no' response. The usual direction for this is either an anti-clockwise circle, or a back and forth motion. Establish the 'no' response by asking questions to which you know the answer is negative.
An Attitude of mind
It is far better to approach working with a pendulum in a playful frame of mind! Don't stress over 'getting it right'. We have met many folk who come to try out a pendulum, having been convinced somehow that they can't dowse! Almost as soon as these people pick up a pendulum, the tension in the shoulders becomes visible and the arm holding it becomes rigid. Needless to say, failure is the result, seeming to confirm their inability. All that is needed is relaxation! For this reason, early experiments with your new pendulum should be treated as a game!
When you have bought or made your pendulum, get it used to being around you. Carry it with you; put it under your pillow at night, talk to it, even!
Practice with it in the spirit of fun!
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Everyone can help
It was once common practice to flush these medications down the toilet. Your doctor or pharmacist may have directed you to do this. We now know that these substances are bad for our environment - the ground, water, and air around us. One very important thing everyone can begin with, however, is to take medications as directed and finish the prescription when directed to do so by your doctor.
While these compounds may be detected at very low levels in source waters, people regularly consume and use these products a higher concentrations through medicines and other sources. While research has not shown human health implications from consuming low levels that may be found in the environment, we should be reminded of how precious our source waters are and the need to protect them from harmful substances. As a society we should encourage policies that protect our waters from contaminants of all kinds.
brought to you by:
The City of Madison Water and Wastewater Department.
PO Box 308 401 S. Highland Ave. Madison, SD 57042-0308
email firstname.lastname@example.org
On the web www.cityofmadisonsd.com
This document is not copyrighted and may be copied, printed, and freely distributed to the general public as long as it is not edited or altered from it's original format
Pharmaceuticals and Personal Care Products in our Drinking Water and Environment
An informational guide.
Properly dispose of pharmaceuticals and personal care products!
What are these medications?
Outdated or leftover prescription drugs and personal care products should be disposed of properly.
Water professionals have the technology today to detect more substances– at lower levels– than ever before. As analytical methods improve, pharmaceutical compounds and personal care products are being found at very low levels in many of our nations lakes, rivers, and streams.
The fact that a substance is detected in water or the environment does not mean that it is harmful to humans. What is of concern is that it may interfere with reproduction and growth in aquatic organisms, and of increasing bacterial resistance to antibiotics. Research to date has not demonstrated an impact on human health from pharmaceuticals and endocrine disrupting compounds in drinking water (both tap water and bottled water).
Medications (also called pharmaceuticals) include prescription drugs such as hormones ( birth control pills, estrogen replacement drugs, etc.) , antidepressants, and antibiotics; over the counter medicines such as pain relievers (aspirin, ibuprofen, etc.), cold and flu remedies, antiseptics (germ killing liquids); and veterinary medications.
These medications get into the environment.
How do these medications get into the environment? Studies have found very small amounts of medications in surface water bodies (streams, rivers, lakes) across the country. Medications enter these water bodies from various sources that include animal feedlots, land application of organic materials and, also, wastewater treatment plants that treat residential, commercial, and/or industrial wastewater.
There are two ways that medications enter the sewer system and wind up at a wastewater treatment plant: (1) excretion by the human body in urine and feces and (2) disposal of unused or expired medications down the toilet or drain. Wastewater treatment plants are designed to remove conventional pollutants such as solids and biodegradable
materials; they are not designed to remove man-made pollutants such as medications. Therefore, one way to reduce the level of medications in surface water bodies is to reduce the amount of medications entering the wastewater treatment plant. This can be done by educating residents and health care professionals that unused or expired medications should not be disposed of down the toilet or drain.
Options to dispose of the medications.
* Take them to a hazardous waste collection center.
* Put them in a sturdy and secure sealed container and dispose of them in the trash.
Use the original container and "treat" by adding water then dirt, ashes, cat litter, or salt. Then wrap in several layers of duct tape or masking tape. Hide these medications with an additional outer layer of paper or plastic bag to conceal in trash. Modern landfills are designed not to leak contaminants to the environment.
More information is available at the following website: http://www.epa.gov/ppcp/
What is being done?
The scientific community continues to monitor and study this problem and its' impact on the environment and the human population. The EPA has recently developed three new methods to detect and quantify pharmaceuticals in wastewater, and has analyzed 287 pharmaceuticals for possible inclusion on a draft list of candidates for regulation under the Safe Drinking Water Act. | 1,984 | 927 | {
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Make Summertime Reading Fun for Children and Teens
ENCOURAGE THEM TO VISIT CHILDREN'S AUTHOR'S WEB SITES.
Many authors have created their own Web sites that contain information about their books, interactive games children can play, articles, artwork, and more. Make a point to introduce some author's Web sites to your children this summer -- either at home or at the library (most public libraries have computers with Internet access) -- to get them excited about reading. Then, check out some library books by those authors to read at home together. For a listing of author Web sites, visit the Children's Literature Web Guide at: www.ucalgary.ca/~dkbrown/authors/html.
GO BEYOND THE DISPLAY AREAS AT THE LIBRARY -- VISIT THE STACKS! Children (and adults) tend to be drawn to the books on display at the library. This is fine, but parents/guardians and children should ask themselves, "Are there other books by this author?" Find out by looking in the stacks for those "hidden treasures."
PROVIDE READING MATERIALS OTHER THAN BOOKS.
Summer is a perfect time for encouraging youth to think about other kinds of reading, such as puzzle books or magazines written for a young audience, such as Sports Illustrated for Kids, National Geographic World, Highlights for Children.
LET THEM CHOOSE.
Throughout the school year, children and teens have a lot of required reading. During the summer, give them some leeway and encourage them to choose their own titles, for a change. You may be surprised at the new interests they develop!
LINK BOOKS TO SUMMERTIME ACTIVITIES.
Children enjoy stories they can relate to; for example, a child who has a puppy at home may enjoy reading books about dogs. Similarly, if you take young children to an arboretum, they may enjoy reading a book that relates to this experience, such as a book about plants or flowers. When possible, make connections between family field trips and books.
GOING ON A CAR TRIP? TAKE ALONG BOOKS ON TAPE!
Children of all ages and teens can benefit greatly by listening to books on tape in the car. By listening to stories, children are exposed to new words and use their imaginations to picture what is happening -- great exercise for the brain!
HELP YOUR TEEN FIND INTERESTING BOOKS TO READ.
Encourage your teen visit the Young Adult Library Services Association (YALSA) Web site at www.ala.org/ala/yalsa to find some "popular picks" for a teen audience. Like young children, teens need to keep reading...all year long!
Sources: Make Summer Reading Fun for Kids by Laura Minnigerode at www.folksonline.com/folks/hh/educ/sumread.htm; Summer Reading for Elementary Kids by Kimberly K. Keith at www.childparenting.about.com; Summer Reading Tips for Parents at www.ldonline.org; and The Children's Literature Web Guide at www.ucalgary.ca/~dkbrown/authors.html | 1,370 | 621 | {
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Sharing your EnviroTrek
Lunchtime at the Massachusetts Envirothon
The testing is over. It's a good time to unwind, meet new friends from all over the state, and share stories about YOUR Envirothon year:
Here's how it works:
* close encounters with soil, water, trees, wildlife
* people or places that matter in your neighborhood
* a project you are planning or doing in your community
* your Current Issue research
You might:
* print out photos, photos, photos that show what you did
* spread out your maps and other presentation visuals
* give others an experience of your Trek as well as a description
* share a burning question or point of view, then listen to others' perspectives on it
* bring an object that expresses a key idea to start a conversation
* bring a sensory sample from your Trek - sights, sounds, smells, tastes, touches
EVERY TEAM is invited to share experiences from their EnviroTrek – their Envirothon year – at lunchtime at the Envirothon. It's as easy as spreading out your Current Issue presentation materials. You will be amazed at all the ideas and places that will be represented!
YOU ARE ENCOURAGED to share something about the places that matter to you as well as your stories and projects. You can use objects, samples, activities, and photos - as well as words - to start the conversation.
Several All-Star EnviroTrek stories will be featured on the Mass Envirothon website.
Your team works hard, plays hard, meets new people, finds new places, tries new experiences, gets wet, gets dirty, gets tired, designs a t-shirt, stays up late to prepare, and generally has a good time through the year as you get ready for the May Envirothon. This is your EnviroTrek!
During the EnviroTrek Lunch, each team has a home table. At each table, two or three "home team" members share their team's experiences with "visitors" from other teams.
The place buzzes with stories, ideas, opinions, and concerns as each home team shows and tells about their experiences, and visitors offer their own questions and views.
Visitors move from table to table, and the process begins again. Team members take turns sitting at the home table and visiting other tables.
EVERYONE at the Envirothon - teams, judges, coaches, volunteers, sponsors - is welcome to join in!
To prepare, you might:
CHOOSE some funny stories to tell, or pictures, from your Envirothon year.
SIMPLY BRING your Current Issue presentation materials (maps, photos, documents) and be prepared to share what you discovered.
PLAN a fun, powerful way to introduce your community and any projects you are doing there.
CREATE a simple, one-page handout, a way people can remember you.
Questions? Contact Will Snyder at firstname.lastname@example.org | 1,123 | 612 | {
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Art Conservation and historical processes
While it may be easy to appreciate the talent of an artist who created an Old Master painting, few museum visitors will be familiar with the materials the artist used
or the techniques involved as paint was applied to the canvas. Yet each step is critical to the unique appearance of the finished work of art. By next fall, however, art lovers will be able to learn about these things, and in the process gain a deeper appreciation of Old Master paintings, through an in-depth, interactive website now being developed by paintings conservators Kristin deGhetaldi and Brian Baade at the University of Delaware.
The two-year project is being funded through a Samuel H. Kress Foundation grant, and the website will focus on 12 Old Master paintings, by different artists and from different eras, in the Kress Collection. The Kress Collection encompasses more than 3,000 works of European art donated to dozens of regional and academic art museums throughout the United States between 1929 and 1961.
The website will build on physical reconstructions of six Old Master paintings that Kristin, who is pursuing a PhD in Preservation Studies at UD, and Brian, an assistant professor in art conservation, completed over the past few years. The reconstructions, deliberately left unfinished, reproduce consecutive layers of the original paintings, allowing a viewer to see and understand the steps the artist took to build up the original. Six additional paintings will be reconstructed digitally, and all 12 will link to webpages that explain the materials, process, and techniques used by each artist.
To create the reconstructions, Kristin and Brian conferred with conservation scientists, art historians, conservators, and the published conservation literature. In some cases, when information about a painting was not readily available, they traveled to do material analysis themselves, on site. In July, for example, they visited the Philbrook Museum of Art in Tulsa, Oklahoma, to study Taddeo di Bartolo's Madonna and Child, which dates to about 1410. Kristin and Brian are being assisted by
PhD Art History students Isabel Oleas and Katrina Greene, who recently helped examine Bartolomeo Vivarini's St. Bartholomew (circa 1485) at the Allentown Art Museum in Allentown, Pennsylvania. Undergraduates enrolled
ARTC Spotlight: October 2013
in UD's art conservation program are also participating. The website is scheduled to go live in fall of 2014. A five-day workshop for curators of museums holding part of the Kress Collection is scheduled for next August, and downloadable education packets are being developed for grades K-12, adult learners and scholars.
The University of Delaware's Art Conservation Department educates and trains professional conservators in the treatment, analysis, documentation, and preventive conservation of individual artifacts and entire collections. Our students are powerful public spokespersons for cultural heritage and its preservation. For more news about our students and other department activities visit our web site at www.artcons.udel.edu.
Top: UD Assistant Professor Brian Baade examines a 15th-century panel at the Allentown Art Museum; Above: Bartolomeo Vivarini's St. Bartholomeo, tempera/gold on panel, c.1485. Insets: X-ray fluorescence spectra for (from top) vermilion, a likely organic red lake pigment, lead white, and gold leaf over red bole; Left: The Bruker handheld TRACeR III-V series XRF setup. | 1,521 | 718 | {
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THE VILLAGE BIRDING LIFE
"Not all Blackbirds are Black"
by HSV Audubon
Saying that you saw a blackbird is similar to saying you saw a duck. Most curious birders will wonder, "what kind blackbird/duck did you see?" The problem is that most people think that a Blackbird is a specific bird when actually it is a family of birds. There are 21 species in the Blackbird family in N. America. The most common in HSV and throughout the U.S. is the Redwinged Blackbird. Other Blackbird family members often seen in the Village are Common Grackles and Brown-headed Cowbirds. All are present year around. Most of the Blackbird species gather in large flocks during migration periods. These flocks, often of mixed Blackbird species, can numbers in the 10's of thousands.
The male Red-winged Blackbird, a mostly black bird, can be identified by it's bright redshoulder patch during breeding season. Later on the patch diminishes but still has an orange/ yellow color. The male Brown-cowbird is black with a brown head. Grackles appear black but actually have a lot of deep blue/purple color in their feathers. Their long tails are a primary ID marker. The females of each are more of a drab brown color.
The Brown-headed Cowbirds have a unique behavior that dismays much of the birding community. They are parasitic nesters which means that Mrs. Cowbird searches out the nests of other species in which to lay her eggs; at that which point the Cowbirds are free from any parenting responsibility. To make it worse, the cowbird babies are big and hog most of the food in the nest at the mortal expense of the host species babies. Life is not fair.
Surprisingly, some very closely related members of the Blackbird family are among the most colorful- the Orioles. The bright black and orange Baltimore is the one of the most colorful of all birds. Baltimores migrate through theVillage in the spring. While not common, some of our Audubon members see then at their hummingbird feeders. Although Baltimores nest in places along the Arkansas River, they don't nest here. However, their slightly less colorful rust and black colored relative, the Orchard Oriole does. The female Orchard and the 1st year male Orchards are a yellowish color and look nothing like the mature male The young male is the same color as the female but has a distinct black V-shaped bib.
Meadowlarks are another member of the Blackbird family that are colorful. Although they are uncommon in the Village, they are common in the Goosepond and Danville farm properties that are surrounded by the Village.
As always HSVBIRDS.ORG has a lot of information about everything you'd like to know about birds and some of Nature's other wonders. HSV Audubon meets the 2nd Friday of each month, except July and August, at 10:00 at the Coronado Center. Guests are always welcome.
Photos by Vic Prislipsky | 1,085 | 662 | {
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LED Thermometer Lab
Summary: This exercise provides an introduction to temperature transducer measurement as well as data acquisition. The LED Thermometer Lab is designed as a laboratory or at-home experiment. Low Cost National Instruments Data Acquisition products are used to provide a power supply and measure data from a temperature sensor IC.
LED Thermometer Lab Using National Instruments Low Cost Data Acquisition
Introduction
One common measurement that scientists and engineers like to make is temperature. For example, it may be necessary to record the temperature of a biology experiment, a heat testing chamber for electronics, or a jet engine.
In order to convert temperature information into electrical form, a transducer is needed. A temperature transducer is simply a sensor that will allow the user a mechanism to detect a temperature change (increasing or decreasing voltage, current, resistance, etc).
During this exercise, the experimenters will use the integrated circuit LM34CZ temperature sensor to output a linear, temperature dependent voltage. This voltage will be digitized by a Low Cost USB DAQ so that measurements can be taken on a computer. Finally, a LabVIEW virtual instrument (VI) will be created in order to visualize sampled data and control several LEDs.
.
Theory
One method to measure temperature involves using an integrated circuit transducer such as the LM34CZ. This IC will generate a voltage that is linearly proportional to the measured temperature. Compared to other measurement methods, ICs provide an extremely linear output with very little error. They are also one of the simplest temperature sensors to connect and use. Below are several views of the LM34CZ in a TO-92 package:
Figure 1
As you can see, the LM34CZ is a three-terminal device. Two pins are used for power (+Vs and GND), while the third pin is used to output a temperature dependent voltage.
Since the LM34CZ outputs a voltage that is linearly dependent with temperature, it is easy to compute measured temperature from sensor output voltage or vice versa. In fact, the LM34CZ ideally outputs exactly 10mV / deg F.
To visualize this relationship, a graph sensor output voltage vs. temperature can be plotted using LabVIEW:
Hardware and Software Required
1. (4) red LEDs
2. (4) 220 Ohm resistors
3. LM34CZ temperature sensor IC
4. National Instruments Low Cost USB DAQ
5. LabVIEW 8.0 software
Laboratory Exercise
During this exercise, the experimenter will construct an LED thermometer that resembles the following:
1) In order to create the LED thermometer output, Connect LEDs and resistors to the digital output lines of the Low Cost USB DAQ as shown below. Each LED will be programmed to light up when the temperature exceeds a certain threshold.
2) To measure the temperature, connect the LM34CZ IC to the Low Cost USB DAQ as shown below. Note that the +5V supply needed by the IC can be obtained directly from the National Instruments USB 6008 or 6009.
3) Using the DAQ Assistant Express VI, create the following LabVIEW block diagram. In this virtual instrument (VI), temperature data is acquired using the Low Cost USB DAQ, scaled, and displayed on a chart. The temperature measurement is also compared with several thresholds. Once the temperature exceeds each threshold, a corresponding physical LED and front panel LED will light up.
4) Run the VI and adjust the threshold levels so that several LEDs light up. Warm up the temperature sensor by squeezing it with your fingers and observe the rise in measured temperature on the front panel chart. You have now succeeded in creating an LED thermometer | 1,673 | 746 | {
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Teaching Tips Crafted from Common Mistakes Mistake #7 'Going it Alone': Schooling all by yourself
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
News for H.O.M.E. May, 2001 A service to home educators across the world from H.O.M.E., Inc.
Many of us have the mistaken concept that when we take on the responsibility of homeschooling, we must do it all by ourselves. This may be rather simple to do when children are young, but as they mature, subject matter gets more complicated and the skills and talents of our children aren't always the same as ours. We have the option of teaching them what we know and then letting them just read their way through the rest, or we can seek help from other sources. For instance, if you have never taken a chemistry course, but have the time and desire, you and your child can learn chemistry together. However, if you are homeschooling several children at once, your time might be better spent placing your chemistry student in a class equipped with lab and instructor. Keep in mind, we don't have to know everything in order to provide our children a well-rounded, quality education: we just need to be resourceful.
Here are some suggestions:
1. Trade off: In this situation, homeschooling parents work together to teach classes in which they excel. For example, one mom teaches sewing to three families of girls, then the other mom teaches music lessons. Simply find someone with skills other than the ones you possess, and trade. I've used this method quite successfully for the past three years and we all have benefited greatly.
2. Hired tutors: Math and science often call for hired tutors when the content reaches high school level. College students of a science or math major, retired teachers, or friends with expertise are possibilities. To lessen the cost, let three or more students participate in the tutoring session and divide the cost. The group should meet at least twice per week. The key to success with tutors lies in the careful selection of the tutor and the consistency of course content and pace.
3. Hired teachers for classes: If you want an art class, find a local artist to teach it. If you need a computer class, find a computer expert to teach it. As homeschoolers you have flexible hours, so classes can meet on Saturdays or weekday evenings if necessary, to adjust to the teachers' schedule. This is not a costly approach since every one splits the cost (an art class could have 10-15 students). We experienced an excellent art program this year taught by a local artist at a nominal fee because 12 students split the cost.
4. Apprenticeships: Again, with flexible scheduling you can arrange for you child to learn skills and gain knowledge by allowing your child to assist a friend of the family on the job. Choose an industry that interests your child and let them spend large quantities of time learning from the expert. An apprenticeship is not a job (there is no pay) but a hands-on learning experience. For example, working in a greenhouse is a great way to learn botany and plant care.
5. Fun days: Some homeschool support groups are large enough to provide an array of courses for a minimal fee. One friend organized such a day to meet every Wednesday and offered courses throughout the day such as art, drama, physical education, science labs and choir. These courses may last a semester or an entire year and are relatively inexpensive.
6. Multi-media: Of course, when the subject matter just isn't your forte, you can always resort to audiocassette, videotape, CDs or internet classes for further instructional help. The Internet offers an array of free online courses in almost all subject areas (including foreign languages) and across all grade levels.
7. People resources: Don't forget to notice the wealth of resources around you such as grandparents and other relatives, neighbors, or friends. For example, my mother taught oil painting, my sister-in-law worked with the children on 4-H projects and nature studies and my dad taught high school agricultural courses to both of my boys. In addition to receiving a well-rounded education, they made special memories with family members.
8. Private schools: Occasionally, private schools will permit homeschooled children to enroll in one or two classes, especially at the high school level. This could be another way to achieve higher level courses or fine arts subjects such as art, drama and music.
Trudy _____ 306 Rockhill Road, Purvis, MS 39475 1-601-794-8450 office firstname.lastname@example.org 1-601-794-5054 fax | 1,758 | 942 | {
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International Entrepreneurship Educator's Programme
Entrepreneurial Learning - Pedagogical Note Series
17. Use of Organisations as Networks
1. What is Use of Organisations as Networks?
All organisations can be described in terms of networks of relationships. Independent business management, for example, can be characterised as a process of managing interdependency with a range of stakeholders (customers, suppliers, financiers, professional services, staff, family, competitors and so on). The same concept can be applied to all organisations. The aim of this pedagogical exercise is to get participants to see new ventures as a process of negotiation with all key stakeholders.
2. How is the exercise constructed?
Participants are given an event to organise, preferably one that involves some risk and uncertainty. This can be a business, social enterprise and other (public) activity. They are first asked to identify all the stakeholders, internal and external, who will impact on the success or otherwise of the venture. They are then, using empathy, asked to personalise the key players as far as possible and identify attitudes towards the venture. In particular they are asked to identify: the nature of the interest of the stakeholder in the venture; the benefits to the stakeholder that will be recognised and unrecognised; what exactly they want from the stakeholder; the reasons why the stakeholder might buy into the venture; why they might oppose it; and the importance of the support or otherwise of the stakeholder to the success of the venture.
Having done this for key stakeholders participants are then asked to: assess who might be most supportive of the project and who will be most negative; consider the relationships between the stakeholders if any; identify who among the probable supporters might be used to influence those who have reservations or are likely to oppose. Finally the exercise can be carried forward in reality – if it is a real venture – or by a process of simulation and role play. Strategies for negotiation are developed and played out providing consideration of use of different forms of communication.
Among examples that can be used are: the organisation of a local pop concert for charity; the development of a social enterprise focused upon providing disadvantaged women with families with a greater capacity to find employment or a conventional business start up.
3. Relevance to Entrepreneurial Learning
The emphasis is upon relationship learning and education of stakeholders and the development of trust-based relationships. The focus is upon doing things through people.
4. Outcomes
There will be enhanced capacities to: see all ventures as sets of relationships to be developed; build trust based relationships; develop strategies to build effective networks: and use negotiation skills. | 1,154 | 528 | {
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Joshua 21
Joshua 21.1-40 – Do not read
The Levites asked for their cities
-They were given 48 cities scattered throughout the 12 tribes
Notice: The list of the 48 cities in Joshua 21 does not exactly match the list of the 48 cities in 1 Chronicles 6.54-81
-What is the reason for the differences? The names of some towns changed over the centuries (date for Joshua: c. 1400-1350 B.C.; date for 1-2 Chronicles: about 536 B.C. – the return from the Babylon Captivity), and some towns were probably abandoned
Crystal Lake, Illinois, originally came from two towns: Crystal Ville and Nunda
-Crystal Ville changed the name to Crystal Lake, and Nunda changed its name to North Crystal
Lake, and finally in 1914 it was all combined into a new town called Crystal Lake
If the lists in Joshua 21 and 1 Chronicles 6 were exactly identical, what would people say today about the Bible? It was all made up, because you would never find a list of 48 cities with identical names after 700-800 years
-Many times people who know very little about the Bible make really stupid statements that it is just another man-made book
Like the guy who said that the Old Testament is false, because there is no way that the Israelites would have dragged Noah's ark across the Jordan River when they crossed into the Promised Land in 1405 BC (Noah's ark is not the same at the Ark of the Covenant)
So in
Joshua 21
, we have the Levites assigned 48 cities among the Israelites
-In the census at the end of the Exodus, in Numbers 26.62 the population of the tribe of Levi was put at about 23,000 – so there would be enough Levites in these 48 cities to teach the people the Word of God
Joshua 21.41-45
-What was the purpose of this passage? God had kept his side of the covenant
1. He was faithful and gave Israel the land (Joshua 20.43)
2. He gave Israel victory over all their enemies and then gave them rest from war (Joshua 20.44, see Joshua 1.13, 15, 11.23)
3. God had kept all his promises (repeated by Joshua in
Joshua 23.14
and by Solomon in
1 Kings
8.56
when he dedicated the Temple)
Also: God's timetable may be different from ours
-The promise was made to Abraham in Gen. 12.1 (about 1900BC)
-This was about 1400 BC (500 years later) – but it was fulfilled
-The land had been given to the descendants of Abraham
Is it good or bad that God keeps his promises?
– It all depends on us
-Remember Joshua 6.26 – whoever reset the gates of Jericho would lose his firstborn son and his youngest son – God kept his promise: 1 Kings 16.34 | 1,113 | 652 | {
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Continued from page 1 — began Baltimore's first newspaper, the Maryland Journal. In February 1774, the Philadelphia shop closed and Mary Katherine moved to Baltimore to take over the new plant and newspaper.
The 10 May 1775 issue of the Maryland Journal made official what had been in practice for over a year when the colophon was changed to read, "Published by M. K. Goddard." Mary Katherine proved to be a steady, impersonal newspaper editor and during the Revolution she was usually Baltimore's only printer. From her press, in January 1777, came the first printed copy of the Declaration of Independence to include the names of the signers. Mary Katherine Goddard was also responsible for issuing several Almanacs, while in Baltimore.
As a publisher and postmaster, Goddard believed she was responsible to her public. During the Revolutionary War, for example, she continued her service, believing in the "American cause" of self-sacrifice for the "commonweal." Mary Katherine often used her own funds to pay the post-riders and to cover the costs of printing issues of The Maryland Journal. At the same time, Goddard's efforts were tied into her role as a businesswoman, ensuring that her subscribers received the paper and that the customers had their mail delivered.
In 1775, Mary Katherine became postmaster of Baltimore, probably the first woman so appointed in the colonies, and certainly the only one to hold so important a post after the Declaration of Independence. She continued in the office for fourteen years until in October 1789 when, the first United States Postmaster General Samuel Osgood ordered Goddard to resign from her post. She was replaced by John White, Osgood's political ally. Because Baltimore was to become the new regional headquarters, Osgood asserted that the postmaster would have to make frequent, long-distance travels, which he stated would be unmanageable for a woman. When, in fact, the growing port city of Baltimore presented a lucrative source of income and opportunity for political favors.
2
Refusing to accept her dismissal, Goddard petitioned the highest authorities for reinstatement. She wrote a letter to President George Washington, expressing her loyal service to the state and claiming that her post office "remained 'the most punctual & regular of any upon the Continent.'" More than 230 Baltimore citizens signed a petition in defense of Goddard's competence and protest her unfair removal. However, their efforts were not enough. Washington refused to intervene. Goddard then appealed to the U.S. Senate, but they too failed to act.
Having been replaced, she remained in Baltimore and continued to operate, until 1809/10, the bookshop she had begun as an adjunct of the printing business.
During the Revolutionary war period, Baltimore had a population of about 10,000 making it the fifth largest city in the country (after Philadelphia - 40,000, New York - 25,000, Boston - 16,000 and Charleston - 12,000). The colonies had a total population of just under 2,500,000 of which about a third were for independence from Great Britain.
Beyond the Perf is the online companion to USA Philatelic catalog, the official source for stamp enthusiasts from the U.S. Postal Service. Sign up online for Beyond the Perf e-mails and get behind-the-scenes stories and previews that you can't find anywhere else. www.beyondtheperf.com.
AKE
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HILATELIC
P
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OCIETY
* 34390 N T
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IL 60030-4017 ●847-548-5094 | 1,508 | 772 | {
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Miss Klotz loves STV! She has been teaching at St. Thomas since 1985. She began her career teach ing fourth grade but chose to move to first grade as her passion lies in teaching early literacy. Ms. Klotz graduated with a Bachelor of Arts in Education and later received her Master's in Curriculum and Instruction. Currently Miss Klotz is the Unit Leader for the primary grades, supervises After Care, collab orates with the Early Intervention Team and assists with Gift of Love and school theatre productions.
About the Students
"Teaching first grade is always new and exciting. First graders are so enthusiastic about learning and life. They inspire me to never take the little things in life for granted. They have amazing faith and are quite the prayer warriors. They are so proud when asked to pray for someone and know that they can make a difference through simple gestures like writing a card or giving a kind word. They want to read everything from street signs, cereal boxes and any new book I add to our class library."
"Children learn best through active participation. They help each other succeed through cooperative activities in Math, Science, Language Arts, Social Studies and Religion."
On St. Thomas of Villanova
"We are a small warm environment with great class sizes. Everyone has the opportunity to participate in many activities."
"Children need to feel safe and loved so they can take risks when learning new things. Children learn through their senses. We need to use a variety of methods so children's learning needs can be met."
Special Units and Projects
* Citizenship
* Light & Sound
* Sky Watchers
* Dr. Seuss Day
* Exploring Organizations
* Animal Lifecycles
* Leaders of our Country
* Butterflies/Insect Project
* Mother's Day Tea
* 100's Week
* Thanksgiving
* Seasons and Weather
* Read Across America
* Memory Journal
* First and Second Grade STEM
Field Trips
* Christmas Musical • Legoland
* Morton Arboretum, Zoo, Nature Center
Projects Related to Our Faith
* Plan a month of Parish Masses
* We share things related to our baptism, attend weekly Mass and prayer services and make our own nativity scene
* Petition Bulletin Board. We pray for those in our community.
* Advent, Lent, Ordinary Time and More!
All School Activities
* Track-A-Thon
* Bingo
* Pep Rally
* Santa Visit
* Gift of Love
* St. Joseph Table
* Field Day
* Band Concerts
* Advent Craft
* Santa Sale
* Spirit Chains
* Grandparents Day
* Officer Friendly
* May Crowning | 1,136 | 551 | {
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For more information on caring for your teeth visit the ADA's website: www.ada.org.au
Tooth Development in Babies and Toddlers
Your baby's first teeth (known as primary teeth) are just as important as their permanent teeth. They help your child to learn to chew, speak properly and most importantly, these teeth reserve the space in your child's gums for the eruption of their permanent teeth.
What you need to know about Primary teeth
Primary teeth start to form in your child's jawbone before birth. A baby's first primary tooth usually erupts at about six months of age. However, this can occur as early as birth or as late as your child's first birthday. The average child has a full set of 20 primary teeth by the age of two to three years. Your child's first visit to the dentist should be within six months of the eruption of their first tooth, or by their first birthday.
What you need to know about teething
The appearance of primary teeth is commonly called 'teething'. Many babies experience some discomfort during teething.
Most babies are irritable when new teeth break through their gums. Signs and symptoms of teething can include:
* Frequent crying and crankiness
* A mild fever
* Reddened cheeks and drooling
* Loss of or reduced appetite
* Mild diarrhoea
* Sucking or gnawing on toys
* Pulling the ear on the same side as the erupting tooth
It is extremely important not to ignore symptoms such as fever and diarrhoea in your child. If these symptoms occur, seek medical advice to eliminate other reasons for the symptoms.
To help relieve the discomfort of teething, here are some recommendations from the ADA:
* Wash your hands and gently rub your baby's gums with a clean finger
* Give your baby a teething ring or wet washcloth to bite. Teething rings can be chilled in the refrigerator before being used to help manage discomfort associated with teething (do not put teething rings in the freezer)
* Give your baby non-sweetened rusks to chew on
Signs and symptoms may appear and disappear over several days. Ask your dentist or pharmacist for advice before using any pain relief specifically created for babies and toddlers. Never give aspirin to a baby or young child.
Continued over www.babyteeth.com.au
For more information on caring for your teeth visit the ADA's website: www.ada.org.au
Tooth Development in Babies and Toddlers Con't
What about thumb sucking?
Thumb sucking is a natural reflex in babies and young children. Most children lose interest in thumb sucking and dummies at two to four years of age.
Practise good oral hygiene before and after your baby is born. With a newborn, it can be difficult to find time for yourself, however ensure that you:
Children who continue to suck their thumb or fingers after their permanent teeth have appeared risk developing crooked teeth, particularly if the sucking is forceful or frequent. Also, speech defects may arise, especially with "s" and "th" sounds.
Gently encourage your child to give up thumb sucking. See your dentist for advice if your child cannot stop thumb sucking by the end of their first year at school. In rare cases, referral to a child psychologist may be helpful.
An important note about your oral health
For parents and primary carers of babies, it's important that you look after your own teeth. By looking after your own teeth, you set a good example for your children and your children will be more likely to follow your example.
To help the health of your child's mouth, you can try the following:
* Have a dental check-up before your baby is born
* Brush your teeth twice a day with fluoridated toothpaste
* Floss daily
* Drink fluoridated tap water
* Limit your intake of high sugar foods
* Make sure you have regular dental check ups
For more information on oral care for babies and toddlers, visit the Australian Dental Association's Baby Teeth website:
www.babyteeth.com.au www.babyteeth.com.au | 1,603 | 853 | {
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A Few reasons why it is important for your child to learn to swim (from Swimming World Magazine)
The benefits of swimming are endless, and your child should learn to swim as early as possible. Here's why:
It's essential to their safety.
According to the National Safe Kids Campaign, drowning is the second leading cause of unintentional injury-related death to children ages one through 14. It is absolutely crucial that all kids know how to swim at a young age. There is water all around us, even if it's as small as a bathtub. Making sure that your child is comfortable in and around water is essential to their safety.
I've been swimming since I was three years old, and almost all of my teammates began just as early. Even if your child isn't interested in competitive swimming, ensuring your child knows how to swim should be done as early as possible. Their interest in the actual sport is just an added benefit!
The value of teamwork is learned along with individuality.
Like any sport, the team atmosphere is the greatest aspect. College athletes admit that postgraduation, they miss their team and the hours spent together while training and traveling. In an article I previously wrote, I stated the significance of using your teammates to help you get through the hardest times, because your friends on the team endure the same hard work that you do every day. From this shared experience, swimmers learn to support their teammates, which creates a positive atmosphere. This is a skill that can be carried through life into the workplace and beyond.
But teamwork is learned in plenty of sports, why is swimming special? The great thing about swimming is that there is also an individual aspect to it. In competitive swimming, you learn self-motivation and goal setting/reaching. Swimmers have their own personal set of times for their events.
At each meet, competitive swimmers try to beat their personal best times, while at the same time swimming for their team as a whole. In high school and college swimming, the primary motivation is to earn points for your team so they can win the meet. I always swam on a club team in high school instead swimming for my school. So when I reached college swimming, I realized the gravity of teamwork and support, and I was able to push myself to a new level. Swimming packages teamwork and individuality into one sport.
You can swim for the rest of your life.
If your child knows how to swim at a young age, this skill is forever with them. In their later years, their longevity and quality of life will be enhanced by swimming. The CDC says that water exercising helps to decrease disability and aids in the quality of life in older adults. Since swimming is a low-impact sport, this makes it a safe option for older adults, rather than risking a fall while biking or running. Swimming feels good on joints and boosts one's mood at the same time.
It's essential that every child learn to swim, especially to be water-safe. But there are so many levels of swimming and benefits that come along the way. Introduce your child to swimming early on so that they have the skill for their whole life. This can help improve their overall physical and mental health. Hopefully, they will fall in love with the sport and lap it up for years. | 1,197 | 665 | {
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Subject: Film Studies A-level (Enrichment Materials)
Know It (Knowledge)
Use It (Application)
Research the works of a documentary filmmaker who you like, or whose work is widely recognised.
* What topics does this documentary maker focus on?
* How have these documentaries been received by the public? Look at their media presence and the extent to which their documentaries provoke discussion.
* What role does the filmmaker play in the documentaries? Do they 'host' the documentaries, or are these made up of footage and interviews?
Research short films which have won Best Short or Best Animated Short at the Oscars in the past five years.
Read a review for one of the films and consider why this film won the award – what did people like about the film?
Research the works of Guillermo del Toro.
* What genre of films does del Toro typically work in?
* What is del Toro's background? How does he explore Spanish history and culture in his films?
* Which famous characters has del Toro produced?
Watch a full-length documentary film by your chosen documentary maker.
* Research what the six modes of documentary filmmaking are, and what the typical features of a documentary film are – make notes on how these are evident in this film.
* Summarise some of the differences that you notice between cinematography and editing in a mainstream film and a documentary film.
Watch an Oscar winning short film and consider the following:
* How does narrative develop over the course of the film?
* How is the narrative of the film effectively resolved in such a short time?
* How do characters develop over the course of the film?
You should apply at least one narrative theory to the film.
Watch a film (or clips from a film on YouTube if not accessible) directed by Guillermo del Toro which is, ideally, in Spanish. 'The Devil's Backbone' would be a good choice for this. DO NOT WATCH 'PAN'S LABYRINTH'.
If in Spanish language:
* Research the historical context of the film, and explore how del Toro presents life in a fascist society in Spain
If in English language:
* Consider the fantasy or horror elements of the film – how is this conveyed through mise-enscene?
Stretch It (Development)
Write a detailed, analytical review of the documentary, (this can be done on Letterboxd if preferred), commenting on what style of documentary this is, the cinematography and editing techniques used, how audiences would respond to this documentary, and what your personal response to this documentary was.
Create a detailed plan for your own short film:
* What would you want to produce a film about?
* What would you want the narrative arc to look like?
* What character types would you want to include in your film?
Write an essay exploring how del Toro's films present themes of childhood, loneliness and fear. You should comment on representation and performance in your chosen film.
Alternatively, watch clips from his films on YouTube and write an essay summarising how del Toro presents these films across a range of his works. | 1,350 | 612 | {
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Framework for Learning from Home – Year 1
Languages - Term 3 Weeks 3-4
Please find your language class below and choose ONE task to complete each week. You will need help from a parent/carer. Show each completed task to your parents so they can check it.
请在下面找到您的语言老师班，并选择每周完成一项任务。您或许需要父母/照顾者的帮助将完成的作业上传到Seesaw.
Taskss
Chinese Community Language
Please access the video link below to watch recorded language lesson. You will need to log in in Zoom use information provided by your class teacher. If you haven't received the information yet, please don't worry, your class teacher will share with you the information sometimes this week.
请
点击以下
视频链接观看录制的语言课程。您需要登录
Zoom
。如果您尚未收到
Zoom
的学生登录
信息，请
不要担心，您的班主任将在本周与您分享这些信息。
https://nsweducation.zoom.us/rec/share/bcJ9ERSY3ryn1ewZtflR66l00Hwq7asAQbNFIp-
3pUWmApL3hi3l78Rc6kj3PhkH.6m37QlcmKo7JtsB0
1. Use the following link to access Quizlet learning activities. Practice "House" characters and radicals, and finish "Test". Upload your test result to Seesaw.
jìn rù
liàn jiē
liàn xí
xué
guò
yǒu guān
de cí
huì
wán chéng
xiǎo cè
shì
进
入
链
接
，练
习
学
过
有
关
"房屋"的
词
汇
。完
成
小
测
试
bìng shàng
chuán dào，
并
https://quizlet.com/au/214766877/%E4%BD%8F%E6%88%BF-flash-cards/
chāo xiě
zì
cí
jù
2. Copy the Chinese characters
抄
写
字
词
句
, 并
上
传
到
Seesaw bìng
shàng chuán
dào
上。
传
到
Seesaw
Chinese LOTE
Taskss
Please access the video link below to watch recorded language lesson. You will need to log in in Zoom use information provided by your class teacher. If you haven't received the information yet, please don't worry, your class teacher will share with you the information sometimes this week.
https://nsweducation.zoom.us/rec/share/YxUNPdzfLVo1rwedcgat_EXpLTGTAIc6XVlkOhMhwmQbTFsPIw2 zJg9uc94Ol0jz.ccSvwcOuuSe4U4Xm
1.Practice writing 我 w ǒ （I/me）, 妈 m ā 妈 m ā （mum）, 爸 b à 爸 b a （dad）.
Follow the videos to learn each word:
我 w ǒ ：https://www.youtube.com/watch?v=UXtvxhM4XYg
Taskss
Taskss
You need to use the Quizlet to learn/practice as many Arabic letters as you can to help improve your skills. You can look at the flashcards, practice writing, listen to the sounds etc.
2. Worksheets
You need to copy each Arabic word and its translation twice.
Spanish LOTE
Please access the video link below to watch recorded language lesson. You will need to log in in Zoom use information provided by your class teacher. If you haven't received the information yet, please don't worry, your class teacher will share with you the information sometimes this week.
https://nsweducation.zoom.us/rec/share/1G8Vx0bh-MzZ7gAQFCbkOOFPLIzL4IOooUOYGGq30SjfOqwxcrY3oVwZ4n5WChc.9THxzxnPbzDL5xwp
Passcode: Qp8K*rH0
Taskss
1. Practice greetings
https://www.123teachme.com/kids/spanish_flash_cards/category/children_introductions?src=sentences
Create an audio recording of you saying our normal classroom routine:
– Buenos Dias/Buenas tardes
– Hoy es……….dia
– El tiempo es ……………….
– La fecha es …………………
2. Flash cards practice/learn in Spanish about families
https://123teachme.com/kids/spanish_flash_cards/category/children_family
Game
https://123teachme.com/games/memory/category/children_family
3. Write down who do you live with in Spanish. For example you can start the sentence as follow:
Ilivewithmymomdadbrother
Yo vivo con mi mama,papa,hermano…and you keep going mention pets as well.
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Know it (Knowledge)
Research the following Theatrical Practitioners:
* Bertolt Brecht
* Katie Mitchell
* Stanislavski
* Max Stafford Clark
* Frantic Assembly
Identify one Theatrical Practitioner who you would like to inspire a devised a drama.
Consider:
Which themes and topics/ stimuli would be suitable to explore with this practitioners theatrical aims and intentions.
Watch:
YouTube every Thursday to watch a play from the National Theatre. The plays will be available for a week after they have been screened.
Search: National Theatre Home
Subject: Drama Pre-A-level
Use it (Application)
Watch the following to deepen your understanding:
Brecht
An Introduction to Brechtian Theatre by National Theatre
Bertolt Brecht and Epic Theatre: Crash Course Theatre #44
Why is Brecht still relevant today? An interview with Laura Bradley Unicorn Theatre
Stanislavski
How Stanislavski Reinvented the craft of Acting
Stanislavski Method Acting as Realism
Max Stafford Clark
Intro to Actioning interview with Max Stafford Clark and Stella Feehily
Mitchell
Devising a multimedia production by National Theatre
Frantic Assembly
https://www.franticassembly.co.uk/ frantic-digital
Conduct further and detailed research into a particular theme/ idea/topic.
Identify:
* Style/Genre
* Plot/structure/form
* Period/Facts
* Characters
* Statistics
* Set/Location/Costume
Select:
Why not choose a key moment – about 2-3 minutes of footage you thought was really successful by the actor/s – and practise vividly and analytically describing what you saw and evaluating why you thought it was successful?
Stretch it (Development)
Create an A4 table of methods and concepts used for each theatrical practitioner.
Plus Read:
Max Stafford-Clark's Eucation Resource Pack
Follow Link 1 (below)
Plus Read:
An introduction to Katie Mitchell's Theatre
Follow Link 2 (below)
Develop idea into one of the following:
* Timeline
* Storyboard
* Montage
or
* an example of a scripted scene
Note: This can be applied/developed further during the course.
Create a grid to plan your work:
* Who?
* What?
*
* Response/Effect?
How?
* Quality/Assess?
Links to websites used in this Pre-A Activities sheet:
http://www.outofjoint.co.uk/wp-content/uploads/2010/09/Max-Stafford-Clark-Workpack.pdf
Link 2: https://www.bl.uk/20th-century-literature/articles/an-introduction-to-katie-mitchells-theatre
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Millet and sorghum
FEED PLANNING
SUMMER CROPPING OPTIONS
Millet and sorghum accumulate dry matter rapidly in warm conditions. They perform better than most other annual summer crops when soil moisture is limited, making them a good option when water is scarce.
Millet and sorghum have a high tolerance to water stress and low risk of insect attack and as a result produce more feed than most broad leaf summer crop options. They particularly stand out in their adaptation to water stress.
Millet and sorghum are generally direct grazed through the summer months, although both can be conserved. Choose the appropriate variety for your feeding options. Millet can be sown with complimentary crops.
Performance
With no limitations of water and nutrients, sorghum can produce 17–20 t DM/ha and millet 7–14 t DM/ha. However, under dryland conditions yields of millet and sorghum can be extremely variable and on commercial farms in southern Victoria these potential yields are rarely achieved. Millet and sorghum are both lower in crude protein (6–9%) than other summer crop options and higher in neutral detergent fibre (NDF), which will affect dry matter intake.
Millet and sorghum have poor nutritive value for the summer diet of lactating cows. The high fibre content does not improve the normally low nutritive value of summer pastures. However this year, with low fodder supplies, millet and sorghum may be able to supply high yields of forage where other crops will not.
Agronomy
Millet and sorghum are easy to establish but require a high temperature to germinate (14 to 16°C). This means they often cannot be sown until late spring to early summer. In some years in southern Victoria, cool summer conditions can restrict the growth of these crops.
Millet and sorghum are both efficient nitrogen users, having a higher N use efficiency (kg DM/kg N) than most broad-leaf summer forage crops.
© Dairy Australia Limited 2019. All rights reserved.
KEY MESSAGES
Millet and sorghum produce high levels of dry matter
They have high tolerance to water stress
Lower nutritive value (ME and CP) than other summer cropping options
Varieties can be direct grazed or conserved
In paddocks with high infestation of problematic broadleaf weeds, using millet and sorghum ensures that selective sprays can be used as many times as necessary to secure their control. On the other hand, in paddocks where grasses such as couch or barley grass are a problem and their elimination is crucial before sowing new pasture, there are no selective herbicides to effectively control these in millet and sorghum.
If pests are a problem, millet and sorghum can be favourable as they have minimal pest and disease threats compared to sown brassicas.
Management
Stock should be gradually introduced to new forage, and never with an empty stomach. Best management of millet and sorghum requires short grazing period of 1–2 weeks and longer recovery period of 4–6 weeks is recommended.
Sorghum especially has the risk of prussic acid poisoning of stock if grazed at certain stages of growth. Speak to your nutrition advisor or agronomist to get further information.
Avoid potential stock health problems by carrying out routine vaccinations, drenches, etc. Supply ample clean drinking water, salt and sulphur blocks when grazing sorghum.
FOR FURTHER INFORMATION
Please visit feed.dairyaustralia.com.au
E
email@example.com
T
+61 3 9694 3777
F
+61 3 9694 3701
dairyaustralia.com.au
1731.10 | Sep 2019 | 1,554 | 795 | {
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hi Ph
b
Maths
This term, we will continue to learn about:
* Multiplication and division using a range of strategies supported by our times tables knowledge.
* Learn our 8 times tables.
* Use a range of arithmetic strategies to support our recall of mathematical facts.
Wider Curriculum Learning Journeys
In history, we will be learning about the prehistoric period: the Stone Age, the Bronze Age and the Iron Age.
In Science, we will be learning about the different types of rocks and soils and how fossils are created. We will also learn about types of skeleton and muscles.
In Design and Technology, we will create our own tribal fort.
Parkland Primary School Curriculum Newsletter
Term: Spring 1
Reading
This term in reading, we are learning to use our prediction skills whilst continuing to infer, retrieve and develop our understanding of vocabulary from a range of texts: narratives, poetry and non-fiction texts. Our class text is Stone Age Tales – The Great Cave.
Spring 1 Tribal Tales
English
PSHE and Wellbeing
Our PSHE topic this term is: Healthy eating, physical activity and safety.
In English, this term we are learning how to write a narrative, a museum leaflet, and a poem in the style of Roger McGough.
The key knowledge and skills, we will be learning are:
* Using subordinate clauses
* Using inverted commas
* Use of apostrophes to show possession
We will look at dental health, likes, dislikes and choices, , hygiene and cleanliness. We will think about safety and risks road, water, rail, and fire.
* Using description to add interest
* Writing in paragraphs
* Performing a poem
Key Dates this Term
Parents' Evening - 8 th , 9 th and 16 th February
Year 3 Celtic Day Trip -Tuesday 31
st
January
2023
EYFS/Year 6 NCMP Heights & Weights
Measurement- Tuesday 31
st
January 2023
Children's Mental Health Week and Online Safety Week – 6 th February 2023 to 10 th February
Half Term
(20 th – 24 th February 2023)
World Book Day- Thursday 2 nd March 2023
Comic Relief- Friday 17 th March 2023
Noticeboard
Term: Spring 1
Reminders
Water Bottle
Please ensure your child has a re-useable water bottle with them in school to keep them healthy and hydrated.
PE Days
Please to send your child to school in suitable, warm school PE kit on their PE days.
3KT – Mondays and Wednesdays
3CM – Wednesdays and Fridays
3DR – Tuesdays and Wednesdays
School Uniform
Please send your child in school uniform with either a school jumper or cardigan. Can you also remember to send your child to school in a suitable, warm coat. | 1,237 | 597 | {
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Himalayan Blackberry (Rubus armeniacus)
A Jekyll-and-Hyde invasive
Himalayan Blackberries are loved by cooks for their sweet fruit and by beekeepers for the nectar they provide, but the large, dense, impenetrable thickets are a serious problem for native species. Himalayan Blackberry, often thought of as native, is found in forest edges, agricultural areas, along river and stream banks, and in urban areas including gardens.
Impact on Communities and Native Species
The Himalayan Blackberry grows rapidly, smothering native plants and upsetting ecosystems. In less than two years, a single cane cutting can produce a blackberry thicket five metres in diameter that will shade out native plants. The dense canopy can be particularly harmful to young Garry Oak saplings, which are shade intolerant. Himalayan Blackberries
Himalayan Blackberry (Rubus armeniacus)
grow along river or stream banks and their large thickets can drive away deep-rooted native shrubs. Without the stability these native plants provide, the banks are prone to erosion and increased flooding. Blackberry patches provide homes, protection and food for other invasive species including rats, starlings and feral domestic rabbits. The thick strands of blackberries can prevent large animals from accessing water and even trap young livestock. The rapid spread of the plant decreases usable pasture land for farmers. As well, berry-pickers may further harm native plants, trampling them to get at the best berries.
Invasion History
The Himalayan Blackberry, despite its name, comes from Europe. It was introduced to America in 1885 by an American botanist who prized the plant for its abundant berries. By 1945, the plant had spread along the Pacific coast and it is now widespread in much of the province. The fruit of the plant, the blackberry, is an obstacle in controlling the spread of the species, as people like the berries and want easy access to them.
Identifying Characteristics:
- canes around 3 metres high and 12 metres long, covered in slightly curved thorns
- leaves are usually large and rounded or oblong, and divided into five leaflets
- distinguished from other blackberries by their leaves, which are dark green on the upper side and greyish-green on the underside, and by the coarsely, serrated margins on the leaves
- pinkish/white, five-petaled flowers grow in clusters of 5–20 during spring
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50 Safety Tips for Seniors
copied from www.parentgiving.com
Simple steps to increase safety at home and away from home.
A recent study conducted for the National Institute of Aging found that about 22 percent of elderly Americans age 71 and older—about 5.4 million people—are already experiencing some degree of decline in their mental faculties. The problem may not be severe enough to prevent taking care of their daily activities, but it can cause mild difficulty in completing those activities or in making complicated decisions. On a more personal perspective, this could mean elders are going through subtle changes that make them vulnerable to scams or more susceptible to accidents. Safety both in and out of home is a top priority for elders and there are many simple safety steps that will reduce the risk of accidents and abuse.
Fall Prevention Safety
1. Remove obstacles in the house that could cause tripping—everything from small floor rugs to objects on the floor like an oversized vase or magazine stand.
2. Install handrails and lights on staircases, with light switches at the top and bottom of the stairs.
3. Install shower and tub grab bars in the bathroom, around the toilet and the tub.
4. Place no-slip mats on the shower floor and bathtub.
5. Paint doorsills with a different, highlighting color to avoid tripping.
6. Put on hip pads if you're at high risk for falls.
7. Make home lighting brighter, but prevent glare.
8. Have your vision checked often and regularly.
9. Ask the doctor to review your medication regularly.
10. Start exercising regularly, especially tai chi or yoga to increase flexibility and strengthen muscles and joints.
11. If you can't stand comfortably, exercise in a chair.
Fire and Kitchen Safety
12. Use a microwave rather than the stove.
13. Make sure smoke detectors are installed in all rooms, and check batteries regularly.
14. Avoid wearing loose clothing when cooking—fabric can catch fire very quickly.
15. Point pot handles away from the front edge of the stove. This ensures that you won't bump into them or catch your sleeve on them.
16. Never leave cooking food unattended.
17. Wipe off any spilled grease from the stove.
18. Avoid using appliances with frayed cords; get them repaired or replaced.
19. Ensure there is adequate lighting in areas where you're working.
20. Keep a fire extinguisher handy.
Car Safety
21. Make sure all doors are locked and windows rolled up while driving. You don't want someone jumping into your car when you stop in traffic.
22. Never leave anything valuable in plain view.
23. Never leave car keys inside the vehicle, not even for "just a minute."
24. Always lock the doors when you leave the vehicle, even for only a short time.
25. Park as close as possible to where you are going.
26. Avoid hiding a spare key in the car.
27. When returning to your car, look around as you approach the vehicle.
28. Have your key ready in your hand before approaching the car; don't fumble looking for the key.
29. Peek into the back seat of your car before getting in.
30. Once you're inside the car, lock all doors immediately.
Home Safety
31. Put large numbers on your house that you can read easily from the street.
32. If you want to hide a spare key to the house, make sure to really hide it. Never put it in predictable places like under the doormat.
33. Leave a key with a neighbor you trust, in case you are locked out.
34. Set a timer on a radio to make it sound like there's somebody home when you run an errand.
35. Have dead bolts installed on your doors.
36. Lock all doors—especially the front door—when you're working in the attic, basement or yard.
37. Never open the door to a stranger. If it is a repairman or a salesman, call the company they say they work for and verify.
38. If it's someone needing to use the phone, get the number and call it for them.
39. Never tell people you are alone.
40. If you must let a stranger in, don't let them think you are alone. Turn on a radio or television in another room to give the impression that someone else is around.
41. Limit the number of rooms a visitor can see. Don't show strangers what you have in the house.
42. Make it a habit to be security conscious.
Financial Safety
43. Never leave your purse unattended.
44. Always carry your wallet or any bills in a front pocket, never in a rear pocket.
45. Avoid having large amounts of cash or valuables at home.
46. Tear up or shred all personal and financial information; never just throw it into the trash.
47. Never give your Social Security number or particulars about your bank accounts to anyone; if someone calls you and asks you to confirm that the account numbers are yours, don't do it.
48. If you get calls asking for donations, tell them to send requests by mail; never discuss donations over the phone.
49. Verify the status of a charity before making a donation.
50. Arrange to have Social Security checks direct-deposited to your bank. | 1,861 | 1,078 | {
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Strategies for supporting pupils with SEND in History lessons.
[x] Planned and unplanned sensory breaks will be used and there will be a breakout space available throughout the lesson
Toileting Issues
Cognition and Learning Challenges
Speech, Language & Communication Needs
Tourette Syndrome
Experienced Trauma
[x] Children will be able to leave the classroom whenever necessary
[x] Seating arrangements will be carefully organised so that the child can access the toilet as easily as possible Staff will be aware that the child may arrive late to the lesson
[x] Learning will be carefully adapted to suit the child's individual learning needs. Visual diagrams and pictures will be used to support new information
[x] understands the expectations of the lesson
[x] Instructions will be given clearly with both physical and verbal cues with visuals to support so that the child fully
[x] Children will be given time to process questions and formulate answers
[x] Information will be repeated in a variety of ways, using a range of vocabulary
[x] Word banks will be provided with key vocabulary linked to the history focus of the lesson
[x] A writing frame will be provided to support writing during independent activities
[x] Children will be given time to process information and to give responses to answers
[x] Long sentences will be broken up into smaller, short sentences that can clearly be interpreted
[x] Speech will be clear and slowly paced so that children can understand what is being said, what information is being shared and any instructions that are being given
[x] Symbols, signs and visual timetables will be used to support communication
[x] Positive responses will be given to any attempts at communicating
[x] Lots of opportunities will be given to communicate in either a pair or small group context to develop confidence
[x] Adults will regularly check the child's understanding throughout the lesson
[x] Adults will understand how to individually support the child with tics to ensure they feel safe and respected
[x] Children will be provided with a tick list/structure to completing an activity that supports their attention span and helps with the planning and organisation of the activity
[x] Adults will support the child to ensure they feel supported in participating within the lesson however they feel comfortable
[x] Adults will plan sessions carefully, being mindful of the sensory processing that this lesson exposes the child to
[x] The PACE approach will be used by all adults supporting the child within the lesson
[x] Adults will carefully check through the content of the lesson to ensure they are considering the child's context and background before the lesson takes place. If | 1,100 | 518 | {
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LSU Adapted – AAC&U Oral Communication VALUE Rubric
ORAL COMMUNICATION RUBRIC
Definition
Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
Framing Language
Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each speaker be evaluated separately. This rubric best applies to presentations of sufficient length such that a central message is conveyed, supported by one or more forms of supporting materials and includes a purposeful organization. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric.
Glossary
Central message: The main point/thesis/"bottom line"/"take-away" of a presentation. A clear central message is easy to identify; a compelling central message is also vivid and memorable.
Delivery techniques: Posture, gestures, eye contact, and use of the voice. Delivery techniques enhance the effectiveness of the presentation when the speaker stands and moves with authority, looks more often at the audience than at his/her speaking materials/notes, uses the voice expressively, and uses few vocal fillers ("um," "uh," "like," "you know," etc.).
Language: Vocabulary, terminology, and sentence structure. Language that supports the effectiveness of a presentation is appropriate to the topic and audience, grammatical, clear, and free from bias. Language that enhances the effectiveness of a presentation is also vivid, imaginative, and expressive.
Organization: The grouping and sequencing of ideas and supporting material in a presentation. An organizational pattern that supports the effectiveness of a presentation typically includes an introduction, one or more identifiable sections in the body of the speech, and a conclusion. An organizational pattern that enhances the effectiveness of the presentation reflects a purposeful choice among possible alternatives, such as a chronological pattern, a problem-solution pattern, an analysis-of-parts pattern, etc., that makes the content of the presentation easier to follow and more likely to accomplish its purpose.
Supporting material: Explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities, and other kinds of information or analysis that supports the principal ideas of the presentation. Supporting material is generally credible when it is relevant and derived from reliable and appropriate sources. Supporting material is highly credible when it is also vivid and varied across the types listed above (e.g., a mix of examples, statistics, and references to authorities). Supporting material may also serve the purpose of establishing the speakers credibility. For example, in presenting a creative work such as a dramatic reading of Shakespeare, supporting evidence may not advance the ideas of Shakespeare, but rather serve to establish the speaker as a credible Shakespearean actor.
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Course Descriptions for Math 336/7.
The B.C. mathematics curriculum is woven from four "strands": (1) geometry, (2) number, (3) statistics and probability, and (4) algebra. Only the first three appear explicitly in Math 336, whose emphasis on exploration and discovery precludes excessive formalism — though algebraic notation is used wherever it comes naturally. All four strands occur in Math 337, though not necessarily in the given order.
Math 336: Mathematics by Inquiry.
(1) Quadrature by dissection; adding two squares. Computing square roots; applying Pythagoras. Areas of regular polygons; making a trig table. Similarity and scale; solving trig problems.
(2) Periodic decimals; irrationality. Graphing natural growth; fractional powers; making a log table. Growth and decay problems. Annuities and mortgages.
(3) Systematic counting. Finite probability problems. Pascal's Triangle and binomial probabilities. Plotting and using an approximate normal curve.
This is probably not the place to attempt a full explanation of these items. Appearances to the contrary, they are carefully arranged to form coherent pathways of guided exploration within each strand. The most important feature of this arrangement is its avoidance of "black boxes".
Math 337: Mathematics for School.
(1) The anatomy of triangles; Heron's formula. Pyramids, cones, spheres: volumes and surfaces. Trig functions and identities.
(2) Factoring integers and polynomials. Rational (and irrational) numbers and functions. Exponentials and logarithms for various bases.
(3) Odds, games, and expectations. Mean and variance. Samples, polls, and large numbers.
(4) Linear equations in 2 and 3 unknowns. Quadratic and cubic equations. Algebraic curves, especially conic sections.
This list probably looks even more disjointed than that of Math 336. Some of that is inevitable: the curriculum does in fact encompass topics which — in spite of all their crossconnections — must at one point be addressed separately. Heron's formula, for instance, happens to be in the Grade 10 curriculum. Although it is beyond the understanding of the average student, a teacher might well wish to know just where and how it fits into the scheme of things. More importantly, its derivation occasions a review of several standard ingredients of elementary geometry: bisectors, inscribed circles, angles in a circular segment, and — above all — proportions. If desired, a brute force derivation can also be included in a lesson on polynomial factorization.
For the sake of coherence, certain curriculum topics (networks, vectors, transformations, tesselations) were omitted from the list. None of these is treated extensively in Grades 8 – 10, and most of them can probably be touched upon in the implementation of the course. For instance, vectors can play a prominent role in the chapter on trig identities. Indeed every effort should be made to demystify all items mentioned in the glossary of the provincial curriculum guide (known as the "Integrated Resource Package 1996"). | 1,313 | 643 | {
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C HILD E VANGELISM F ELLOWSHIP OF E ASTERN P ENNSYLVANIA, I NC.
Name:________________________________________
Patriarchs of Our Faith #3
Take Time to Review
C HILD E VANGELISM F ELLOWSHIP OF E ASTERN P ENNSYLVANIA, I NC.
Name:________________________________________
Patriarchs of Our Faith #3
Take Time to Review
Circle one: (Deuteronomy 7:1-6)
1. Why did Abraham not want Isaac to marry a Canaanite woman?
They were ugly
They didn't worship God
He did not like Canaanites
Isaac was already married
2. Fill in the blanks: The servant Eliezer was to find a _____________ for Isaac in the city of _____________________where Abraham's relatives lived. (Genesis 24:4,10)
3. What did Eliezer do for help once he got to the well? (Genesis 24:12)
_______________________________________________________
4. What was the name of the woman who came to the well and offered a drink to Eliezer and his camels? (Genesis 24:15)
_______________________________________________________
5. Remember, if Jesus is your Saviour, you can ask God to guide you. What do you need to ask God to guide you about today?
_______________________________________________________
Write a short prayer here to ask Him for guidance (you can use the back for more space):
Circle 1. Why did Abraham not want Isaac to marry a Canaanite woman? one: (Deuteronomy 7:1-6)
They were ugly
They didn't worship God
He did not like Canaanites
Isaac was already married
2. Fill in the blanks: The servant Eliezer was to find a _____________ for Isaac in the city of _____________________where Abraham's relatives lived. (Genesis 24:4,10)
3. What did Eliezer do for help once he got to the well? (Genesis 24:12)
_______________________________________________________
4. What was the name of the woman who came to the well and offered a drink to Eliezer and his camels? (Genesis 24:15)
_______________________________________________________
5. Remember, if Jesus is your Saviour, you can ask God to guide you. What do you need to ask God to guide you about today?
_______________________________________________________
Write a short prayer here to ask Him for guidance (you can use the back for more space): | 1,322 | 532 | {
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www.fsfclub.co.uk
Chick food favourites
The chicks of farmland birds need to grow quickly, and to help them they need a rich source of protein. So it is no coincidence that chick hatching is timed to coincide with the spring and summer flush of protein-rich insects. These are the top eight insects for farmland chicks.
Caterpillars (Lepidoptera)
Are the larvae of moths and butterflies. They have small heads, three pairs of front legs and five pairs of stumpy hind legs. The larvae are found in the summer with the pupae overwintering in soil or hedgerows. (© Ian Kimber)
Hoppers (Homoptera)
2-6mm. Hoppers also have a rostrum (see bugs). Aphids and species that produce cuckoo spit to protect their young are all part of this group.
Hoppers over-winter in hedgerows as eggs, emerging in late spring as wingless nymphs. Adults are found in the summer. (© David Element)
www.bayercropscience.co.uk
www.gct.org.uk
Bugs (Heteroptera)
2-10mm. Bugs feed on plants and insects, and are equipped with a long piercing mouthpart called a rostrum to suck juices through. Juveniles look like small adults, but without wings. Found in late spring to early autumn. Many over-winter in hedgerows and on grasses, often as eggs. (© Keith Edkins)
Click beetles (Elateridae)
4-12mm. Long, dark coloured beetles. They have a joint between the abdomen and thorax that enables them to throw themselves backwards out of danger with a loud 'click'.
Frequent flowering plants, particularly umbellifers and grasses, as they are pollen and plant feeders.
Found from May to June when pollen and nectar are plentiful. Overwinter as larvae in the soil. (© Keith Edkins)
1.5-10mm. Also known as snout beetles as they have short and broad, or long and narrow snouts from which their elbowed antennae protrude.
They are mainly plant feeders, including some pest species, but are also found in fields and hedgerows.
Found from spring to autumn. Overwinter as larvae either in soil or inside their food plant. (© Keith Edkins)
Weevils (Curculionidae)
More information: Birds prefer the above insects but also eat a widerange of other species including young grasshoppers, spiders, flies, especially the slow moving crane flies, and other beetles. How you can help: All these insects need good habitat, and we recommend conservation headlands, beetle banks, grass margins, undersowing options and wild flower strips. All of these options can be funded by the Entry Level and Higher Level Stewardship Schemes.
Look like caterpillars, but have more pairs of hind legs and a prominent head capsule with obvious black eyes.
Frequent grasses/cereals, broad-leaved weeds and hedgerows.
Adults emerge in April, larvae seen on plants in May and June. In July they pupate and over-winter in the soil. (© Nicholas Aebischer)
Leaf beetles (Chrysomelidae)
1.5-10mm. Often shiny and brightly coloured, rounded in shape with chunky legs.
Frequent hedgerow plants, weeds and crops. Some are pest species, for example, flea beetles on brassicas.
Found from spring to autumn. Overwinter as pupae at the base of plants in grassland, hedgerows and beetle banks. (© Keith Edkins)
Contact
The Game & Wildlife Conservation Trust is a research charity and for over 75 years our scientists have been researching why species like the grey partridge, water vole, corn bunting and black grouse have declined. We are continually developing practical measures to reverse these declines. Our aim is simple - a thriving countryside rich in game and other wildlife.
Ground beetles (Carabidae)
2-25mm. A large family of beetles (350 British species), mostly carnivorous, helping to control pests such as aphids.
Frequent open ground in fields and margins. Found throughout the year, but mostly from spring to autumn. They overwinter as larvae underground and as adults in tussocky grasses and hedge bottoms. (© Roger Key)
Game & Wildlife ConservationTrust Fordingbridge, Hampshire, SP6 1EF Tel: 01425 652381, Fax: 01425 655848 Email: firstname.lastname@example.org www.gct.org.uk
For more information on these insects visit www.gct.org.uk and www.buglife.org.uk
No reproduction without permission. All rights reserved. © Game & Wildlife Conservation Trust, May 2008 (formerly The Game Conservancy Trust). Registered charity no. 1112023.
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NATURE VERSUS NURTURE IN CHILD DEVELOPMENT
In 1993, the Ciba Foundation organised a conference in London that brought together world experts from both sides of the nature versus nurture debate. The consensus among delegates was that while genuine biological differences did exist between children, environmental factors played a part in enabling a child to reach his or her full potential. The need for parents to really communicate with their children was considered crucial. According to the experts great prodigies such as Mozart, Einstein and Darwin were helped by having special parents. Mozart's father, for example, was a court composer who taught his son to play and sing almost before he could walk. Einstein's father was an electrical engineer who entertained his son with practical demonstrations. Darwin followed in the footsteps of both his physician father and naturalist grandfather.
Nowadays, genetic selection of embryos is possible through a technique called preimplantation genetic diagnosis (PGD). During the process, a single cell is taken from an embryo fertilised in vitro and tested. At present, PGD is normally used only to screen for certain genetic illnesses. However, in the year 2000 there was controversial debate over the case of a family who used this technique to produce a baby boy who could provide a perfect tissue match to treat their older daughter suffering from a rare genetic condition. Scientists believe that it will soon be possible to select features such as height, behavioural traits and intelligence. Professor Terry Moffitt of the Institute of Psychiatry at King's College in London believes, in fact, that parents are highly motivated to have the best child possible and that some would consider such a selection technique if it were available.
In the meantime, what can parents do to ensure their child succeeds? It is a known fact that a child learns more during the first three years of life than in all the remaining years put together. The experts agree that pushing children often results in burnout rather than brilliance - children need to be stretched rather than stressed. Furthermore, the experts warn that parents should consider their reasons. Are we encouraging our children to achieve their full potential or are we using them to compensate for our own failings? adapted from BBC World magazine February 2004
1. This article is mainly about...
a. the influence of biological and environmental factors on our children
b. a future without childhood illnesses
c. the importance of good schooling for our children
d. the difficulties faced by children in society
2. Paragraph 1 implies that
a. parents are important in influencing a child's future
b. biological differences between children are not important
c. only the environment will help a child to be successful
d. special parents always produce highly successful children
3. In paragraph 1 'nurture' means:
a. encouragement
b. a healthy diet
c. a good education
d. care, protection, nourishment and stimulation
4. 'while' in paragraph 1 means:
a. during
b.because
c. although
d. when
5. Paragraph 2 is mainly about:
a. genetic illnesses
b. genetic engineering
c. using tissue from healthy children to treat genetic conditions
d. choosing the child you would like to have
6. According to paragraph 2
a. PGD is a cure for some genetic illnesses
b. it is now possible to choose a child's physical features using PGD
c. at the moment PGD is used to help doctors detect some genetic conditions
d. one family used a cell from their daughter to have a perfect baby boy
7. 'Nowadays' in paragraph 2 means.........
a. This time
b. Today
c. In our day
d. This weather
8. Which of the following cannot substitute 'over' in paragraph 2?
a. about
b. regarding
c. above
d. concerning
9. According to para. 3:
a. the first three years of a child's life are the most receptive
b. a child is more receptive after the age of three
c. the first three years of a child's life are the least interesting
d. to succeed children must learn everything during the first three years of their life
10. In paragraph 3 'in the meantime' means:
a. on average
b. meanwhile
c. in their free time
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Getting Behind Jesus February 28, 2021 Second Sunday of Lent Lectionary Year B
Posted on February 1, 2021 Written by Nathanael Vissia
An rfour.org Children's Time Message For more information visit www.rfour.org/childrenstime.html
We're going to start today by playing two rounds of "Follow the Leader."
Here's how we're going to play...
For the first round, we're going to sit in a straight line (like we're a train) with everyone facing the front end of the line -- which is where I will be.
As the leader, I'll sit at the start of the line facing you.
Then, whatever I do with my arms and hands, you need to copy / do the same thing. It'll almost be like looking in a mirror. So, if I lift this (right) arm, you would then lift your (left) arm like this, right?
OK, I think we're ready for round 1. Let's begin!
*Do Round 1* [Suggested arm motions for the kids to copy: Raise one arm, then the other arm, then wave them from side to side, maybe add your own arm motion, then wrap up with some jazz hands ]
O.K.! That's the end of Round 1 and you did an awesome job.
What do you think – was that pretty easy? [Yes]
So for Round 2, I'm still going to be the leader AND I'm going to stay seated exactly where I am.
You, however, are going to turn around. So if you were thinking about us as a train, I used to be at the front of the train, but now I'm at the back of the train (fun fact, the last car of a train used to be called the "caboose!")
We are now ready to play round 2. Round 2 is exactly the same as round 1 except you need to keep facing forward.
But, since you aren't facing me, you'll just have to guess what my arm motions are going to be.
Any questions? [Your answer to just about all the questions is that they have to face forward and that you'll let them know both when the round starts and finishes]
*Do Round 2* [ Suggested arm motions for the kids to copy: Cross your arms for awhile, maybe add your own arm motion, and then maybe end with the Dekembe Mutumbo finger wag ]
O.K.! That's the end of Round 2. Let's go back to facing me.
What do you think, were you better able to copy my motions during Round 1 or Round 2 or about the same? (Round 1!)
Why? (Because the leader was behind us so we couldn't see the leader)
Thank you very much for doing these two rounds of "Follow the Leader" with me.
I wanted us to do this game because I think it helps us think about today's scripture story.
In the story, we heard that Jesus, who is the leader of the disciples, is telling the disciples that a number of bad things are going to happen to Jesus.
Upon hearing this, one of the followers of Jesus, Peter, decides to tell Jesus to avoid those bad things.
Peter, in this moment, is doing just like we did in Round 2 of our game.
By telling Jesus what Jesus should and should not do, it was like Peter had been in a line, got turned around, and then thought he was at the front of the train.
But once Peter did that – he was no longer following Jesus.
This is why Jesus then tells Peter to get behind him – as a reminder to turn around so he could see Jesus again and follow him.
The mistake Peter made in today's story is an easy mistake to make.
Peter got so concerned and worried about Jesus' safety, that he got turned around and forgot to keep following Jesus.
The same thing can happen to us.
For many different reasons, we can get turned around and start to face a different direction than Jesus is going.
Which is one of the reasons we worship together, read and talk about the Bible stories together, and pray together – as reminders of the direction that Jesus is pointing us to.
That direction Jesus points us to is how to pay attention to God.
When we keep following Jesus and learning from Jesus how to pay attention to God, then we will be better able to live God's better way and share the results of that better way with those around us.
And that's the good news for today. Let's pray… | 1,402 | 941 | {
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5800CO Wireless Carbon Monoxide Detector
FAQs
What is carbon monoxide (CO)?
How can carbon monoxide harm you?
What is the 5800CO Wireless Carbon Monoxide Detector?
How do electrochemical detectors compare with other detectors?
What is the lifespan of the 5800CO?
Where should CO detectors be installed?
Carbon monoxide (CO) is an odorless, colorless, tasteless and highly toxic gas. It is produced when fuel-burning devices such as heating systems, grills and ovens malfunction and/or are not properly vented.
Carbon monoxide is harmful when inhaled because it displaces oxygen in the blood and deprives the heart, brain and other vital organs of oxygen. Large amounts of CO can overcome a person in minutes without warning—causing them to lose consciousness and suffocate.
The 5800CO is a battery powered wireless carbon monoxide detector, fully listed to UL 2075* as a system monitored detector. The detector consists of an electrochemical carbon monoxide sensor assembly coupled to a wireless transmitter. The transmitter can send alarm, trouble, end-of-life, tamper and low battery condition messages to the system's receiver.
Electrochemical detectors are the newest, most refined CO detectors available. They take the most accurate readings of CO concentrations, including low levels of CO that may be hazardous over long periods of time to high concentrations that present an immediate danger.
The electrochemical sensor operates full-strength for approximately six years. The 5800CO's built-in end-of-life timer will notify residents when the detector needs to be replaced.
CO is slightly lighter than air and when heated by a fuel-burning source, the lighter weight and warm temperature of the CO causes it to quickly rise to the ceiling and mix freely with the air. Therefore, in compliance with NFPA requirements, Honeywell recommends installing the 5800CO:
Within 10 feet of all sleeping areas
Inside the bedroom if it contains a fuel-burning appliance
On every floor of the home or building
In the vicinity of flame-fueled appliances, but no closer than 10 feet
At least as high as the light switch and six inches from the ceiling if mounted on a wall
At least twelve inches from the wall if mounted on a ceiling
Away from vents and the reach of children and pets
5800CO Wireless Carbon Monoxide Detector
FAQs (continued)
What are the benefits of a monitored CO detector?
CO detectors monitored by a central station provide extra protection and peace of mind when:
* The residence is empty
* Residents are at home sleeping
* Pets, children and the elderly are alone
* Residents are already suffering from the effects of CO
* Detector circuitry ceases to function properly
Are CO detectors required by law?
There has been a significant increase in the requirement of CO detectors over the last few years. Many states and localities now require them. In 2005, NFPA 720 was changed from a recommended practice to an installation standard. Since then, the number of states requiring carbon monoxide detection has more than doubled and this trend is expected to grow. Check with the local Authority Having Jurisdiction (AHJ) for CO detector requirements in your area.
*For a complete list of products that support system operation of the 5800CO to UL standard 2075, please visit: www.security.honeywell.com/hsc/resources/agency/co | 1,510 | 705 | {
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THINGS YOU SHOULD KNOW ABOUT HIP FRACTURE
What is hip fracture?
* A break near the top of the long bone running through the thigh (the femur), near the hip joint.
* Pain after hip fracture may be felt in the groin or buttock, and possibly the thigh or knee.
* Flexing or rotating the hip will cause discomfort.
What causes hip fracture?
* The fracture usually occurs after a fall or some other trauma.
* Most hip fractures occur in people older than 65 years, as aging bones become gradually weaker and more susceptible to breaks.
* Osteoporosis is the main risk factor.
* About 70% of hip fractures occur in women.
How is it treated?
* An x-ray or magnetic resonance imaging (MRI) is used to confirm diagnosis.
* Surgery is usually required for repair.
* The procedure is based on the location and extent of the fracture, patient age, and the surgeon's expertise.
* In rare cases, treatment is nonsurgical. Nonsurgical treatment is usually reserved for patients who are too sick to have surgery or those who were unable to walk before the injury.
What are common complications?
* It is important to start moving around soon after surgery to speed recovery and reduce complications.
* It is usually necessary to use a walker, cane, or crutches and to participate in physical therapy for several months after surgery.
* Muscle deterioration and weakness can lead to permanent loss of mobility.
* Patients on bed rest are at increased risk for infections, bed sores, pneumonia, blood clots, and nutritional wasting.
* People who have one hip fracture are significantly more likely to have another.
How can hip fracture be prevented?
* Keep bones strong by eating a nutritious diet with adequate amounts of calcium and vitamin D.
* Be physically active to help maintain bone strength.
* If you have osteoporosis, talk to your doctor about medicines that treat or prevent bone loss.
* Prevent falls by remedying household hazards like slippery floors, poor lighting, and cluttered walkways.
* Stairways should have handrails.
* Review your medicines with your doctor and take only as directed.
* Wear well-fitting, low-heeled shoes, and use walking aids correctly.
For More Information
http://orthoinfo.aaos.org/topic.cfm?topic=A00305 Information on preventing broken hips from the American Academy of Orthopedic Surgeons.
www.nlm.nih.gov/medlineplus/ency/article/007386.htm www.nlm.nih.gov/medlineplus/ency/patientinstructions/000168.htm Information on hip fracture surgeries and on postsurgical care from the National Institutes of Health's MedlinePLUS.
http://nihseniorhealth.gov/osteoporosis/toc.html Patient information on osteoporosis from NIHSeniorHealt | 1,229 | 568 | {
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Dear Fellow Members & Friends,
This week I pondered how to follow up with you on the Earth Day "Plant a Tree" campaign, and a poem from my school days came to mind:
TREES by Joyce Kilmer
I think that I shall never see A poem lovely as a tree.
A tree whose hungry mouth is prest Against the earth's sweet flowing breast;
A tree that looks at God all day, And lifts her leafy arms to pray;
A tree that may in summer wear A nest of robins in her hair;
Upon whose bosom snow has lain; Who intimately lives with rain.
Poems are made by fools like me, But only God can make a tree.
What a profound statement of faith, do you recall it?
Here's why it has stuck with me all these years. I don't know exactly which grade it was, but I do remember that it was a spring assignment that required each student to stand in front of class and recite it from memory; just as we also were required to do with President Abraham Lincoln's Gettysburg Address. Perhaps you also may remember when those two assignments were given thinking, oh no, not in front of the class!?! But then upon completing the assignment feeling really pleased with your success.
Which leads me to report to you that our UCC Ministry of Environmental Justice really needs our help to reach the 50,000 trees planted goal for Climate Action so that when the goal is reached we will feel pleased that we did our part to insure success! Since there's a ways to go to reach that goal let me review some information from the UCC website on why planting trees is so vital in taking action for our climate change crisis. This paragraph is from an article written by Connie Larkman, UCC Managing Editor and News Director and entitled, "Celebrate Love of Creation by Planting Trees for Earth Day":
"Trees produce oxygen as they absorb carbon dioxide, reducing the overall concentration of greenhouse gases in the atmosphere. They intercept airborne particulates and help reduce smog. Trees also provide a number of benefits to our communities. Planted around a home, they reduce energy use, provide shade and act as natural air conditioners. According to the California-based nonprofit Canopy, the evaporation from a single tree can produce the cooling effect of 10 room-size, residential air conditioners operating 20 hours a day."
Last week I suggested that you consider planting a tree or trees and let me know, or visit the UCC website to look at the options to participate. Today, I call your attention to these options again in hope that, if you haven't already, that you'll consider taking action because the trees planted count on the UCC website is 8,787 and the partnering organization, Interfaith Power and Light's trees planted count is 15,891; so you can see there is a way to go to meet the goal of 50,000.
1. Arbor Day Foundation: For $1 a tree the Arbor Day Foundation will plant numerous trees on your behalf in a national park. Fires, diseases, and insects have taken their toll on natural settings. Your donation will help to rebuild these areas.
2. UCC Global Ministries: For $12 a tree, the Organization of African Instituted Churches in Kenya will plant trees on your behalf in areas identified as priority regions for reforestation in East Africa.
3. UCC Global Ministries: For $12 a tree, Theological Education by Extension in Zambia will train new Climate Ambassadors who will plant trees on your behalf in communities across Zambia.
4. UCC Global Ministries: For $20 a tree, the YMCA/YWCA of Palestine will plant an olive tree and place your name on a plaque as part of an effort where trees have been the target of Israeli military attacks.
5. Interfaith Power and Light: Plant your own tree or trees or work with another organization of your choosing to plant trees, then click the button here to report how many trees you planted.
Thank you for considering this Climate Action and please contact me if you participate so I may include our number of participants and the number of trees in a report to you when the goal of 50,000 trees planted is reached.
I'm sure many of you remember Henry John Deutschendorf, Jr., better known by his stage name, John Denver. I'm also sure that a flood of his many hit songs come to mind. I invite you to enjoy singing, playing, listening or watching a video of some of those this week, but I also want to highlight another song John wrote called
"Earth Day Every Day (Celebrate)"
"Celebrate morning The cry of a loon on a lake in the night the dreams that are born in the dawn's early light Celebrate morning Celebrate living The laughter that sings in the heart of a child The freedom that cries at the call of the wild Celebrate living Celebrate evening The stars that appear in the loss of the sun Whispering winds, we are one, we are one Celebrate earth day, every day Celebrate land and sea Celebrate you and me Celebrate earth day, every day."
You'll find a video online and please remember to celebrate Earth Day every day and take good care!
Bob | 1,963 | 1,074 | {
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Electricity Safety Week Kahoot – Questions and Answers
Question 1: What is the function of a substation kiosk?
Multiple choice
A1: It provides takeaway food
A2: It transforms electricity so it can be easily used in houses and buildings
A3: It charges your phone
A4: Something to sit on
Question 2: What household item doesn't require electricity to work?
Multiple choice
A1: Hairdryer
A2: Pasta maker
A3: TV
A4: Microwave
Question 3: Why do Endeavour workers need to wear hard hats?
Multiple choice
A1: It looks cool!
A2: To keep hair out of their face
A3: Keeps their hair dry when it rains
A4: Protects them from falling objects and live electrical equipment
Question 4: How many metres must you put between yourself and a fallen powerline? Multiple choice
A1: 5 metres
A2: 20 metres
A3: 8 metres
A4: 2 metres
Question 5: It is safe to swim in pools, rivers or the beach during an electrical storm
True or False
Question 6: What happens when an object such as a kite gets caught in a power
line?
Multiple choice
A1: It melts
A2: Live electricity can travel down the string and hurt us
A3: Nothing
A4: The kite turns black
Question 7: Why do electricity and water not mix?
Multiple choice
A1: They do mix
A2: Because water is a conductor of electricity
A3: The water will turn blue if they come into contact with each other
A4: Because it will make a loud bang
Question 8: What will happen if you put a metal object in an electrical appliance?
Multiple choice
A1: It will melt the metal object
A2: It will ruin the electrical appliance
A3: Electricity will travel right up the metal object into your body
A4: Nothing
Question 9: What is the emergency phone number in Australia?
Multiple choice
A1: 000
A2: 911
A3: 13 13 21
A4: 999
Question 10: If your ball should fall accidentally into a substation you should:
Multiple choice
A1: Stay away and tell an adult to contact electricity authority
A2: Call your friend to get it for you
A3: Carefully climb the fence to get it
A4: Call 000 | 982 | 533 | {
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Help stop bullying before it starts. Bullying can start as early as 3 years of age. It may start as aggressive behaviour like name-calling, hitting, or not letting other children play with the group. These behaviours can worsen as children grow. The best way to stop bullying from happening is to teach your child how to express their feelings and to be respectful and caring towards others.
Be a good example. Your child learns by watching others. This means that they can learn from your good example, as well as from your bad example. If you behave in a positive way, your child will learn that you expect them to be positive. If you want your child to be polite, make
Safety
Bullying
If you want your child to be honest then make sure they see and hear you being honest.
If you see your child being aggressive towards another child, set a good example. Do not yell at or hit your child. Help your child put their feelings into words. When you try to understand your child's feelings, you show them that their feelings matter. Children learn how other people feel by talking about feelings. Accept your child's feelings, even when they are upset or angry. Let your child know that other people have those feelings too.
Talk to your child to help them understand how actions can hurt others and how it can make them feel.
Help guide your child's behaviour. What you say and do as a parent matters. When you talk to and listen to your child, you are helping them learn how to behave. When you are positive, polite, kind and firm, it is easier for your child to learn how to behave. Give your child opportunities to be social and play with others. Encourage your child to include playmates rather than exclude them.
Be a safe place for your child.Your child needs your guidance and love.
sure they hear you saying "please" and "thank you." If you want your child to be kind and share with others, make sure they see you helping and sharing.
Remember, your child learns how to treat others by how you treat others.
For more information about Nobody's Perfect, or to download this document, please search "Nobody's Perfect Tipsheets" on Canada.ca.
Fun & Easy Activities
Keep your child safe at play.
This activity will help children to see how 'kindness' can help grow from one simple leaf to an entire tree.
*• Gather materials like colored paper, washable markers or crayons, scissors, tape, many bare tree branches and tall vase.
*• Draw leaf shapes on the colored paper and cut out them out. (Depending on the age of your child, they can do this with you.)
*• Start your kindness tree by writing down an act of kindness on each leaf. For example: "I liked it when Kira hugged me before I left for work" or "Liam gave the baby a toy when she was crying".
*• Ask your child for some acts of kindness that they experienced. You or your older child can write on the leaves. Your younger child can draw a picture on their leaf.
*• Once your branch is complete, put it in a vase for all to see.
*• Tape the leaves onto the branches.
*• Add branches to it weekly by acknowledging many examples of kindness until you have created a whole 'kindness tree'.
Activity adapted from: www.pbs.org/ parents/crafts-for-kids/thankful-tree/
The Public Health Agency of Canada gratefully acknowledges the collaboration and expertise of Dad Central Canada (www.dadcentral.ca) and their national network in the development of the Nobody's Perfect tipsheets for dads.
© Her Majesty the Queen in Right of Canada, as represented by the Minister of Health, 2019 | Cat: HP15-47/4-2019E-PDF | ISBN: 978-0-660-28569-6 | Pub: 180327 | 1,373 | 820 | {
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Prompt Analysis
Prompt Format: [Background on the rhetorical situation]. Read the passage carefully. Write an essay that analyzes the rhetorical choices [the writer] makes to [develop/achieve/convey] [his/her] [message].
* Make sure you understand the rhetorical situation. (Who is the audience? What is the context? Time period?)
* Take note of the message. (Underline it, write it down, etc).
Time Management: 45 Minutes Total (5 Minutes to Submit)
Prewriting: 11 min | Drafting: 23 min | Revision: 11 min | Uploading: 5 min (A red light will flash. UPLOAD RIGHT AWAY)
Rhetorical Choices
*This is not an exhaustive list. If you notice something else that is persuading the audience effectively, go for it!
Annotation
* How: Use your Mark Free Annotation Tool, print out and annotate, or take an image with a secondary device and annotate.
* What: Track the argument (chunk), label rhetorical choices, and find BIG ideas.
Introduction and Thesis
To earn the thesis point, your thesis statement must…
* Be specific. (Avoid vague statements like "to convey his message" or "to connect with his audience.")
* Present a line of reasoning. (Identify rhetorical choices using the language provided).
Thesis Template: In the passage,____________________develops/conveys/describes________________________.
[AUTHOR]
[MESSAGE].
The passage____________________as evidenced by how the author______________and____________________.
[IDENTIFY PURPOSE]
[CHOICE 1]
[CHOICE 2]
To add sophistication, use the inverted introduction method: Start broad (BIG Idea), Narrow Focus, and State Thesis.
Body Paragraphs
Conclusion
Simply restate your thesis. Use the template below.
Through the use of ____________ and ______________, _______________'s purpose, to ____________________, is [CHOICE 1] [CHOICE 2] [AUTHOR] [PURPOSE]
achieved.
To add sophistication, use the reverse of the inverted introduction: Restate Thesis, Widen Focus, and End Broad (BIG Idea).
Revision
Revision strategies that work:
* Read your essay out loud. It identifies awkward wording as well as clarity issues.
* Check your commentary. Does every body paragraph link back to purpose and WHY?
* Underline the rhetorical choices you are analyzing. They should be a) in your thesis, b) in your topic sentences, and c) in the conclusion.
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Geography Policy
Aims & Objectives
Geography is a valued part of the curriculum, providing a purposeful means for exploring, appreciating and understanding the world in which we live and how it has evolved. Geography explores the relationship between the Earth and its people through the study of place, space and environment. In Geography, pupils learn the skills of understanding a locality and how and where people fit into its overall structure. Geography encourages children to learn through experience, particularly through practical and fieldwork activities. We are committed to developing and stimulating the children's interest in their own surroundings and an understanding of the world in which they live. We aim to enhance the children's sense of responsibility for the care of the local and wider environment. The national curriculum for Geography aims to ensure that all pupils by the end of each key stage, know, can apply and understand the matters, skills and processes specified in the relevant programmes of study.
Our teaching aims are:
- To enable the children to develop a knowledge and understanding of real places.
- To develop and stimulate children's interest in caring for the environment.
- To encourage the children to talk and ask questions about places and people.
- To develop the early skills and techniques which are needed to study geography, e.g. map work, fieldwork and Information Communication Technology (ICT).
Teaching & Learning
Key Stage 1 Pupils are taught about:
Location knowledge
- Name and locate the world's seven continents and five oceans.
- Name, locate and identify characteristics of the four countries of the United Kingdom and its surrounding seas such as flags, emblems and capital cities.
Place knowledge
- Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
Human and physical geography
- Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
- Use basic geographical vocabulary to refer to:
key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.
Geographical skills and fieldwork
- Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
- Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map.
- Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.
- 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.
The Early Years Foundation Stage
In the Early Years Foundation Stage pupils learn about their world through the 'Knowledge and Understanding of the World' area of development. The development matters statements support the curriculum planning for children from birth to age five and forms the foundations for later work in Geography. These early experiences include: exploring and investigating, drawing on their own personal experiences and observing closely using their senses. They will also include using age appropriate software and technology.
Differentiation
All classes have children of differing ability and age. We recognise this fact and provide suitable learning opportunities for all children (including those who may be gifted and talented or have additional needs) by matching the challenge of the task to the ability of the child. We do this by:
[x] Setting common tasks which are open ended and can have varied responses.
[x] Providing different resources depending on the ability of the child.
[x] Teacher or classroom assistant support, individually or in groups.
Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.
Assessment
We assess the children's work in Geography by making informal judgements as we observe the children's responses to questions and set tasks.
Be Caring Be Happy
Always Do Your Best | 1,911 | 879 | {
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Stay Safe Around Electricity
Pre/Post Test
Directions: Circle the one correct answer.
1. Which of the following does not use electricity?
a) a refrigerator
b) a television
c) a DVD player
d) roller skates
2. Electricity is always looking for the easiest path to the
a) ground
b) insulator
c) sewer
d) fence
3. Which of these is a very good conductor of electricity?
a) water
c) special rubber gloves
b) special glass
d) fiberglass
4. An electric substation is a place where transformers
a) raise voltage
c) stop trains
b) lower voltage
d) produce electricity
5. Which of the following is a safe thing to do?
a) climb trees near power lines
c) play in an open field far away from power lines
b) reach for a kite caught in power lines
d) use an electric lawn mower near sprinklers
6. If you see a power line that has fallen, what should you do?
a) ignore it
c) keep it a secret
b) tell your pets
d) stay away and report it to 911
7. Why is it important to call 811 before digging in the ground near your home?
a) to avoid hitting buried electric lines
c) to find out what to do with the dirt
b) to ask what shovel to use
d) to get a treasure map from them
8. Which is the safe thing to do?
a) use a hair dryer while standing in water
c) dry your hands before turning off lights
b) use a plugged-in radio near the bathtub
d) use an electric shaver cord in water while shaving
9. The safest way to get stuck or burnt toast out of a toaster is to
a) use a fork
c) use your fingers
b) unplug the toaster first
d) shake the toaster
10. Which of these things is not safe to do if someone is being shocked by electricity?
a) stay away from the person or anything they are touching
b) tell an adult to turn off the power at the circuit breaker
c) call 911 or your emergency number to get help
d) touch the person
Stay Safe Around Electricity
Pre/Post Test Answer Key
Information that relates to each question can be found on the pages listed below.
1. d) roller skates. Page 2
2. a) ground. Page 4
3. a) water. Page 5
4. b) lower electricity's voltage. Page 6
5. c) play in an open field far away from power lines. Pages 9-10
6. d) stay away and report it to 911. Page 11
7. a) to avoid hitting buried electric lines. Page 12
8. c) dry your hands before turning off lights. Page 13
9. b) unplug the toaster first. Page 14
10. d) touch the person. Page 15 | 1,105 | 637 | {
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Peninsula Diary Mayo Hayes O'Donnell
January 7, 1950
Mrs. Millie Birks has presented a valuable collection of twenty-four items to the Monterey History and Art Association to be presented for future generations to study in order that they might appreciate what an historical contribution Monterey made to these United States.
Before listing the documents presented by Mrs. Birks, a resume of the story of the finding of the letters papers books and magazines, will prove most interesting to the reader.
Some years ago when Mrs. Birks was a young married woman, she saw a group of boys tearing up old papers and playing in a vacant area on Calle Principal. A house was being demolished and cases of old things were being thrown out She thought that maybe some day these things would be valuable and should be preserved for Monterey, so she sent her husband with a wheelbarrow to bring a load home. They were stored in her aunt's old home, and not again disturbed for many years, until the opening of her son's shop necessitated changes to the old building at Tyler and Scott streets. Mrs. Birks' aunt and uncle were Captain and Mrs. Thomas Lambert. Captain Lambert was in charge of the Custom House and it was there that Mrs. Birks lived as a young girl.
It is hoped that when the new library is completed that the Millie Birks collection will be placed in the historical room along with other valuable items belonging to the Monterey History and Art Association and on permanent loan to the library.
Mrs. Lambert, who had a little wooden building at the point of Calle Principal and Alvarado streets, where she sold sea shells and seaweed to the tourist trade, had collected a group of old heavy books in which she pressed the seaweed. These books are also included in the collection.
There are ten volumes of store records; one record book of the city recorder of Monterey dated 1851; four stamp dies for embroidery work made by Captain Lambert; one old match holder from the Washington Hotel; seven old copies of Harper's Overland Monthly, and the Popular Monthly in the 1870's and 1880's and four books of Rules and Regulations in 1840's.
The cash book covers cash records of June 3, 1851 to October 30, 1852. The invoice book covers the period from June 3, 1851 to Nov. 1, 1852. From it we learn that from June 3, 1851 to April 1, 1852, William Curtis and Milton Little were partners, but in April, 1852, they dissolved their partnership, and it was probably then that Milton Little established his own store, and Curtis continued alone.
The day books and ledgers cover the period from May 1853 to 1867. Some volumes are missing, but in those we have a story of Monterey that has yet to be written. Stories of that period acted often in the present capacity of a bank. There are records of transactions for board and room, real estate deals, shipping records, and the records of wharf income.
After dissolving partnership in April of 1852, Mr. Curtis evidently reopened in May, 1853. Then in June 1853 Simpson Conover is credited with $2,021.00 and in July of the same year $2,074.22, both accounts in cash. It is possible that it was at this time that Simpson Conover because a partner of Curtis, because from then on the store was called Curtis and Conover.
Ledger A is almost as good as a census of Monterey, except that the customers were mainly the citizens of American extraction, while the names of the older Spanish and Mexican families are not as prevalent for the first year.
There are almost 300 separate accounts found in the first ledger from the opening day of May 17, 1853, to the spring of 1854. The first charge accounts were: W.R. Post, John Foster, J.W. Bates, David Jacks, and the firm of Sweet and Keating. The second day of business, three new accounts were opened: E.R. Clay, Lewis Belcher and the Monterey Saw Mills.
The Little family were customers; Milton Little, Jane Little, a sister who had been a school teacher, and later went to Texas where she taught for many years; Louis Little, a brother who died in 1856. One of the last entries in his account is dated November 20, 1859, "To cash for digging grave, $6.00.
There are accounts opened for ships that sailed into Monterey from coastwise ports, from Santa Cruz and San Francisco. These were the Logwood, the Bark Libertad, the schooner John Dunlap, and the schooner Vaquero, in 1853, and the steamer Southerner in 1854. Their accounts include amounts paid in cash for launch, hire, for wood delivered, for cash to officers, and credits for freight charges paid by residents who received shipments or who shipped pears, beans, etc. to San Francisco. | 1,836 | 1,048 | {
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Name: ____________________________
Unit 3 – Finance
3.12 – Pre-Test 1
Show all work using a separate sheet of paper.
First Task: Write out the formulas for: Gross Pay, Time-and-a-half, and Double-Time.
1. Paul's regular rate of pay is $8.80 an hour and he works 30 hours a week. What is his gross pay?
2. Phil's regular hourly rate is $9.10 an hour.
a) Find his time-and-a-half rate.
b) Find his double-time rate.
3. Jeanne works full-time in a clothing store. Her regular work week is 38 hours and she earns $8.50 an hour. If she works more than 38 hours, she earns time-and-a-half for the extra hours. What will be Jeanne's gross pay for the number of hours worked below?
4. You earn an hourly wage of $9.50 an hour plus 3.5% commission on all sales. Suppose you sell $4815 dollars of merchandise on a work week of 36 hours.
a) How much would you earn in salary?
b) What is the amount of commission earned?
c) What will be your total earnings?
5. A millwright earning $3200 a month gets a 4% raise.
a) What is the dollar value of the raise?
b) What is his new monthly rate?
6. An employee's salary was increased from $400 a week to $450 a week. What is the percent increase?
7. Use the tax tables to determine the following amounts.
a) CPP for gross wages of $362.37
b) EI for gross wages of $353.91
c) Federal IT for net wages of $431.87 (claim code 4)
d) Provincial IT for net wages of $392.12 (claim code 2)
8. Suppose your gross weekly salary is $402 and your claim code is 2. Find your net pay if your only deductions are CPP, EI and IT (federal and provincial).
9. Tru Crooke is a corrections officer and works from 8:00 in the morning to 5:00 in the evening. His lunch hour is from 12:00 to 1:00 and he is not paid for that time. He is paid time-and-a-half for overtime work and doubletime for Saturdays. Complete Tru's time card.
10. Write out the formulas for the following:
Unit Price
Markup
Discount
Retail Price
Sale Price
Commission
Gross Pay | 955 | 536 | {
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Dmitriy Kheyfets
1. Determine which matrices are in reduced echelon form and which others are only in echelon form.
a.
Reduced Row Echelon Form; See definition below b.
c.
d.
Reduced Row Echelon Form; See definition below
Not in Echelon form; Doesn't match criteria 1
Row Echelon Form; Doesn't match criteria 4
Definition:
A rectangular matrix is in echelon form (or row echelon form) if it has the following three properties:
1. All nonzero rows are above any rows of all zeros.
2. Each leading entry of a row is in a column to the right of the leading entry of the row above it.
3. All entries in a column below a leading entry are zeros.
If a matrix in echelon form satisfies the following additional conditions, then it is in
r
educed row echelon form
):
4. The leading entry in each nonzero row is 1.
5. Each leading 1 is the only nonzero entry in its column.
reduced echelon form
(or
3. Row reduce the matrices to reduced echelon form. Circle the pivot positions in the final matrix and in the original matrix, and list the pivot columns.
Reduced
Echelon Form
The first and third column are the pivot columns with the pivot positions dentified by the red circles.
5. Describe the possible echelon forms of a nonzero 2 * 2 matrix. Use the symbol , *, and 0, as in the first part of Example 1.
a) - See definition above
b) - See definition above
c) - See definition above
Find the general solutions of the systems whose augmented matrices are given in Exercises 7–14.
x1=5+3x5, x2=1+4x5, x3 is free, x4=4-9x5, x5 is free
15. Use the notation of Example 1 for matrices in echelon form. Suppose each matrix represents the augmented matrix for a system of linear equations. In each case, determine if the system is consistent. If the system is consistent, determine if the solution is unique.
a.
Consistent with many solutions; see definition above
b. Consistent with many solutions; see definition above
17. Determine the value(s) of h such that the matrix is the augmented matrix of a consistent linear system.
x1=4+x2, x2=h+8; x1=12+h ~ All values of h will make this a consistent linear system.
19. Choose h and k such that the system has (a) no solution, (b) a unique solution, and (c) many solutions. Give separate answers for each part.
a. Inconsistent when h = 2 & k ≠ 8 - See below Theorem 2
b. Unique solution when h ≠ 2 - See below Theorem 2 ii
c. Many solutions when h = 2 and k = 8 – See below Theorem 2 i
Theorem 2:
Existence and Uniqueness Theorem
A linear system is consistent if and only if the rightmost column of the augmented matrix is not a pivot column— that is, if and only if an echelon form of the augmented matrix has no row of the form
If a linear system is consistent, then the solution set contains either (i) a unique solution, when there are no free variables, or (ii) infinitely many solutions, when there is at least one free variable.
21. True/False.
a. In some cases, a matrix may be row reduced to more than one matrix in reduced echelon form, using different sequences of row operations. - FALSE
b. The row reduction algorithm applies only to augmented matrices for a linear system. FALSE
c. A basic variable in a linear system is a variable that corresponds to a pivot column in the coefficient matrix. - TRUE
d. Finding a parametric description of the solution set of a linear system is the same as solving the system. - TRUE
e. If one row in an echelon form of an augmented matrix is , then the associated linear system is inconsistent.- FALSE | 1,662 | 876 | {
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Achieving Literacy for Life
Putting structured literacy into practice for more than 30 years.
Through Wilson's evidence-based instructional models, school districts, reading centers, and tutors can build a powerful literacy action or sustainability plan that meets states' rigorous standards; closes the reading gap for struggling students, including those with a language-based learning disability such as dyslexia; and builds a solid foundation for beginning learners.
Foundational | Tier 1
Why wait until there is a gap before we systematically teach them to read & spell?
Wilson Fundations® is designed to reduce the number of children who later need intervention by giving all kids a solid foundation. A 30-minute Fundations lesson ensures that the critical foundational skills for reading and spelling are taught daily.
Early Intervention | Tier 2
What can we do to help struggling beginning readers before they fall behind?
Wilson Fundations® is the type of instruction research calls for when the core reading program is just not enough. With small groups of students or one-to-one, Fundations is the right tool when you need to intervene early.
Intervention | Tier 2
How can we expect them to read to learn if they haven't yet learned to read?
The Wilson Just Words® curriculum gives individuals with word-level deficits a chance to become fluent, independent readers. A regularly scheduled Just Words class provides reading and spelling "basics" for older students.
Intensive | Tier 3
Doesn't everyone deserve a future full of choices and opportunity?
The Wilson Reading System® works with even the most challenged reader. By providing intensive instruction in small groups or individually with a highly skilled teacher, reading and spelling success can be achieved.
All K–3 struggling or at-risk readers in the lowest 30 th percentile
Daily 30-minute standard lesson plus an additional 30 minutes, 3–5 times/week
Small group, one-to-one
May be conducted within or outside the classroom
General education teacher, reading specialist, paraprofessional, or intervention personnel
PROFESSIONAL LEARNING AND SUPPORT
Wilson Academy®/Fundations Learning Community (online)
Virtual Resource Hub (FUN HUB®)
Program workshops
Virtual Implementation Support
Demonstration sites with coaching
Sustainability plans with Facilitator and Presenter Certification
Wilson Academy/Fundations Learning Community (online)
Virtual Resource Hub (FUN HUB)
Program workshops
Virtual Implementation Support
Demonstration sites with coaching
Sustainability plans with Facilitator and Presenter Certification
© 2022 WILSON LANGUAGE TRAINING CORPORATION. ALL RIGHTS RESERVED. (091422)
All students in grades 4–12 and adults who are decoding and encoding below grade level
45 minutes, 3–5 times/week
Reading class (up to 15 students), small group
General education classroom, intervention class, ELL classroom, literacy center, or adult education
General education teacher, reading specialist, or intervention personnel
Wilson Academy/Just Words Learning Community (online)
Program workshops
Virtual Implementation Support
Demonstration sites with coaching
Sustainability plans with Facilitator and Presenter Certification
All students in grades 2–12 and adults who are not making sufficient progress in intervention or who may require more intensive instruction due to a languagebased learning disability/dyslexia
One full lesson consists of all three Blocks of instruction (approximately 30 minutes to complete each Block); minimum of two complete lessons per week
Small group (ideally up to four students), one-to-one
Special education classroom, resource room, literacy center, or adult education
WRS Level I Certified Wilson® Dyslexia Practitioner (W.D.P.) or WRS Level II Certified Wilson® Dyslexia Therapist (W.D.T.)
Wilson Academy/Wilson Reading System Learning Community (online)
In-person and online courses on intensive instruction, basic word study, and advanced word study
WRS Level I and II Certification with practicum observations and implementation seminars
Sustainability plans with Trainer Development wilsonlanguage.com | 800.899.8454 | | 2,018 | 820 | {
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Name(s)
CALIFORNIA STATE SCIENCE FAIR 2006 PROJECT SUMMARY
Project Number
J0617
Paige A. Nethercutt
Project Title
The HEAT Is On! A Comparison of Heat Retention in Salt Water and Fresh Water Samples
Objectives/Goals
Abstract
The objective was to determine whether fresh water holds heat longer than salt water. I think that the salt water will hold heat longer than fresh water because salt water has a lower specific heat index.
250 mL glass Anchor measuring cup; stainless steel beaker; thermometer; timer; pH paper; 250 mL salt water per sample testing;250 mL bottled spring water (fresh water) per sample testing; stove; large bucket. Step 1: Collect salt water sample from the ocean into the large bucket. Step 2: Pour out 250 mL salt water into measuring cup. Step 3: Test pH level. Compare color with guide after 30 seconds. Step 4: Transfer water to the beaker and heat water to 100°C (boiling point). Step 5: Insert thermometer. Record temperature. Step 6: Remove measuring cup from heat. Step 7: Record temperature at the following intervals: 1 minute, 2 minutes, 3 minutes, 4 minutes, 5 minutes, 10 minutes, and 15 minutes. Step 8: Rinse measuring cup. Step 9: Pour out 250 mL bottled fresh water into measuring cup. Step 10: Repeat steps 2 through 8 for nine additional salt water samples. Repeat steps 9 and 3 through 8 for nine additional fresh water samples.
Methods/Materials
Results
The mean average temperature of the ten salt water samples at minute 1 was 86.08°C. The mean temperature at minute 2 was 75.85°C. The mean temperature at minute 3 was 70.21°C. The mean temperature at minute 4 was 65.89°C. The mean temperature at minute 5 was 62.28°C. The mean temperature at minute 10 was 54.71°C. The mean temperature at minute 15 was 49.23°C.
The mean average temperature of the ten fresh water samples at minute 1 was 84.31°C. The mean temperature at minute 2 was 75.82°C. The mean temperature at minute 3 was 68.38°C.The mean temperature at minute 4 was 61.5°C. The mean temperature at minute 5 was 57.49°C. The mean temperature at minute 10 was 48.83°C. The mean temperature at minute 15 was 41.93°C.
In conclusion, my hypothesis was correct. I predicted that the salt water samples would have a higher average temperature at the end of the fifteen minute data collection period. The salt water samples had an average temperature of 49.23°C at the end of fifteen minutes, and the fresh water samples had an average temperature of 41.93°C. This is a difference of 7.3°.
Conclusions/Discussion
Summary Statement
My project is a comparison of heat retention in salt water and fresh water samples.
Help Received
My parents assisted with the Excel graphs, proofreading my report drafts and taking photographs of my data collection process; my neighbor Ralph Miljanich loaned me his beaker that enabled me to heat the water directly on the stove. Lastly, my advisor, Mrs. Julie Paz provided continued support and | 1,416 | 727 | {
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James Clerk Maxwell Telescope discovers flare 10 billion times more powerful than those on the sun
February 12 2019
Credit: James Clerk Maxwell Telescope
The Hawaii-based James Clerk Maxwell Telescope (JCMT) has discovered a stellar flare 10 billion times more powerful than the Sun's
1/3
solar flares, a history-making discovery that could unlock decades-old questions about the origin of our own Sun and planets, giving insight into how these celestial bodies were born.
"A discovery of this magnitude could have only happened in Hawaii," said Dr. Steve Mairs, astronomer and lead investigator of the team that discovered the stellar flare. "Using the JCMT, we study the birth of nearby stars as a means of understanding the history of our very own solar system. Observing flares around the youngest stars is new territory and it is giving us key insights into the physical conditions of these systems. This is one of the ways we are working toward answering people's most enduring questions about space, time, and the universe that surrounds us."
The JCMT Transient Survey team recorded the 1,500-year-old flare using the telescope's state-of the art high-frequency radio technology and sophisticated image analysis techniques. Identified by astronomer Dr. Steve Mairs, the original data was obtained using the JCMT's supercooled camera known as "SCUBA-2," which is kept at a frigid -459.5 degrees Fahrenheit.
The flare is thought to be caused by a disruption in an intense magnetic field actively funneling material onto a young, growing star as it gains mass from its surroundings. The event occurred in one of the nearest starforming regions to the Earth, the Orion Nebula. It lasted only a matter of hours.
Located near the summit of Maunakea, the JCMT is the largest and only telescope in the northern hemisphere capable of making this type of discovery. The stellar flare observation was made as part of a monthly tracking program from researchers from around the world who use the JCMT to observe nearly 1,000 nearby stars in the earliest stages of their formation.
2/3
Powered by TCPDF (www.tcpdf.org)
More information: Steve Mairs et al. The JCMT Transient Survey: An Extraordinary Submillimeter Flare in the T Tauri Binary System JW 566, The Astrophysical Journal (2019). DOI: 10.3847/1538-4357/aaf3b1
Provided by James Clerk Maxwell Telescope
Citation: James Clerk Maxwell Telescope discovers flare 10 billion times more powerful than those on the sun (2019, February 12) retrieved 30 January 2023 from https://phys.org/news/2019-02-james-clerk-maxwell-telescope-flare.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3 | 1,235 | 612 | {
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POLICE DEPARTMENT
NEWS RELEASE
April 5, 2022 Contact: Commander Matt Cain email@example.com
Bicycle and Pedestrian Safety Enforcement Operation Planned for April 12, 2022
Ventura, Calif.— The Ventura Police Department will conduct a traffic safety enforcement operation focused on the most dangerous driver behaviors that put the safety of people biking or walking at risk. The enforcement operation will occur within city limits on Tuesday, April 12, 2022, from 7:30 a.m. to 5:30 p.m.
These violations include speeding, making illegal turns, failing to yield or provide right of way to bicyclists or pedestrians, or failing to stop for signs and signals.
"We've seen a recent rise in injuries ranging from serious to fatal for traffic collisions in our city," said Sergeant Mike Brown. "While bicyclists and pedestrians have the same rights to use the road, they face a greater risk because they don't have the same protections as vehicles. We need to share the road and be on the look out for one another."
The Ventura Police Department offers steps drivers, pedestrians, and bicyclists can take to improve safety and reduce the risk of a traffic collision:
Drivers
* Avoid blocking crosswalks while waiting to make a right-hand turn.
* Follow the posted speed limit and slow down at intersections. Be prepared to stop for pedestrians at marked and unmarked crosswalks.
* Never drive impaired.
Pedestrians
* Do not walk or run into the path of a vehicle. At 30 mph, a driver needs at least 90 feet to stop.
* Be predictable. Always use crosswalks when available.
* Be visible. Make it easy for drivers to see you – wear light colors, reflective material, and carry a flashlight, particularly at dawn, dusk, or night.
* Be extra careful crossing streets or entering crosswalks at night when it is harder to see, or when crossing busier streets with more lanes and higher speed limits.
Bicyclists
* Bicyclists must travel in the same direction of traffic and have the same requirements as any slow-moving vehicle.
* Obey traffic laws, use hand signals, use lights at night (front white light and rear red reflector), and wear a helmet.
* If there's a bike lane, use it.
* Yield to pedestrians. Bicyclists must yield the right-of-way to pedestrians within marked crosswalks or within unmarked crosswalks at intersections.
Funding for this program was provided by a grant from the California Office of Traffic Safety, through the National Highway Traffic Safety Administration. To learn more about the Office of Traffic Safety grant and VPD's educational efforts, contact Emily Graves, Community Outreach Specialist for the Ventura Police Department, at firstname.lastname@example.org. | 1,164 | 585 | {
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Cohousing neighborhoods
Some people consider these resident-created neighborhoods a return to the best of small-town America.
Others say they are like a traditional village or the close-knit neighborhoods of earlier generations.
Futurists suggest that cohousing is a new response to the 21st century's social, economic and environmental challenges.
Picturesque Pioneer Valley Cohousing, Amherst, MA
Cohousing offers an ideal balance of privacy and community, with neighbors choosing to participate in activities at the level they wish.
Want to learn more about cohousing?
Visit www.Cohousing.org
What is Cohousing?
Imagine a neighborhood where:
* Neighbors know each other well and can, if they choose, catch up on each other's lives often over home-cooked dinners in a comfortable common house.
* Residents live much more sustainably after building wisely and then sharing common facilities.
* Kids are free to run and play together along car-free paths and in a central area in sight of their homes.
* Neighbors own their individual homes and together make decisions about their community.
Imagine living in cohousing.
Today's new "old-fashioned neighborhood"
Cohousing communities are old-fashioned neighborhoods created with a little ingenuity. They bring together the value of private homes with the benefits of more sustainable living. That means green building, common facilities and good connections with neighbors. All in all, they stand as innovative answers to today's environmental and social problems.
Cohousing communities combine the autonomy of private dwellings — complete with full kitchens — with the advantages of shared resources and more sustainable living. The basic traits include shared facilities, a common house, selfgovernance and design input by the group of future residents that created the community.
Cohousing first emerged in Denmark more than 30 years ago. The first cohousing in the U.S. was completed in 1991. By 2008, there are more than 113 established cohousing neighborhoods in the U.S. and approximately 100 more in development.
Most of these intentional neighborhoods are intergenerational, offering opportunities to live among people in all stages of life, ranging from newborns to
residents well into their 80s. In addition, several new communities are designed specifically for seniors.
Children playing on the pedestrian path at Hearthstone Cohousing in Denver.
What makes cohousing unique:
* Growing Community
* Increasing Sustainability
* Aging Successfully.
In a cohousing community, you know who lives six houses down because you eat common meals with them once or twice a week, decide how to allocate homeowners dues and gratefully accept a ride from them when your car's in the shop. You listen to what they have to say, even if you don't agree with them at first, and you sense that you, too, are being heard.
Cohousing residents are consciously committed to living as a community. The physical design encourages both social contact and individual space. Private homes contain all the features of conventional homes, but residents also have access to extensive common facilities such as open space, courtyards, a playground and a common house.
Cohousing communities are often designed as attached or single-family homes clustered around a courtyard or a pedestrian walkway. Most have 20 to 40 households. Regardless of the size of the community, there are many opportunities for casual meetings between neighbors, as well as for deliberate gatherings such as celebrations, clubs and business meetings.
People living in cohousing share no other ideology other than they want to know their neighbors well and to live more sustainably. Yet cohousing offers an ideal balance of privacy and community, with members choosing to participate in activities at the level they wish.
Research at major academic institutions has found that people live longer and healthier lives when they are socially connected to others.
In addition to enriching the families who live in cohousing, cohousing helps to create a more sustainable society, one neighborhood at a time.
Cohousing helps create a more sustainable society, one neighborhood at a time. | 1,655 | 810 | {
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Poison Antidote
UTAH POISON CONTROL CENTER
585 Komas Drive Salt Lake City, Utah 84108 1-800-222-1222
Mixed Message Mayhem
One of the most dangerous poisoning hazards facing young children is poisonous products that look similar to food or drinks. Young children cannot read labels and may not understand the difference between things that are safe and things that can be harmful. The Utah Poison Control Center receives over 57,000 calls each year for a variety of poison exposures. Approximately 60 % of the calls involve children less than 6 years of age.
Children are curious by nature and are oral explorers. Teaching them what is safe to put in the mouth is a challenge for parents. Unfortunately this task is even more difficult because of a new trend in candy manufacturing. Some companies are making snacks for kids that look like products such as toys, makeup, perfume, bubbles, and crayons. Parents should be cautioned about the confusing message that this sends to children. When they are allowed to drink candy "perfume" for example, and then are later faced with a real bottle of perfume, what will the child do? After being allowed to eat candy "crayons" what might the child do the next time she is coloring with real crayons? While it is not illegal for companies to produce these types of products, it is a dangerous practice that sends a mixed message to children and puts them at greater risk for poisonings.
Consumer Reports
What can adults do to help keep children safe?
* Do not give children snacks that look like non-food products
* Never call medicine "candy"
* Lock-up chemicals, medicines, cosmetics, and personal care products in a high cabinet
* Never leave poisonous products that you are using unattended—not even for a second. Take the product with you if your attention is required elsewhere
* If you suspect a poisoning call the Poison Control Center at 1-800-222-1222
1
Supported by Project # H4B MC 0008-01 from
Health Resources and Services Administration,
Department of Health & Human Services
INSIDE THIS ISSUE
MIXED MESSAGE M DON'T FLUSH!
AYHEM
1
1
Don't Flush!
When it comes time to getting rid of your prescription and over-the-counter drugs, how do you dispose of them? In the past we were advised to flush them down the toilet or the sink. We now know that this practice can be dangerous.
Not Down the Toilet or Sink
Drugs that are flushed down the toilet cannot be removed by the sewage treatment process. This can lead to contamination of surface and ground water. Significant amounts of some drugs with unknown effects in humans have been found in our water. Research has shown that exposure to drugs found in waterways has a serious, negative effect on fish and other aquatic life.
Poisoning and Drug Abuse Risk
Simply tossing unwanted drugs into the trash can also pose a problem. Children or animals may access these drugs which could lead to a serious poisoning. Unused medication can easily be retrieved from the trash by those seeking to abuse the drug or sell it illegally.
Disposal Guidelines
1. Check to see if your local police department has a drug collection program.
2. Check to see if your city has a household hazardous waste program that allows for collection of medications.
3. If there is no collection option: Remove all labels from prescription bottles, mix unused pills with water, vinegar, or wet coffee grounds and liquid medicines with flour. Place the mixture in a sealable plastic bag and put it out in the trash on garbage pick-up day.
4. Don't keep medicines that have expired.
While proper disposal of medicine may be inconvenient, it is important to safeguard ourselves, our loved ones and the environment now and for future generations.
www.utahpoisoncontrol.org | 1,555 | 786 | {
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Useful Resources and Tools for Teachers and Learners of Arabic By Ilham Samra Zayat and Nacheda Baroud Tizani
Ilham Samra Zayat
I have a Master Degree in teaching English as a second language (TESOL) from the University of Los Angeles, California. I have been teaching for the past 14 years, and I am currently teaching at New Horizon, Pasadena. I was a master teacher in the Aldeen Startalk summer program for 4 years. I presented in several conferences including ACTFL, ISNA, CAIS, NCOLCTL, NECTFL, CLTA and Startalk. In addition, I participated in translating the national standards of teaching Arabic as a foreign language. With other volunteer teachers of Arabic, I established the National Arabic Teachers' Association (NATA), and I am currently the president elect.
Nacheda Baroud Tizani
I have a certificate in Early Childhood Education. I have been teaching Arabic at New Horizon for the past 16 years. I worked on designing the assessment booklet of "Hayya Natakallam Maan" and formatting pictures for "Lughati Al-Islamiyya". I presented in several national conferences including ACTFL, ISNA, CAIS, NCOLCTL, NECTFL and the Muslim Conference. I was a master teacher in Aldeen Startalk summer program for 4 years. Also, I worked with other volunteer teachers in establishing The National Arabic Teachers' Association, and I am a member on the review committee for the newsletter.
Proposal
To meet the needs and interests of the 21 st century learners, and overcome the scarcity of appropriate Arabic teaching materials, the presenter will share several interesting websites and newsletters that provide supplementary materials, activities and best practices to enhance teaching and learning Arabic for different levels.
Online resources provide useful material that are language based like stories and songs in addition to content based texts that cover other subjects like history, math, and Islamic Studies. The websites also offer a wide variety of real-life communicative activities for different language levels. The uses and benefits of these resources are great. They can be used as:
Supplementary teaching material, homework, assessment, motivational tool, entertainment, and tools for differentiated learning
Following is a list of the websites and a brief description of each.
1- Ajeeb Sakr:
http://afl.sakhr.com
This website provides a comprehensive experience attained through a thorough coverage of the language, culture, history and civilization of the Arab World. It includes five different language levels, with 12 lessons aimed to develop the four language skills and cultural awareness.
2. Kidsjo: http://www.kids.jo/main/lessonCat.aspx
This website includes general information, stories, lessons, multiple-choice quizzes, songs, painting, and games.
3. International Children's Digital Library: http://en.childrenslibrary.org The website's mission is "to support the world's children in becoming effective members of the global community who exhibit tolerance and respect for diverse cultures, languages and ideas by making the best in children's literature available online free of charge." It includes about 45 Arabic books that can be searched by age, characters, and genre.
4. Harf Kids: http://www.harfkids.com/index.aspx
This site is updated monthly and contains entertaining, interactive and educational content including: Qur'an, Islamic stories, cartoons, songs, site forum, educational corner, and games.
5. Aswaat Arabiyya: http://laits.utexas.edu/aswaat/video_s.php
This site provides listening materials and accompanying activities that are intended for the various levels of proficiency from Novice to Superior. These listening materials have been selected from television stations throughout the Arab world and they treat a wide variety of topics and listening genres
In addition to the websites, teachers can utilize the National Arabic Teachers Association newsletter to keep them informed about current theories and methods, teaching activities, and upcoming conferences and workshops. | 1,837 | 826 | {
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Questions 93 & 94(B)
Name ___________________________
Q93. What is the sixth commandment?
A93. You shall not murder.
Q94. What does the sixth commandment teach us?
A94. To avoid angry passions.
Scripture Base: Ps 82:3-4; Prov. 24:11-12, 31:9
Matt 5:44-48; Rom. 13:3-4; 1 John 3:15-17.
Doctrine: WCF 19, 23 SC: 67-69
Supplementary Questions
3. Under what circumstances may we kill?
4. What does this commandment require?
Songs: The Ten Commandments; The Greatest Commandment - J Rogers
Teaching Notes
Review: Q 92. What does the fifth commandment teach us? - To love and obey our parents and teachers.
Readings: Prov. 24:11-12, 31:9; Psalm 82:3-4; Matt. 5:44-48
Supplementary Questions
3. When someone is trying to kill us, or our neighbor, unjustly (Prov. 31:9)
- When defending our country or another country when it is attacked unjustly. (The State may use the power of the sword to execute those who try and harm its citizens with the power of its military, Rom. 13:3-4).
- When someone commits a crime worthy of death, the state may take away their life (Rom. 13:3-4). What crime deserves death?
4.To protect the lives of others. (Prov. 24:11-12). We are to defend the lives of others, including that of the unborn. (Psalm 82:3-4). When we see they are in need, we are to help them by giving them food, clothing and/or shelter, even if they are our enemy. (James 2:15-16; 1 John 3:17; Rom. 12:20; Matt. 25:31-46). We're not to hate or consider injuring others, but are to love them (Matt. 5:44-48).
To protect our own lives. We must defend our lives against those who would take them away unjustly (self-defense). We are generally to do things that are safe – unless called on to fight to protect ourselves, others, or our country (in a just war). We are to eat things that are healthy, not eat too much, and we are to take care of our bodies (exercise, etc.).
Gospel: (Repeat of last week) Jesus tells us that if we hate someone in our hearts, we have already murdered them. God's Word tells us further that no murderer has eternal life. If we find that we hate someone in our hearts, or that our hearts are full of hatred, we need to turn from that sin and turn to Christ. He can help us to love others, even our enemies. Remember, God loved those who hated Him so much that He sent His Son to die for them. Every day He pours out His kindness and mercy to those who are His enemies. He tells us to do the same thing (Matt. 5:4448). You can only do this if you trust Jesus to help you. Turn from your sins and trust in Him.
Activity: Worksheet - draw pictures of safe and protective activities. Songs: 10 Commandments; Greatest Commandment - J Rogers | 1,247 | 743 | {
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"I" Is for Identity Crisis
Presented by Dr. Daniel Hubbard, Personal Past
The Problem of Identity:
* What do we really mean by "identity"?
* A name is a label not an identity.
* Identity as a unique collection of facts.
* Claim: Genealogy is the reconstruction of ancestors' identities.
Shifting Names:
Names are not necessarily stable through life or across generations.
* Married vs maiden names.
* Patronymic names.
* "Official" nicknames
* Gendered names
* Soldier and status names
* Farm names
* Forced name changes
* Multiple distinct versions of names.
Self-Identity versus Public Identity:
How people feel about themselves is not always the same as how they feel that they need to present themselves to the wider world. Differences are often the result of discrimination, but can also be the result of culture based perceptions that are specific to a time and place that aren't directly related to discrimination. Identity can be affected by trying to negotiate multiple cultures at the same time. Identity can even be tweaked for a business advantage.
One person can choose to identify in different ways at different times or in different places. This can lead to genealogical problems. The change in identity can be enough to stop our research. It can leave us suspicious that our conclusion is wrong because things "just don't quite match." Perhaps worst, an identity change can lead us to both miss the correct connection and make a wrong connection.
The same push-pull idea that helps us think about migration from place to place can help us think about migration from identity to identity, whether that involves a slight shift in age or a total rework.
1
Factors that a person might feel the need to change include:
* Ethnicity
* Cultural group
* Gender
* Race
* Out-of-wedlock birth status
* Age
* Religion
* Pauper or servant status
Identity Documents:
Identity documents existed even before the age of the driver's license, school id, and employee access card. Examples of documents created with the explicit goal of establishing identity:
* Documents resulting from English Poor Laws
* Travel documents. If people traveled to where they would not be recognized, they might need an identity document.
* Records of released prisoners.
* City directories.
Further Information:
* The story of the Krasilovskys
(http://www.radiolab.org/story/happy-birthday-bobby-k/) (starts about at about 12:50)
* Hobbs, Allyson. A Chosen Exile : A History of Racial Passing in American Life, (Cambridge, Massachusetts: Harvard University Press, 2014)
* Ignatiev, Noel. How the Irish Became White, (New York: Routledge, 2015)
* Hindle, Steve. "Technologies of Identification under the Old Poor Law." The Local Historian, volume 36, number 4, November 2006, pages 220-236
* Fischer, David Hackett. Albion's Seed: Four British Folkways in America, (Oxford: Oxford University Press, 1989) [An excellent reference on English culture in colonial America, including naming practices, servitude, and poverty, all of which can influence identity.]
Ethnic Naming Practices:
Often books on genealogical research of a specific ethnic or national background will give information on naming practices. Some examples:
* Amdur Sack, Sallyann & Mokotoff, Gary, editors. Avotaynu guide to Jewish genealogy, (Bergenfield, New Jersey: Avotaynu, 2006)
* Shea, Jonathan D. Going home : a guide to Polish-American Family History, (New Britain, Connecticut: Language & Lineage Press, 2008)
* Geyh, Patricia Keeney. French Canadian Sources : a Guide for Genealogists, (Orem, Utah: Ancestry Publishing, 2002)
Email: Dan@thePersonalPast Phone: 1-847-984-3484 Website: www.thePersonalPast.com
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WHAT'S THE BIG DEAL?
What's the big deal about little sins? Why is Liz's dad so upset when Liz didn't do anything really bad?
Let's Get Started
Episode Theme: Little sins lead to bigger sins.
1. James 1:14-15 talks about things that tempt you. What would you do if you found something small that didn't belong to you? Let's say you found a Frisbee just lying on the ground. What would you do?
2. King Solomon was a wise man, but he let little temptations lead to big sins that caused huge problems. God's instruction to kings in Deuteronomy 17:14-20 warned the kings about having lots of horses and silver and gold. Solomon knew it was wrong to import horses and chariots from Egypt, but because of his wealth and power, he must have considered this sin too small to take seriously. Buying lots of horses from Egypt might have seemed a like a little thing to Solomon, but it was important to God. As you listen to this episode, think about the times when you hear people say, "What's the big deal?" when it really is a big deal.
Memory Verse
"Your own evil longings tempt you. They lead you on and drag you away. When they are allowed to grow they give birth to sin. And when sin has grown up it gives birth to death."
James 1:14-15
After You Listen
In this episode Liz asks the question "What's the big deal? He thought that taking a pipe from an old house was okay. Liz's dad recognizes that when you give into a little temptation it makes it easier to give into a bigger temptation later.
In 1 Kings 10-11, maybe Solomon's reasoning went something like this: "When I bought all those horses from Egypt, nothing bad happened, so what would be wrong with collecting lots of gold?" We normally don't see the results of sin immediately, but they will come. Wise Solomon gave in to the same temptations that the rest of us face. He compromised on what he thought wasn't a big deal and chose his way rather than God's. The danger, though, is that small compromises lead to major sins. For Solomon, the results were devastating. His son ended up losing the whole kingdom of Israel. His experience is a warning of how little sins can lead to big problems.
Want to dig deeper and explore what scripture says about "big deals?" Check out 2 Thessalonians 3:3, Matthew 26:41 and 1 Corinthians 10:13.
Challenge
Try an experiment. Take a glass of water and add just one drop of food coloring. The one drop of food coloring seems like "no big deal," but it makes a big difference in the water! See what happens. Once the food coloring is in the water, try getting it out? How is this like giving in to temptation that seems like "no big deal"?
Take the Episode Quiz
Question 1: What did Liz pick up on his way home from school?
Answer: A pipe from a construction site.
Question 2: Why did Liz's dad make him return it?
Answer: Because it did not belong to him.
Question 3: Why did Spike get assigned to Saturday detention?
Answer: Because Miss Wattle thought that he set off firecrackers in a trashcan.
Question 4: Who does Lucille have trouble with?
Answer: Her neighbor Mrs. Trollscales.
https://kidscorner.net/liz-and-friends/episodes/whats-the-big-deal
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Deisgn and Technology (DT) Intent, Implementation and Impact Milton Parochial Primary School
Intent (the what)
At our school, children receive a design and technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product. Skills are taught progressively to ensure that all children are able to learn and practice in order to develop as they move through the school. Evaluation is an integral part of the design process and allows children to adapt and improve their product, this is a key skill which they need throughout their life. D&T allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art.
Children's interests are captured through theme learning, ensuring that links are made in a cross curricular way, giving children motivation and meaning for their learning. Children will learn basic cooking skills.
Implementation (the how)
We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.
All teaching of DT should follow the design, make and evaluate cycle. Each stage should be rooted in technical knowledge. The design process should be rooted in real life, relevant contexts to give meaning to learning.
While making, children should be given choice and a range of tools to choose freely from. To evaluate, children should be able to evaluate their own products against a design criteria. Each of these steps should be rooted in technical knowledge and vocabulary.
DT should be taught to a high standard, where each of the stages should be given equal weight. The key skills we teach the children are:
- sewing and textiles
- cooking and nutrition
- electrical and mechanical components
- Using materials D&T is usually taught in in short blocks
See the DT Long Term Plan for specific detail and DT progression document.
Impact
By the time children leave our school they will have:
- An excellent attitude to learning and independent working.
- The ability to use time efficiently and work constructively and productively with others.
- The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users' needs.
- The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
- A thorough knowledge of which tools, equipment and materials to use to make their products.
- The ability to apply mathematical knowledge and skills accurately.
- The ability to manage risks exceptionally well to manufacture products safely and hygienically.
- A passion for the subject.
We expect the vast majority of children to achieve the national curriculum age-expected standards at the end of each academic phase of teaching (Y1/2, Y3/4 and Y5/6). These standards (detailed in the national curriculum) summarise the knowledge, skills and understanding that children should have gained. Our procedural knowledge progression documents give further detail of the specific knowledge we expect the pupils to have retained and the skills we expect them to have acquired. We assess progress against these standards by using teacher assessment from a variety of sources including observation of skills and practical work. | 1,432 | 651 | {
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National Youth Sunday 2023
Romans 12:2, NLT: Stand Up, Even If You Stand Out
Children's Story by Felisha Diamond
*This narration is based on Daniel 3:16 – 28, which is another example of God standing with God's people when we stand up for God.
Three courageous guys, with incredibly odd names (Shadrach, Meshach, and Abednego), and a King (called Nebuchadnezzar) are the subjects of this tale. The three men lived in a place called Babylon and did vital tasks for the king. One day, the king decided to create a 90-foot-tall gold statue. To get an idea of how tall this is, imagine 15 guys standing one on top of the other. The thing was huge! Then King Nebuchadnezzar announced something. "I command all people, regardless of language, to kneel and worship this statue when they hear the music. Everyone who does not submit to this command and worship the statue will instantly be thrown into a raging inferno."
God does not want us to worship anything or anyone other than God, which is the issue. He is God, after all, who made us because He loves us so much. Christ came to earth, gave his life for us, and genuinely cares about every detail of our lives.
Why would we want to pray or worship something unreal, unhelpful, and incapable of hearing our prayers? It is foolish to revere a huge mound of
gold, such as the one King Nebuchadnezzar built. The gold has no senses and is unaffected by anything or anyone.
When the music started playing the next time, everyone stopped what they were doing and knelt to worship this idol. All of them stopped and worshipped – except for Shadrach, Meshach, and Abednego. When several of the King's employees - who were envious of Shadrach, Meshach, and Abednego because they had such excellent jobs - saw that they wouldn't worship the statue, they hurried to the King to report it.
King Nebuchadnezzar was furious when he learned the news. He immediately gave the order to have Shadrach, Meshach, and Abednego brought before him to give an account of their deeds.
When the men were shown to the King, Nebuchadnezzar addressed them, "Is it accurate to say that Shadrach, Meshach, and Abednego won't kneel before and adore the golden sculpture I have created? I'll give you another chance in case I need to correct something. You must be prepared to submit to the vision when the music plays again; otherwise, you risk being flung into a blazing furnace. What God will then be able to save you?"
Shadrach, Meshach, and Abednego responded to the King by exchanging glances, "We did not do wrong, O Nebuchadnezzar, and we will not apologize for not bowing down. The God we serve will save and deliver us
if cast into the furnace. But even if he doesn't, we want you to know that we won't worship your golden idol or serve your gods."
Nebuchadnezzar became much angrier as a result. He immediately ordered to heat the furnace even higher than average. He ordered some of the strongest soldiers to grab Shadrach, Meshach, and Abednego and toss them into the fire. The three men, who were fully dressed in clothes that would quickly catch fire, were immediately taken to the furnace by the troops. Because the fire was so intense, it killed the soldiers as they forced the men into the furnace. Shadrach, Meshach, and Abednego tumbled into the blazing furnace.
King Nebuchadnezzar stood up in shock and said to his counselors, "Weren't only three men thrown into the fire?" "Yes, King," they answered. "Look!" the King exclaimed. Unharmed, four men can be seen moving around in flames!
King Nebuchadnezzar came as close as he could to the furnace and shouted in the doorway, "Shadrach, Meshach, and Abednego, follower of the Most High God, come out! Come here!"
The three men walked out of the furnace without any burns, no hairs on their heads burned, all their clothes perfectly fine, and no fire smell on them. King Nebuchadnezzar recognized then that they did not worship a phony statue but a faithful God. And maybe more importantly, God saw that they
genuinely trusted and believed in him because he had sent an angel to guard them against harm. They were prepared to die rather than serve or worship any god other than their own God! The King issued a proclamation declaring that beginning that day, no one might speak ill of the God of Shadrach, Meshach, and Abednego without receiving severe punishment. The three men were then given even better positions for the region of Babylon by the king.
Would you pray with me? "Dear God, give us courage and faith like that of Shadrach, Meshach, and Abednego. Help us to learn more about Jesus and how he taught us to live. Help us to learn more stories from the Bible. When we have to make hard choices in our lives, help us remember stories of people making faithful choices and showing their love for God. Amen." | 1,713 | 1,122 | {
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Programmes of Study
Year 2 'I am one with the world' Summer Term 1
Unit title: Eco Explorers- Exploring Nature, Weather, Our Feelings and our Natural Environment
Literacy Genres: The structure and style of traditional tales 'Once upon a time' Rhyming couplets.
Morning verse: 'The sun with loving light'
Reading Enhancements: The Lorax Dr Seuss, One Plastic Bag Story, We Are Water Protectors, The Seeds of Change
Literacy
Grammar
Chatsworth
Sustainable
Leadership:
Eco
Responsibility
Art
To add question marks to questions.
Maths
Writing purpose
Writing to entertain:
Stories (Including re-telling & traditional tales)
Descriptions
Poetry
In character role
Writing to inform:
Labels, Captions, Lists
Recount – First-hand experience
NCR – Information Leaflet
Instructions – First-hand experience
Weather related paintings to display
Humanities
Build a whole class multimedia painting of an ecosystem
Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
– Weather patterns and skies
Watercolour
Form drawing: Running forms
Handwork
– fixing/patching
to use a range of materials creatively to design and make products
Chatsworth
Sustainable
Leadership:
Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening
Recognise and use language relating to dates, including days of the week, weeks, months and years
Tell the time to the hour and draw the hands on a clock face to show these times.
Describe positions, directions and movements using language such as left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside
Sustainability in our Environment
Sustainability within our school
-Sustainability within our park
-Importance of caring for our environment
-Why is the environment important?
-What can we do to help? Reduce-reuse-re
-Weather and its importance in nature
-Waste reduction and composting
FEATURES AND PHYSICAL OF OUR PARK
* Understand geographical similarities and differences including physical features of the park and its natural habitats
Relationships and Health
Chatsworth
Sustainable
Leadership:
recycling focus
Design and technology /
Woodwork
Religious
Studies sustainability in
*
Ask and answer questions about the local environment in relation to
Chatsworth Mindset: mindfulness
French
Trips and or events
To explore the names of rooms in the house
To label our homes
Learn verbs associated with the home
Learn school subjects
Can spell some common words with some accuracy
French vegetables names
French foods (popular) have an early Gouter?
Singing French Songs and rhymes
Music
Chatsworth
Health and
Wellbeing:
teamwork skills of playing music
together
Sing a variety of songs with growing awareness of the overall plan of the music (beginning, middle, end).
-Begin to identify aurally the length of a phrase in a simple song by marking the number of pulse beats
-Begin to feel and show phrase in a simple song e.g. by using an 'arch' hand movement out and back, to mark the start of each new phrase.
-Begin to recognise aurally where the rhythm or melody of a phrase is repeated or changed.
-Begin to identify simple structures like verse and chorus (ABAB) and 'ABA' (a
'musical sandwich'). | 1,740 | 774 | {
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Honey Hollow Watershed: Riparian Buffer Restoration Project (Year 3) Mini-Grant Final Report
Bucks County Audubon Society at Honey Hollow is the steward of the historic Honey Hollow
Watershed, which celebrated its 50 th Anniversary as a National Historic Landmark in 2019. The farmers of the watershed banded together to develop soil, water and wildlife conservation measures that protected the watershed. In our commitment to be a steward of this historic watershed, we were excited to be able to continue the restoration of the east branch of the creek.
Now in its third year, the restoration continues to move up stream from the pond and wetland area where it began. The current location faces many issues, including stream bank erosion, sediment from erosion upstream, invasive plants, the increased stress of more severe storms, and a large loss of tree canopy due to dead Ash trees.
The project was done in close partnership with the Master Watershed Stewards, and Steward Joan Stelmach
was instrumental in the project planning and recruiting of volunteers. In an effort to bring in more community volunteers, as well as provide much needed community service opportunities to local teens, we created a Teen Conservation Corps.
The Teen Conservation Corps was led by Alexa DiPrisco, our Conservation and Education Intern. Alexa, a student at Bucks County Community College, worked with the teens each Thursday morning in July. Ten teens attended at least one week of the program and in all the teens provided over 75 volunteer hours towards the project. Over the course of the five-week program, the teens removed invasive plants and planted 20 native plants in the area that they cleared.
We were so lucky to Alexa with us this summer. She brought a wonderful energy to the project and was completely devoted to seeing the work completed. She continued to assist with the workdays and was great with all of the volunteers on the project. Alexa also go a lot out of the experience.
"My experience interning at Bucks County Audubon Society this summer was exceptional. From mid-June until mid-August, I was immersed in the nature of the Honey Hollow watershed and six miles worth of trails. Through this experience, I was able to educate children aged 4-10 on the natural world and guide teen stewards in the gratification of conservation work. Thank you to Bucks County Audubon Society for unforgettable summer of education, personal growth, and fulfillment." Alexa DePrisco, Education and Conservation Intern (Summer 2021)
In addition to the Teen Conservation Corps, we hosted three volunteer workdays for Master Watershed Stewards
and Bucks Audubon volunteers in August and September. Nine volunteers put in 45 volunteer hours over these workdays. We also hosted a community service day for students from The Solebury School. Twenty students and teachers participated in the day, contributing 40 hours of volunteer time and having a great time.
During the workdays, volunteers did significant work removing invasive plants (including the very difficult to remove multi-flora rose), planting native trees, shrubs and perennials that will help to stabilize the stream bank and provide vital habitat for birds and wildlife, and overall improving our stream ecosystem. In all 39 volunteers, put in 160 volunteer hours on this project, and planted almost 200 native perennials and shrubs and seeded the area with native seeds appropriate for riparian buffers.
Hurricane Ida is early September slowed down the plantings, as volunteers had to spend time replanting and re-caging trees and plants from this year and the past two years. Although the storm and flooding were severe, we are happy to report that only a couple of trees were lost.
We continue to work closely with Nick D'Amato from Gino's Native Plant Nursery in Wrightstown, and local Master Watershed Steward. Gino's was able to help with plant selection, as well as providing the plants at wholesale costs (allowing our plant budget to go further) and free delivery.
Final Expenses:
#
Staff Time: Conservation and Education Intern $966
Plants:
Seeds
$185
Potted trees, shrubs and perennials $1,349*
Total
$2,500
# The increase in staff time allowed our Conservation and Education Intern to also attend the other workdays held in August and September. Alexa was very invested in the project and did a great job of educating and working with volunteers of all ages.
* Thanks to a grant from Tree Vitalize and support from a private donor, we were able to significantly expand the project area. With the focus of the Tree Vitalize funding being solely on trees, the plants selected through the Lower Delaware Wild and Scenic funds were primarily shrubs, perennials and native seeds. This change allowed us to more fully plant the area and will hopefully reduce the amount of invasive plants regrowing in the area. | 2,028 | 1,007 | {
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Giving up meat on the Fridays of Lent is probably harder to remember than it is to do. It applies to everyone age 14 and older. Exceptions are made for reasons of health, and pastors can grant a dispensation for people who want it. Still, many Catholics do more than this during Lent. They abstain from foods they shouldn't eat anyway, they pray more attentively, they donate, or they give more time to their family.
We observe special practices during Lent for many reasons. Our sacrifice on Fridays reminds us of the sacrifice of Jesus on Good Friday. Abstaining from meat helps us relate to the poor who don't have as many food choices as we do. Fasting breaks our habits of consumerism: As a society we shop for too many things we don't really need; we argue we've earned our money: we have a right to spend it; but we spend it on ourselves more than we do on the needy. By eating or shopping less during Lent, we save money that can be shared with the poor. Fasting teaches we can get along with less, and we can give away more. Our sacrifices remind other people about the holiness of this season, and they make it easier to pray. When you are well fed, you don't think about God very much; but when you're hungry, you talk to God all the time.
For 40 days we are on pilgrimage. We acknowledge our sins, we walk more carefully in the footsteps of Christ, and we look forward to our goal: Easter, when Jesus rises from the dead and we awake with a new heart. Lent is our pilgrimage; Lent is our exodus.
In today's gospel, Luke uses the word "exodus" to describe the journey Jesus takes to Jerusalem. The transfiguration occurs just before he sets out. In the original Exodus, Moses led the chosen people out of slavery in Egypt through the Red Sea; they crossed the desert behind a pillar of fire, ate manna from heaven, drank water from the rock, and entered the promised land. In Jesus' exodus, he walks to Jerusalem, where he will die on the cross, be placed in the tomb, and then rise into the promised land of heaven. During Lent we go through our exodus, confronting our sins, doing penance, and walking toward Easter. At the Easter Vigil, we will light the Paschal candle, our pillar of fire, we will hear the story of the original Exodus as well as the gospel of the resurrection, as Israel crossed the Red Sea several people here will cross the waters of baptism, and we will eat and drink not manna from heaven and water from the rock, but the body and blood of Christ, the first Easter eucharist, a foreshadowing of the banquet that awaits us in the promised land of heaven.
But to get there, we observe Lent. We avoid meat on Fridays. We may eat less, talk less, spend less, gossip less, watch TV less, use the internet less, smoke less, gamble less – because when we are less distracted by the things of this world, our hearts and minds open up to the things of the next world. When we sacrifice, we get hungry, and God has a chance to be the most precious food and drink for which we long. | 1,083 | 693 | {
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• financial support and support of activities
of programs and projects of the fund;
• initiatives of NGOs and citizens in the fields
of environment protection;
• involvements of citizens into the environmental protection activities;
• activities in the fields of traditional culture.
• financial support and support of activities
of programs and projects of the fund;
• initiatives of NGOs and citizens in the fields
of environment protection;
• involvements of citizens into the environmental protection activities;
• activities in the fields of traditional culture.
3. International volunteer environmental camp "The forests of Bolshaya Kokshaga"
• The main idea of the project is propaganda and implementing of the idea of volunteer activities among the youth due to participation in social and environmental projects
• The main idea of the project is propaganda and implementing of the idea of volunteer activities among the youth due to participation in social and environmental projects
5. Interactive Environmental Lectorium
The Program "Interactive Environmental Lectorium" suggests for the teachers and students innovative forms and methods of the environmental activities. The main aims of the project is to acquaint citizens with the problem-based methods, interactive games and ways of solving of the environmental problems at personal and local level in Russia and other countries
6. National ethno – environmental project "Thymapy Raccoon" 1
The main idea of the project is creation of a special ethno-environmental page in a journal for children in Russian and Mari langugaes
2 Virtual trip of Thymapy Raccoon upon the land of Onar (a national Mari hero)
The main idea is creation of an environmental computer game which would help the young children and students to create protected territories of the Mari El Republic (zapovednic (state reserve) "Bolshaya Kokshaga", Mari Chodra National Park, 8 resrevats and 37 monuments of nature)
• The main idea is forming of the environmental type of thinking through involving the youth into the reforestration activities after the large-scale forest fires in the year of 2010
Other forest pedagogic activities:
1. environmental ethics;
2. acquainting with the diversity of life, rare species, adventure and survival aspects;
3. investigations in the fields of pedagogic, psychology and environmental education, creation new methods;
4. environmental camps and outdoor trips;
5. environmental actions and investigations with children and students.
1. environmental ethics;
2. acquainting with the diversity of life, rare species, adventure and survival aspects;
3. investigations in the fields of pedagogic, psychology and environmental education, creation new methods;
4. environmental camps and outdoor trips;
5. environmental actions and investigations with children and students. | 1,329 | 552 | {
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Using Social Stories to Support Changes in Routine
WHAT IS A SOCIAL STORY?
Through the art of storytelling, social stories can be used to teach appropriate behaviour, social norms and routines in a relatable way. Social stories can be used as a proactive strategy before encountering new situations or for situations that are known to be challenging for your child.
WHY ARE SOCIAL STORIES USEFUL?
Social stories can:
* Promote self-awareness and self-calming
* Be tailored to your child's age, ability and interests
* Include your child, favourite activities and characters to capture their attention
* Help your child predict outcomes and remember sequences of events
* Provide an opportunity to practice reading individually or as a family
HOW TO WRITE A SOCIAL STORY:
1. Set the social story's goal (e.g., accepting change)
2. Answer six questions about the scenario: who, what, when, why, and how
3. Choose between a book format for younger children, or a comic book format for older children
4. Create the story:
a) Write the story in the perspective of your child using "I" statements or his/her name
b) Describe your child's goal (e.g., I will remain calm when the bus is late)
c) Include a title, introduction, body and conclusion
d)
Write descriptive sentences that explain the
context, and coaching sentences to guide your child's behaviour
e) Individualize the language to your child's age and ability (e.g., short sentences with pictures for earlier learners)
HOW TO USE A SOCIAL STORY:
1. Read the social story with your child before facing the situation. Do this when your child is calm and before challenging behaviour occurs
2. Promote your child's understanding by asking questions or fill in the blanks
3. Role play using the strategies with them
4. Keep the story in a place where the child can easily access it and refer back to it
5. As your child has success, read the story less often, or phase it out
PROBLEM SOLVING TIPS
1. Set expectations for behaviour by describing what your child should do, not what they shouldn't do
2. Aim for improvement not perfection by using statements such as "I will try..." Any attempt to adjust would be a positive attempt
3. Include an interactive element to your social story, such as adding behaviour choices for your child to choose from (e.g., "when I get upset I will try to: take 5 deep breaths, squeeze a pillow, or listen to some happy music")
4. If your child is not interested in books or comics, consider making a simple story using a smart device. Take pictures that are relevant to your topic and simply type on top of the images. Your child might be more interested in the content if it's on a device
RESOURCES
Social Story Templates
- https://www.autismspeaks.org/templates-personalized-teaching-stories
Library of Social Stories:
- http://www.oneplaceforspecialneeds.com/main/library_social_stories.html
COVID-19 Social Story:
- https://www.apsva.us/special-education/parent-resource-center/office-specialeducation/covid-19-school-closure-resources/corona-virus-social-story-for-kids/ | 1,407 | 674 | {
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Owl Class - Spring Term 1 Expressive Art & Design
How do I use colour to express how I feel?
Academic:
For our topic this half term, we are going to find out how we can express ourselves through colour. This links in with how we see ourselves and how we can belong. We will be looking at a range of art and design that relate and represent our different feelings. We will be discovering how to talk about our feelings and emotions, as this is a very important life lesson.
In Maths this term, we will be looking at the number two along with lines and crosses. Victoria has a lot of fun activities planned to link in with our Maths.
For our Science and Geography, we will be looking at rainbows and how they are formed and what colours they make. We will learn about how volcanos are made and where we find them. We have some fun experiments to conduct too. In History, we will be learning all about the Chinese New Year, Valentine's day, Shrove Tuesday and many more.
Our next Talk For Writing story will be The Colour Monster. We love this book as it has a really good story line and engaging pictures. It is a book all about using different colours to express different emotions. A little monster is feeling all mixed up with his emotions that explores feelings.
Character:
We will start by recapping our carpet expectations and discuss different ways to earn house points. Last term, Owls were excellent at their fantastic walking around school and earnt most of their house points from displaying it.
For our character virtues this term we be focusing on the virtue of creativity and reflection, but we will always be looking out for other virtues that are demonstrated and issuing certificates for ones that stand out.
Community:
We plan on doing several Acts of Kindness around our school and for our community, then will explore how we feel about it and how it made us feel. We are looking to invite a local artist into preschool to show the children different types of art and discover how art can be used to express feelings.
Digital and Innovation:
Owls will be continuing with our weekly Klassen sessions every Thursday. We will be looking at how we can be creative with food - using different colours and textures. Friendships cakes will be on the menu at some point too.
We will do some research about rainbows and volcanoes the get creative and make our own too. Using the colour monster as inspiration, we will be making our own sensory colour jars and filling pots with our emotions and feelings. | 872 | 512 | {
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Saints Protus and Hyacinth
SAINT OF THE DAY
11_09_2024
The brothers Protus and Hyacinth suffered martyrdom presumably during the persecutions of Valerian (257-260) or at the latest during the Great Persecution of Diocletian (303-305). They were then honoured by one of the famous Latin inscriptions of St Damasus (304-384), who had their sepulchres unearthed.
Regarding the facts of their lives, a rather latePassioreports that they were two eunuchs, slaves of Eugenia, daughter of a Roman nobleman who became prefect in
Alexandria. The two converted Eugenia and her family to Christianity. The woman, on her return to Rome (where she was later martyred) with the two brothers, carried out a work of apostolate asking Protus and Hyacinth to instruct her friend Basilla (or Bassilla) in the truths of the faith. She in turn converted and, after being denounced by her fiancé, was martyred together with the two brothers.
Even before the eulogy by Damasus, there is evidence of their ancient cult in theDepositio martyrum, dating back to 336, which commemorates them on 11 September and recalls their burialin Basillae, i.e. in the Catacombs of Saint Hermes, as they are best known today. It was in this cemetery along the Via Salaria Vetus that Pope Damasus intervened, bringing to light the tombs of Protus and Hyacinth, which had been hidden by landslides. In fact, the inscription of the pontiff reads: "The tomb was hidden under the landslide of the hill. Damasus brings it to light because it preserves the bodies of martyrs. The most worthy palace, that of the sky, keeps Protus within it. You, Hyacinth, follow him, justified by the purple blood. They were brothers, both magnanimous. This one, victorious, conquered the palm, the other one first the crown", with a possible poetic wordplay on the meaning of Protus ("first").
The inscriptions made by the presbyters Theodore and Leopardus, respectively during the pontificates of Siricius (384-399) and Symmachus (498-514), testify to other interventions to facilitate the access of the faithful to the tombs of Protus and Hyacinth. Then there were the translations of the VIII-IX centuries, when the popes had the majority of the relics of the martyrs moved from the catacombs to the churches. At the same time, it was commonly believed that the remains of the two saintly brothers were found together in the Roman basilica of San Giovanni Battista dei Fiorentini, but on 21 March 1845 it was discovered that in reality this church held only the bones of Protus. That day the Jesuit archaeologist Giuseppe Marchi discovered, with the help of a ditcher (the person in charge of maintenance and excavations in the cemeteries), a simple Latin inscription from which the following information was obtained: "Hyacinth martyr, buried on September 11".
To great surprise, the tomb of Hyacinth was found intact in all its partsand it was understood that it had been 'spared' from previous translations because it was not visible. Of Protus' tomb, however, only a fragment remained (with the inscription sepulcrum Proti M). Hyacinth's bones were found singed, a sign of the martyrdom he had to suffer, and are now kept in the chapel of today's Pontifical Urban University. | 1,305 | 762 | {
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Unit 15: All about the past
Day one: My favorite play activities
Objective
Students will comprehend information about playing with friends.
Students will respond in short paragraphs to various questions about childhood activities.
Students will discuss their favorite childhood games and toys.
Setting the Stage (5 minutes)
Teacher has set up a display of childhood toys, board games, and photographs on a table in the front of the room. Or, Teacher has prepared a poster board with photographs and designs related to childhood toys, childhood friends and childhood activities. Teacher asks students to react to this display with comments or questions.
Input (25 minutes)
Teacher begins to tell a story about a fictional character. (The story is to be told in the past tenses.) Teacher leads a discussion with students, who choose the following:
1. name of character
3. family members of character
2. place where character lived as a child
4. gender and names of childhood friends of character
6. places where character and friends liked to play as a child
5. personal childhood qualities of character (for example, generous, playful, quiet, bothersome, energetic, artistic)
7. games character and friends liked to play as a child
Teacher introduces the following vocabulary by writing on board or overhead projector both the vocabulary word and its translation. Teacher provides this vocabulary as options for the creating the storyline. Students will choose which vocabulary to include in the story.
1. a variety of toys
3. places where children play (park, school yard, beach, playground, etc.)
2. a variety of household pets
Teacher writes on board or overhead projector the elements of the story the students help to create, so that students can comprehend the information visually. Teacher constantly repeats the information and checks for comprehension by asking a variety of questions about each new element of the story. Questions include yes/no and who/what/when/where/why prompts.
Guided Practice (20 minutes)
Activity One
Teacher makes 10 statements about the story the students have created. Teacher asks students to show a "thumbs-up" for statements that are true and a "thumbs-down" signal for statements that are false. Teacher then asks for several volunteers to come to front of classroom and make statements about the story and classmates are to signal thumbs-up or -down.
Activity Two
Teacher provides a blank filmstrip to each student. Or Teacher can model how to create a mini-book with a blank sheet of paper. Teacher provides blank paper and pairs of scissors to students to create the mini-book.
Teacher retells the story and asks students to draw the elements of the story on the filmstrip or in the mini-book.
Independent Practice (10 minutes)
Activity One
Students share their filmstrip or mini-book with several classmates. This allows for much repetition of linguistic elements that reinforce the ability to describe past events. Teacher encourages students to use two to three sentences or mini-paragraphs to describe each scene of the illustrated story.
Activity Two
Teacher has prepared in advance some written questions. Students write their responses to the questions.
1. Did you play with blocks as a child?
3. What kinds of things did you like to collect when you were young?
2. Did you and your friends play in a local playground when you were little?
4. What kind of pet did you have?
5. Were you a trouble-maker as a child? If yes, what did you do to make trouble?
Once students have answered the questions in writing, they are to get up out of their seat and walk around the classroom and ask the same questions of 3 other classmates.
Closure (2 minutes)
Teacher collects all student work for evaluation for a grade or for class participation credit.
.
This work is licensed under a Creative Commons License
* You may use and modify the material for any non-commercial purpose.
* You must credit the UCLA Language Materials Project as the source.
* If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. | 1,676 | 816 | {
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= Victorious Victorians
Year 4 Autumn Term 2024
Children will travel through time and learn about The Victorians. We will be comparing Britian today with Victorian Britain .
As historians, we will travel through time and learn about the Victorian period in Britain and highlight some of the major changes during this period. There is an emphasis on allowing pupils to consider the sources of evidence that form our understanding of this period of British history and to make links to modern times. They will be able to contrast everyday life during the Victorian period with modern British lifestyles.
As Musicians, we will be learning about pitch. Pupils will be able to recognise and follow pitch and will know how composers use the different pitches of instruments to create mood, tension and characterisations.
English
We will work on spelling rules and strategies and continue to learn the words stipulated in the National Curriculum spelling lists for Year 3&4.
All children will be involved in a daily Shared/Guided Reading session as well as reading as a class every day. Our class text will be 'Street Child' by Berlie Doherty and 'The Nowhere Emporium' by Ross Mackenzie.
During English lessons, we will be focussing on the texts 'Oliver Twist' and 'The Bluest of Blues'. The children will use these texts to create a setting description and a biography about Queen Victoria.
From the research they have completed in topic lessons, they will create information posters and an explanation text about Victorian inventions.
Children will also continue to develop their handwriting, joining their writing.
Computing
Maths
Science Living things and their habitats
Year 4 will cover the following topics:
Place Value: Counting in a range of multiples, counting through zero, rounding numbers to the nearest 10, 100, 1000, reading Roman numerals, ordering and comparing numbers beyond 1000.
Addition & Subtraction: Add and subtract numbers with up to 4 digits, estimate and use inverse operations.
Multiplication & Division: Recall and use multiplication and division facts for tables up to 12.
Statistics: interpret and present data using appropriate graphical methods, including bar charts, pictograms and tables.
Shape: Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
PSHE
Our values this term are: Friendship and Thankfulness. We will begin the term by creating our own set of classroom rules. We will be looking at our relationships with others and valuing difference.
* 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.
* Recognise that environments can change and that this can sometimes pose dangers to living things.
* Construct and interpret a variety of food chains, identifying producers, predators and prey.
Working scientifically
* Asking questions and recognising that they can be answered in different ways
* Making observations and taking measurements
* Engaging in practical enquiry to answer questions
Our key question this term is; What are computer systems. We will be continuing to learn about online-safety and linking this with our PSHE.
Spanish
We will be learning names, basic greetings, our names and begin learning how are you?
Art and DT: Children will develop their mastery of art and design techniques. Children will be learning about drawing and painting in Art with a focus on techniques. In DT, we will be exploring mechanical systems.
RE
PE
This term our key questions are;
-- Do Murtis help Hindus understand God?
- Does the Christian narrative need Mary?
We will be swimming this term, our swimming day is a Tuesday. Our PE day will be a Thursday. This term we will be focusing on hockey. | 1,601 | 774 | {
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THE WESTCONNEX PUBLIC ART PROGRAM
I
PAGE 1
JASON WING
BUTU WARGUN I STAGE 4 WORKSHEET
CRITICAL AND HISTORICAL INVESTIGATION
VOCABULARY - large-scale, mural, surreal, fluorescent, dynamic, representational, semi-abstract, abstract expressionism, multi-disciplinary, stenciling, graffiti, street art, colonialism, motif, public art, poly-cultural, reconciliation
CONCEPTUAL FRAMEWORK - ARTWORK
Butu Wargun is a significantly large-scale, outdoor mural work that incorporates surreal, flourescent colours that are bold and dynamic. Subject matter is both representational and semi-abstract against the highly abstract expressive nature of the background. Bird figures are transparent and ghostlike, flying in chaotic formations that evoke a battle. The sheer scale of the work and the fact that it spills out over other buildings and the foot-path make it an unavoidable and immersive artwork.
Butu Wargun is an historical narrative work that connects to the site. It celebrates Pemulwuy the Rainbow Warrior and his war of resistance against colonial settlers. Pemulwuy is represented by the dominant birdman motif and he was a very important Bidjigal man of the Eora nation in the late 18th century because he led the Aboriginal campaign of resistance against the colonising forces. He did this by using the Cooks River as a major artery for connecting clans and transporting warriors - an incredibly important site-specific history showing this Bidjigal hero in context. The concept is of Pemulwuy 'popping up' unexpectedly and being everywhere at once.
Who was Pemulwuy?
Why is he important to Aboriginal History?
ARTWORK / STRUCTURAL FRAME
Butu Wargun wraps around the large concrete retaining wall of the motorway in vibrant colours of green, pink, yellow, hues of blue and tones of black and white. The birds are stencilled across the background in a range of colours and tones themselves. These vibrant colours, shapes and forms are scattered strategically to create movement. These elements are supported by principles of unity, repetition and balance within the composition to create discussion on the display of symbolism dominated by a motif of a bird/warrior - Pemulwuy, who is symbolically represented as a leader in battle. His links to the crow symbolise his escape from colonial forces.
The competing colours and forms contribute to a sense of chaos that alludes to a war or battle setting. The birds appear to be like planes in battle and the part human figure appears astride a horse like soldiers of the past astride their horses.
Hollow in design, to allow the background to dominate the composition, the birds are positioned and featured in flight representing a movement through the area. The repetition of these images has been created through the stencilling method and creates a sense of unity.
Explain the symbolism of the Pemulwuy motif.
Describe the features of Butu Wargun that give it a battle quality.
ARTIST
Jason Wing is a Sydney based artist of both Chinese and Aboriginal heritage. Born in 1977, Wing's formative years were spent immersed in Asian cultures in the western Sydney suburb of Cabramatta. Wing began as a street artist and has since expanded his practice to incorporate photo media, installation and painting.
What aspects of Wings work remind you of street art
ARTMAKING TASK
Students will be creating their own painting using the stencilling and spray-paint technique employed by Jason Wing. While the task suggests birds, students can use any theme and be given a variety of objects to create a large-scale group painting.
1. Collect the following items to create your own stencil design: paper, pencil, scissors or stencil knife, acrylic paint, paint brush, non-toxic spray paint (minimum 2 colours), tape, canvas board, face mask
2. Paint the canvas board a bright colour (or colours) with acrylic paint using the brush
3. Collect images of birds and print them out
4. Cut out the birds and create your stencil. Keep both pieces (if you can) because they can both be stencils
5. Watch this video clip - https://www.youtube.com/watch?v=fSNvXI-wVdw
6. Tape your stencil into place on the canvas board
7. Ensure you are in a well-ventilated area and cover the surface you will be painting on
8. When you are ready, put on your face mask
9. Spray the stencil - allow to dry
10. Repeat as many times as you want with different colours and different shapes
11. Experiment with light coats and more opaque coats
12. Consider not completing the whole object | 1,989 | 978 | {
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What is a fever?
- A normal temperature in babies and children is about 36.4C, but this can vary slightly from child to child.
- A fever is a high temperature of 38C or more.
- Fever is the body's natural response to fighting infections like coughs and colds.
- Many things can cause a high temperature in children, from common childhood illnesses like chickenpox and tonsillitis, to vaccinations.
Checking a high temperature
Your child might:
- feel hotter than usual to the touch on their forehead, back or tummy
- feel sweaty or clammy
- have red cheeks
- Use a digital thermometer (which you can buy from pharmacies and supermarkets) to take your child's temperature.
What to do if your child has a high temperature
You can usually look after your child or baby at home. The temperature should go down over
3 or 4 days.
Do
- give them plenty of fluids
- look out for signs of dehydration
- give them food if they want it
- check on your child regularly during the night
- keep them at home
- give them paracetamol or ibuprofen if they're distressed or unwell
Don't
- undress your child or sponge them down to cool them – fever is a natural and healthy response to infection
- cover them up in too many clothes or bedclothes
- give aspirin to under 16s
- combine ibuprofen and paracetamol, unless your GP tells you to
- give paracetamol to a child under 2 months
- give ibuprofen to a child under 3 months or under 5kg
- give ibuprofen to children with asthma
Get an urgent GP appointment if your child:
- is under 3 months old and has a temperature of 38C or higher, or you think they have a fever
- is 3 to 6 months old and has a temperature of 39C or higher, or you think they have a fever
- has other signs of illness, such as a rash, as well as a high temperature
- has a high temperature that's lasted for more than 5 days
- doesn't want to eat, or isn't their usual self and you're worried
- has a high temperature that doesn't come down with paracetamol or ibuprofen
- is showing signs of dehydration – such as nappies that aren't very wet, sunken eyes, and no tears when they're crying
Call NHS 111 at evenings and weekends | 1,286 | 885 | {
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To me, social justice means creating and maintaining fair and morally right treatment for all human beings. America was born in opposition to the aforementioned sentiment for everyone but straight, wealthy, white people. America was founded out of a desire to be free from Britain's malignant dominion, simultaneously white America continued to have dominion over black people and the immigrants who helped them gain independence and build the country that is so powerful today. A lack of social justice throughout American history has affected minority communities by having them never be able to have the same opportunities as white people. Every facet of life for minorities is affected because of their race. Minorities are more likely to live in food deserts, attend underfunded schools, be denied for a bank loan, relegated to live in redlined districts therefore their homes are undervalued, be judged on a job application because their name may not be as socially acceptable as their white counterparts, have their pain not be taken as seriously, be deemed more adult than their white counterparts because black children do not have the luxury as being seen as such, and more. Minorities deal with constant microaggressions and past judgement of who they are solely because of their race. A lack of social justice has intentionally set minorities back because the world continues to see "white" as the standard. And whiteness is a measure that can never be reached. The only way true social justice can be reached is if minorities are repaid both tangible and intangible for the work they have done to make this country what it is. More specifically, reparations, fair and equal hiring, equal access to education and job opportunities. However this is either going to take a long time or not at all. White people will continue to push against this because they see it as though they are losing something, most are afraid that the only thing giving them a leg up is their whiteness, because in reality a mediocre white person will always be seen as more valuable than an above average black person in society's eyes. Actions that can be personally taken in support of social justice is to educate myself, reading and watching informative materials, sign petitions, and donate to worthy grassroots organizations. And most importantly, become involved in local politics! Most Americans only care to vote for the president without realizing that your local sheriff, city attorney, mayor, etc affects your life more. Achieving social justice is an ongoing daily effort to undo years of injustice. But if we all work together to educate ourselves and become active in small scale politics we can achieve it all that much sooner. | 986 | 515 | {
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