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Who are Lions?
We are over 1.35 million members, belonging to over 46,000 clubs worldwide in 208 countries and geographic areas. Founded in 1917 by Chicago business leader Melvin Jones, The International Association of Lions Clubs began with a belief that members should work for the betterment of their communities and the world at large. Lions Clubs International Foundation is the #1 ranked non-governmental agency.
— We Serve Our Communities —
Our Mission:
To create and foster a spirit of understanding among all people for humanitarian needs by providing voluntary services through community involvement and international cooperation.
Our Motto Is —
We Serve
Why Vision?
In 1925, Helen Keller addressed the Lions Clubs International Convention in Cedar Point, Ohio. There, she challenges Lions to become "knights of the blind in the crusade against darkness".
Since then, Lions have worked tirelessly to aid the blind and visually impaired.
For more information about Lion District 20-E2's Vision Screening Program, or to learn about becoming a Lion, please contact:
"The Finger Lakes District" Serving 10 NY Counties
What Lions Have Done Worldwide to Prevent Blindness
Campaign SightFirst I & II since 1990:
- Saved the sight of more than 15 million children by providing eye screenings, glasses and other treatments through Sight for Kids.
- Established or strengthened pediatric eye care centers that have helped more than 120 million children.
- Helped halt the spread of trachoma in Ethiopia by providing 10 million doses of the sightsaving drug azithromycin annually.
- Prevented serious vision loss for more than 30 million people worldwide.
- Improved eye care for 100 million people by training more than 650,000 eye care professionals and building 315 eye hospitals.
- Distributed more than 147 million treatments for river blindness.
- Provided nearly 8 million cataract surgeries.
- Vaccinated 41 million children in Africa against measles – a leading cause of childhood blindness.
Since 1990, Lions have raised US$415 million through two SightFirst fundraising campaigns to help provide vision for all.
Why Vision Screening?
- Millions of children will start school this year with a vision problem that may inhibit their ability to learn.
- According to one study, approximately 60% of students identified as "problem learners" have undetected vision problems.
- According to the American Optometric Association:
- 1 in 4 children have an undetected vision problem.
- 1 in 6 school-age children experience learning difficulties that are attributed to a vision condition.
- It is estimated that vision accounts for as much as 80% of the learning process for a child's reading, writing, chalkboard, and computer use.
- Even sports and the arts rely on healthy vision.
One of the most important things parents can do to help ensure their children's ability to learn is to ensure their ability to see properly.
Our Goals Are:
- Reach out to parents, schools, and care-givers, emphasizing the importance of identifying potential vision problems early.
- Conduct vision screening sessions on as many children as possible to identify those needing referral for further care.
- Encourage all parents to seek visual assessments for their children to diagnose and correct conditions before they impact learning.
How Does It Work?
- Portable screening unit (7 available)
- Trained screeners from local Lions Clubs
- Local contacts
- Familiar settings
- Parental permission
- Simple and non-intrusive
- Pass/refer result
What We Screen For:
- Near-sightedness (myopia)
- Far-sightedness (hyperopia)
- Unequal refractive power (anisometropia)
- Irregular eye shape (astigmatism)
- Pupil size deviations (anisocoria)
- Eye misalignment (strabismus)
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MERCHANT TAYLORS' SCHOOL
13+ Examination SPECIMEN PAPER
ENGLISH EXAM
Time allowed: 70 MINUTES
Total Marks: 50
The Shadow
INFORMATION FOR CANDIDATES
The first 10 minutes of the exam should be spent reading the passage.
Aim to spend 30 minutes on Section A and 30 minutes on Section B.
Read instructions carefully before writing.
Unless otherwise instructed, write in full sentences.
Check your work carefully for accuracy.
Read the passage carefully and answer the questions that follow it in detail. Remember to follow the instructions carefully.
In this extract from Long Lankin by Lindsey Barraclough, three children, Cora (the narrator), Roger and Pete go exploring. Cora and Roger have a terrifying experience…
SECTION A: READING COMPREHENSION
1. Using your own words, define the meaning of the following words or phrases as you understand them within the context of the passage. You do not need to write in full sentences.
a. 'blow his top' (line 5)
b. 'bunker' (line 11)
c. 'tremor' (line 39)
d. 'rasping' (line 45)
e. 'chirped' (line 56)
(1 mark each: 5 marks)
2. Look again at lines 11-29.
What are your impressions of the abandoned pillbox?
Explain your ideas. Try to include details of the following points and remember to include short quotations:
- What it looks like from the outside
- What it feels like inside
- The children's reactions to it
(10 marks)
3. Look again at lines 30-50.
How does the writer make the appearance of the shadow so terrifying?
Explain your ideas. Try to include details of the following points and remember to include short quotations:
- The use of sounds and smells
- How Roger and Cora react
(10 marks)
- The varied sentence structure
TOTAL FOR SECTION A: 25 MARKS
SECTION B: WRITING COMPOSITION
The Shadow
INFORMATION FOR CANDIDATES
Answer ONE question only.
Allow about 5 minutes for planning.
Remember to follow the instructions carefully.
Organise your work into paragraphs.
Check your work afterwards for accuracy.
Write a composition using ONE of the following ideas.
Write between one and two sides depending on the size of your handwriting. About 5 minutes of planning will help - hand in your plan with your composition. Remember to proof-read your work very carefully.
EITHER
1. What happens next? Write a continuation of the story.
- Don't write about too many different things and avoid repeating parts from the passage.
- Try to write in the same style as the passage.
- Consider the setting of the passage and the atmosphere created in the story so far.
OR
2. Write a description of the following scene:
- Don't tell a story: make sure you only describe the single moment shown in the picture.
- Remember to use creative description to entertain and excite the reader. | 1,269 | 641 | {
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PARVO VIRUS
Written by Kay Dettling
This potentially fatal virus affecting young dogs and especially puppies, surely is a tough virus. For this reason, it never seems enough to emphasize the importance of protecting puppies from this disease by vaccinating them. Puppies as small as 6 weeks-8 weeks old can be vaccinated against Parvo every 3-4 weeks until they have completed the series up to when they are 14-18 weeks old. It is important that owners realize that puppies are not fully immunized until a few weeks after they have completed the entire series.
If Parvo has already struck an area and owners are concerned about adding a second puppy to a home, many precautionary measures will need to be taken. Often owners may lose a puppy to Parvo and then make the mistake of adopting another puppy which can be very vulnerable to Parvo because the virus is still present in the environment. Often these owners do not realize that Parvo may live in the environment for even up to 7 months or they may underestimate the chances of a new puppy getting the virus.
Instead these owners should be very concerned because Parvo Virus is a very hardy virus that thrives in homes and yards even with freezing temperatures. Parvo indeed is very resistant and normal household chemicals do not work to kill the virus. The virus is shed in feces so all areas where feces are present are considered contaminated. The virus is shed in enormous amounts; just think that an ounce of stool from an infected dog may produce up 35 million viral particles!
The virus can be easily transported by the dog's paws around the home, but also it could be found as well on the owner's shoes, clothes, etc. Even a car's tires can transport the virus if they were in contact with contaminated stool. So attempting to remove the Parvo Virus from a dog's environment is a tough battle and it is almost impossible to fight because it could be virtually everywhere.
While there are products that can kill the virus it is a very difficult to disinfect everything and everywhere. ''Indoors, virus loses its infectivity within one month" while outdoors, and yet freezing is completely protective to the virus. If the outdoors is contaminated and is frozen, one must wait for it to thaw out before safely introducing a new puppy. Shaded areas should be considered contaminated for seven months whereas areas with good sunlight exposure should be considered contaminated for five months.'' Of course, it never hurts to err on the side of caution and wait longer before adding a new puppy or even an elderly dog.
So now what should owners do if they have other puppies living in a Parvo contaminated area? There is really not much more that can be done other than picking up all the feces and disinfecting the contaminated areas where there are chances the Parvo virus may be thriving.
The only product to seem to be effective in killing the virus is bleach. Disinfecting is accomplished by using diluted bleach and water in an exact ratio of 1:30, one part bleach in 30 parts water. In order to work, the bleach mixture should be left in contact with contaminated surfaces for at least 10 minutes.
Of course, if used on grass, the grass will die (but ultimately better than having the virus thrive on it!) and of course, the bleach cannot be used on couches or carpets as it will stain. Bedding, bowls, blankets and toys that may be contaminated by the virus are better off tossed. Puppies should not be introduced to homes where there is a history of Parvo until at least a month has passed or at least 7 months have passed for contaminated yards.
Avoiding the outdoors, where there may be feces contaminated with Parvo is key and disinfecting shoes, clothes and anything coming from the outdoors is crucial. However, the virus can be found just about everywhere, at the dog park, at the vet's office waiting room, in yards, etc. Therefore, puppies should have limited exposure to other puppies and places frequented by puppies until they are fully vaccinated against Parvo.
The good news is that once a puppy is infected by Parvo, it is immune to the virus for at least 20 months and sometimes for life.
While avoiding the Parvo virus may sound like a huge task, being prepared for the worst would be best. Know how to recognize the symptoms of Parvo and report to your vet immediately should your puppy start exhibiting any of them. The faster the diagnosis the better the prognosis. It would be helpful to keep handy a special product produced by Amber Technology known as Parvaid. This product is a natural remedy with good reviews especially when given at the first signs of Parvo.
Parvo is a very scary and possibly deadly disease. We are coming upon the time of year that the Parvo virus can really bloom. Elderly dogs can and do get this disease if we are not meticulous or watchful on keeping our Goldens safe from other dogs and/or their environment. | 1,858 | 1,017 | {
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When My Calling Requires Difficult Choices- Jochebed By Kelly Rayner
Warm-up Question
Recall a time you had to trust another person. How did it go?
Discussion Questions
1. What do you see in this image?
2. What do you feel looking at this image?
3. What stories from your own life does this image bring to mind?
4. What stories of the world does this image bring to mind?
Read Exodus 2:1-10
Bible Story Reflection
She placed her child among the reeds. I myself am not a mother. I have been blessed with friends that have little ones in their lives and have the honor of being a godmother. Growing up around the water and now watching little ones, I cannot imagine putting an infant in a basket among the reeds. It is not hard to find examples of why this action is not safe, even when all the variables seem to be in the right place. But for Jochebed, this option seemed better than the alternatives for her son.
At the start of this lesson we are reminded of the decree that threatened Moses's life. Pharaoh had declared that any male child born to Hebrews was to be killed in infancy. Fearful for his life, Moses's parents hid him until he was 3 months old and they recognized they could no longer protect him. Filled with faith and trust that God would protect him, they placed him in a waterproof basket made of reeds, setting him to drift away from them. As he drifted, his cries opened the heart of Pharaoh's daughter, who took him in as her own, further setting God's plan forward.
God rewarded Jochebed's and Amram's trust, providing the interception of Miriam, which allowed Jochebed to be Moses's nurse, giving her the chance to raise him and provide him with the teachings of his people, even as he lived and experienced the cultural and life of Egyptian royalty. As we move through our own lives, we are reminded of our own trust and faith in God. They call us to them, reminding us that they have great plans for us and to have faith in those plans. But God also recognizes our struggles and worries in faith and just as he moved Pharaoh's Daughter's heart and provided the interception of Miriam he also provides us a community of trust to lean into.
Discussion Questions
1. How might this story change if told from Jochebed's perspective? What about the daughter of the Pharaoh?
2. What are your measurements of trustworthiness in others?
3. In what ways is it easy to trust God? How is it hard?
4. In what ways does God show his faithfulness to us in this story?
5. How does Miriam's role (Moses's sister) show trust?
6. How does God show his trust in us?
7. How can we live into our calling to be more trusting both in God and in each other?
8. How does our trust in ourselves reflect the trust we have in others?
She placed the child among the reeds
Activity Suggestions
Break the group into pairs and give one person a simple image. That person must describe the image to another person. After 5 minutes stop and reveal the images. How did you experience trust in this activity?
Divide into small groups (ideally 2-3 people). Take turns having one person stand with their backs to the other(s). The others will take turns approaching the person until that person says stop. Take a moment to see how close you are and how you feel during the activity.
Using a piece of paper, divide it into three sections. At the top of the sections write: myself, others, and God. Use the space below to either draw or write out ways that you find and build trust within each.
Prayer Concerns
Those struggling to trust, those who have great trust, and those who bring us together in community
Closing Prayer
It is not always easy to know how to live into my calling, O God. Guide me to the choices you would have me make today. In the name of +Jesus, Amen. | 1,445 | 870 | {
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q&A
HOW TO ENGAGE RELUCTANT READERS AND SUPPORT CHILDREN WITH SPEECH AND LANGUAGE DIFFICULTIES.
How can I motivate my child who is reluctant to read?
A reluctant reader is not always a struggling reader. Your child may be turned off from reading for a variety of reasons such as boredom, disinterest, poor attention span, or a preference for the visual stimulation of TV, online videos and video games instead of books.
To make reading 'cool':
1. Follow their interests. Be guided by what your child wishes to read. Select books with characters or stories that mirror his experiences and interests. When children see themselves in a story or connect with the character, it will keep them engaged for much longer. Allow your child to also select the books he wants to read.
2. Read out loud. This helps your child connect the written word with speech. Use the '3Es' of Emotions, Energy and Expression to bring stories to life. And don't stop at books. Get your child to practise reading aloud short snippets, such as what is on a cereal box, shopping lists, mall directories, the names of TV shows, advertisements and other environmental print.
What are some signs that raise concerns about children's language development? What can be done?
Children's language development is a highly dynamic process. Right from birth, babies are constantly learning and absorbing information from the people and environment around them. By the time they are six months old, children are typically able to babble and look towards the direction of sound. By one year, they can understand simple instructions like "give" and "come", and say their first words such as "papa" or "mama".
Know the milestones. Be aware of the expected language milestones at each age. This is important to identify children whose development might be slower or who need help.
Talk, talk, talk. Children pick up language best when they hear it being used around them. The more we talk, the better and faster they can learn. Interact directly with them and speak in proper language. Avoid baby talk. Read aloud to them. Wait for them to respond and express their thoughts.
Observe their social skills. Social interaction and language are closely linked, and difficulties in these areas often co-exist. Encourage group play, and see how the child interacts and communicates with peers and adults.
Seek professional help early. Do not adopt a 'wait and see' approach if you are concerned or intervention is required. The younger the child is when he or she receives help, the better the outcome.
3. Get tech-y. E-books and storybook apps offer multimedia along with entertaining and educational narratives. This can help increase children's motivation to read and draw their interest. Use this mode of reading alongside traditional reading from time to time. Be there to provide guidance and engage them beyond the screen by discussing the story and what they think of it.
FOR EDUCATORS
AMELIA JAISHREE is a lecturer at the National Institute of Early Childhood Development and a language and literacy specialist. She has more than 17 years of experience as an educator, curriculum developer and teacher
DR AISHWORIYA RAMKUMAR is a consultant in the Child Development Unit in the Department of Paediatrics at the Khoo Teck Puat – National University Children's Medical Institute. She is actively involved in research in the field of
trainer, and advocates for literacy equity and efficacy.
Beanstalk
16
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In the Good Old Summertime
Contributed by Donna Brock
When the dog days of summer hit and many of us skinny down to our lightest and most comfortable clothing, I often wonder, just how did those late 19th century Hackettstown men and women deal with the heat? Can you imagine wearing a bathing suit that was typically a black, woolen, puffed sleeve dress over bloomers, accessorized with long black stockings?
Take a look a this group gathered for a picture at Sully's Grove in August 1889, in their hats, proper layers of clothing, long sleeves and restrictive corsets. I've got to stand in front of my air conditioner just to look at them!
In the mid to late 19th century, many residents stayed close to home in the summer months, visiting Budd Lake, Lake Hopatcong and the springs at Schooley's Mountain. Schooley's Mountain was home to one of America's famous resort spots for the wealthy and fashionable from New York and Philadelphia. The Chalybeate springs drew numerous visitors from the East to its hotels each summer.
David Crowell's Belmont Hall, renamed the Hotel Dourincourt in 1899, was nestled on thirty-three
acres with croquet grounds, picnic groves, paths and ball courts. It did a thriving business in the summer months. In 1868, at the close of the Civil War, Heath House, under the proprietorship of J. Warren Coleman, was enlarged to 150 rooms and continued to attract visitors for many years.
Sully's Grove was a 17 acre tract just over the river in Morris County. For many years, it had been a favorite summertime location for local residents to picnic and hold community outings.
By the turn of the century, beaches and sea shore resorts had become the favorite summer relaxation spot, and many of the grand hotels on the mountain saw fewer and fewer visitors. After bankruptcy in the early part of the 20th century, the Hotel Dorincourt was closed and the buildings demolished in 1943. The Heath House met a similar fate in 1910.
While it's sad to think that these grand old buildings are lost except to history, and the simplicity of those summers in the mountains are only stories we read about, it is nice to know I'll never have to go to the beach in a woolen bathing suit.
Do You Recognize These Picnic Goers? This gathering at Sully's Grove is one of the many pictures at the Hackettstown Historical Society Museum which is not completely identified. Click here for a larger version of the image and the identification chart. If you recognize one of your ancestors, and can put a name to a face, please contact the Historical Society. Your help in keeping our history alive for future generations is greatly appreciated.
Information for this article was found in Ray Lemasters book, 'Hackettstown New Jersey, Growing in America', and J. Harold Nunn's book, 'The Story of Hackettstown', Both publications are available for research and reference while at the Hackettstown Historical Museum | 1,153 | 638 | {
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Making Ripples
Animals in Love II: Courtship Rituals by Amanda Bancroft
Human relationships seem to be the most complicated in the world, with courtship possibly lasting years before a pair settles down. Our native species have their own ways of expressing themselves, and their mating rituals can appear quite surprising.
Bald Eagles seem to be masters of monogamy, and maybe it's because of their mating rituals. Eagle courtship involves a "flight dance" of swoops, cartwheels, and a talon-locked free fall during which the pair separates just before hitting the ground like a crazy trust exercise!
Mating honey bees couldn't be described as sweethearts. Drones have a detachable penis, called the endophalus, that remains inside the queen bee after their mating flight (sadly for the drone, he dies). Porcupine males interest a female by urinating all over her, and very, very carefully mating with her only if she's interested (if she's not, she screams and shakes off his urine). Fire ants have a fiery social structure: female workers kill off their male brothers while larvae, but the queen lays so many male eggs that some escape to mate with her.
Red Foxes tend to startle their neighbors during courtship. The vixen's cry has been compared to a human female screaming in terror, and this sound has given rise to more than one local legend about haunted hollers and ghost stories. There's no evidence that the vixen is screaming in pain, however; it's merely the way of the fox.
Ruby-throated hummingbirds are dancers of the air, or rather, gymnasts. Audubon.org compares the male's efforts to a pendulum swinging: "In courtship display, the male flies back and forth in front of the female in a wide U-shaped "pendulum" arc, making a whirring sound on each dive. Also he buzzes back and forth in short passes in front of a perched female."
Eastern Screech Owls mate for life, and are getting ready to breed starting in March. They have an elaborate courtship ritual involving a lot of head-bobbing from the male. Great Horned Owls mate during winter when the nights are longest, giving them a hunting advantage over daytime predators. The males and females hoot at each other, and males usually display and fly up and down on a perch before hesitantly trying to rub beaks or bring prey to the female for sharing.
Even tiny lizards have courtship behavior. Five-lined skinks engage in head bobs, chin rubbing, and scratching before copulating for just ten minutes before going their separate ways. Fence lizards do pushups not only to attract females, but also to defend territory.
The mighty mountain lion would seemingly pose a threat to their mate. But a mating pair is not usually violent with each other. According to National Geographic, females become especially vocal and playful during estrus, batting at bushes and wiggling under their mates apparently just for fun. With rituals at times deadly or delightful, our local wildlife certainly know how to get it on.
Amanda Bancroft is a writer, artist, and naturalist building an off-grid cottage for land conservation on Mt. Kessler. She and her husband Ryan blog about their adventures and offer a solar-hosted online educational center on how to make a difference with everyday choices at: www.RipplesBlog.org. | 1,268 | 708 | {
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WILDLIFE SAFETY INFORMATION
www.wvcampsafety.com
Rabies is a serious disease that affects the brain. Rabies virus is found in the saliva of an animal with rabies. In the wild, rabies is spread from one animal to another by biting. People can get rabies if they are bitten by an animal that is sick from rabies. In West Virginia, raccoons, skunks, foxes and bats are the most common animals to have rabies. Other wild animals like bears, coyotes and bobcats can also get rabies. Even cats and dogs can get rabies if they do not have their rabies shots. You cannot tell that an animal has rabies just by looking at it; so stay away from wild animals and stray cats and dogs while camping. It is okay to watch wild animals from a safe distance.
Bats:
Most bats are healthy. Bats are part of nature and they eat mosquitoes and other insects. It is normal to see bats flying around as it gets dark. But, some bats do have rabies.
At camp, please tell your counselor if you:
- See a bat lying on the ground. Don't touch it. Warn your friends to stay away from it.
- Find a bat in your cabin or tent.
- Are bitten by a bat.
- Are unsure if you have been bitten by a bat. Bats have small teeth and you may not feel it if they bite you, especially if you are sleeping.
Raccoons and Other Wild or Stray Animals:
Raccoons are a part of nature. But raccoons are also the most common animal in West Virginia to have rabies. Rabies from raccoons can spread to other animals like skunks, foxes, bears, coyotes, and even dogs and cats that do not have their rabies shots.
At camp, please tell your counselor if you:
- See a wild animal or a stray animal near your campsite.
- See a wild animal or stray animal staggering or acting strangely near camp. you are bitten or scratched by a wild animal or a stray animal.
How to Be Safe Around Wildlife:
When you go camping, you are going into the home of wild animals. Follow these instructions to stay safe around West Virginia wildlife:
- Make sure to keep your campsite clean. Do not leave food, trash, or anything smelly out in the open or in your tents. This may attract wild animals to your campsite.
- If you are car-camping, lock food, trash, and scented items in a vehicle when not in
use.
- If you are camping and do not have a car, food should be hung in a tree out of reach of animals and away from your tent.
Version: 6/24/2013
WILDLIFE SAFETY INFORMATION
www.wvcampsafety.com
- Dispose of trash in animal resistant trash cans.
- Do not feed or try to pet the wildlife even if they seem friendly.
- Always stay with a buddy. Do not hike alone or at night.
- Pay attention when you are in wild areas. Look. Listen.
- Stay with your gear. Don't walk off and leave your packs, food or drinks.
- Stay away from dead animals you find in the wild.
- Stay away from young animals you find in the wild.
Want to Learn More?
- http://www.cdc.gov/rabiesandkids/derick.html
- http://www.dhhr.wv.gov/oeps/disease/Zoonosis/Rabies/Pages/Rabies.aspx
- http://www.cdc.gov/rabies/
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Child Protection in school: Guidance for parents and carers
This information aims to help parents to understand the process of protecting children and the procedures which we, as a school, have to follow.
At George Stephenson High School we see children's welfare as of paramount importance. We are committed to working with parents to ensure that our pupils have a happy, safe and good learning environment both at school and at home.
As a school we are committed to and have a legal duty to safeguard your child's welfare. We follow the model policies and protocols outlined by North Tyneside Local Safeguarding Children's Board in order to ensure the welfare of our children. All members of staff in school are trained in safeguarding children and are committed to ensuring the safety of all our pupils.
If the school is worried about a pupil's welfare and that a child is at risk of harm, we must legally look into the matter and follow:
- The law
- Local multi-agency child protection procedures
- Guidance from the Department of Education
What sort of harm?
Harm in these circumstances means child abuse or child maltreatment. Somebody may abuse or neglect a child by harming them or not acting to prevent harm. Harm is defined by the NSPCC as:
- Physical abuse
- Sexual abuse
- Emotional abuse
- Neglect
Enquiries also have to be made if a child is living with someone who has previously been involved in the abuse of another child.
What will school do?
If a member of staff is concerned that a child is at risk of suffering harm, they will report it to the senior members of staff responsible for child protection matters. The designated safeguarding lead person at George Stephenson High School is Kathryn Williams. In her absence Louise Dunn is the deputy designated safeguarding lead person.
The senior member of staff will then investigate the matter and decide whether it is necessary to contact social services. If the senior member of staff does have concerns about the child's welfare, they must, by law, refer this on to a social worker.
When the child is referred, school must share all relevant information about the pupil. The Data Protection Act allows school to share personal information with other agencies where there are child protection concerns about a child.
School may let the child's parent(s) know when the child is referred, but will not contact parents if we think this could put the child at risk. School will seek advice first.
What happens next?
A social worker, sometimes together with a police officer, will talk to everyone in the family. The social worker will talk to all children who are old enough to find out how they feel and what worries them.
Children and young people have a right to be protected from harm. Families have the right to expect schools to provide a safe and secure environment.
If there are a lot of concerns about a child, a meeting called a 'child protection conference' will be arranged. People who know the child and their family, for example a teacher, a doctor or a health visitor, will be invited to this meeting, together with parents, partners and in some cases older children.
The conference will talk about what has happened and what can be done to help. If necessary a 'child protection plan' will be agreed of all the things people should do to help the child and the family.
Sometimes it may be necessary for a doctor to see the child. This will normally be a doctor who has a lot of experience working with children. If there are other children in the family, they may also need to be seen to make sure that they are ok. Parents will be asked permission before the child is seen by a doctor. Social services will contact the parents/carer to let them know what is happening as soon as possible.
Will my child be taken away from me?
This is often a very real concern for families. In a lot of cases, it is assessed that it is in the best interests of the child to remain at home with their families. This is often where problems are sorted out most effectively. However, the law says that children's social care must make sure that children are safe. If it is not safe for a child to continue to live at home, the social worker will see if the child can stay with another member of the family. If that is not possible, the social worker will arrange for the child to stay with a foster carer or in a children's residential home unit it is safe for the child to go back home.
What happens after the investigation?
One of several things may happen after the investigation:
- No further action is taken
- Advice and support is offered (this may be provided by other professionals or agencies)
- A meeting is arranged to decide what will happen next.
Further information
Further information can be found from the sources detailed below:
- School policies, including the Safeguarding & Child Protection Policy. These can be found on our website and on request from the school office.
- NSPCC (www.nspcc.org.uk)
- North Tyneside Safeguarding Board www.northtyneside.gov.uk/lscb | 1,944 | 1,039 | {
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Acting Principal – Suzy Black Acting Assistant Principal – Scott Woolcock
NEWSLETTER
KINDNESS WELLBEING INTEGRITY RESILIENCE
Worry Dolls in 1I!
Assembly (Tomorrow)
Come along to assembly tomorrow at 2:50pm in the school gym. Mr Josh Bull MP will be attending to present our school with a cheque for 3.1million dollars. We would like to invite all families to attend and enjoy this wonderful moment.
Woolworths Earn and Learn
It has been wonderful to see students taking part in the Woolworths Earn and Learn Program. This program encourages students to collect stickers from their local Woolworths stores in exchange for over 10,000 different pieces of brand new ICT, Science, Sport, Mathematics, Arts and Craft equipment. The program will finish on June 25 th .
Please collect as many stickers as you can before the competition closes. The Woolworths box is located at the Front Office.
Last week, 1I made Worry Dolls as our class project with the help of some WONDERFUL parent helpers. Each Worry Doll has his/her own name, and will live in every classroom around the school. Students in each class can tell any worries or fears that they may have to these Worry Dolls, and these magical dolls will help these fears to simply disappear! 1I are super proud of their efforts. Well done!
LEARNING TOGETHER
Curriculum News – Mathematics
Fun Numeracy Ideas to Share with your Child at Home.
The home environment and family outings provide great contexts for engaging your children in numerate behaviours. Look at the images below – can you see where the numeracy opportunities are?
Have you set enough places for everyone? Have you got the same number of forks, knives and spoons? Let's count them.
What temperature should the oven be to cook muffins? How long will it take to cook the moussaka?
How much flour do we need? How can we measure it? How many eggs do we need? How much batter do we need to fill the moulds?
The next town is 30 kilometres away – how long do you think it will take us to get there?
It is important for us as parents to notice that maths is everywhere and we should aim to promote rich mathematical language every day for our children.
What everyday activities do you do that can support your child's numeracy?
We will explore this further in Term 3 and give you lots of fun and simple ways. Stay tuned!
Source: http://numeracyguidedet.global2.vic.edu.au/
LEARNING TOGETHER
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DEVELOPMENTAL GUIDELINES FOR EACH AGE LEVEL
DEVELOPMENTAL GUIDELINES FOR EACH AGE LEVEL
Pre-Kindergarten (4's)
Personal and Social Development
Show some self-direction
Follow simple classroom rules and routines with guidance.
Manage transitions
Show eagerness and curiosity
Attend to tasks and seeks help when encountering a Problem
Interact with one or more children
Participate in the group life of class
Language and Literacy
Follow two or three step directions
Demonstrate phonological awareness
Speak clearly enough to be understood by most listeners
Show beginning understanding of concepts about print
Comprehend and responds to stories read aloud Use letter like shape symbols and letters to convey meaning
Mathematical Thinking
Begin to use simple strategies to solve mathematical problems
Show beginning understanding of number and quantity
Sort objects into subgroups that vary by one or two attributes
Recognize simple patterns and duplicates them Begin to recognize and describe the attributes of shapes
Order, compare and describe objects to a single attribute
Scientific Thinking
Use questions and uses senses to observe and explore materials
Use simple tools and equipment for investigation
Social Studies
Begin to understand family needs, roles and relationships.
Describe some people's jobs and what is required to perform them
Demonstrate awareness of rules
Show awareness of the environment
The Arts
Participate in group music experiences Participate in creative movement, dance and drama Use a variety of art materials for tactile experiences and exploration
Physical Development and Health
Kindergarten (5's)
Personal and Social Development
Demonstrate self-confidence
Follow classroom rules and routines
Stay on task, persisting even after encountering difficulty Interact easily with one or more children
Participate in the group life of class
Seek adult help and begin to use strategies to resolve conflicts
Language and Literacy
Gain meaning by listening
Follow directions that involve a series of actions Demonstrate beginning phonemic awareness Speak clearly and convey ideas effectively Know letters, sounds, and how they form words Comprehend and respond to fiction and non-fiction text Represent stories through pictures, dictation and play Use symbols, letters and words to convey meaning
Mathematical Thinking
Show understanding of number and quantity Sort objects into subgroups, classifying and comparing Recognize duplicates and extends patterns
Show understanding of and uses direction, location and position words
Estimate and measures using non-standard and standard units
Show awareness of time concepts
Begin to collect data and make records using lists and graphs
Scientific Thinking
Use simple tools and equipment to gather data Identify, describes and compares properties of objects Observe and describes characteristics, basic needs, and life cycles of living things
Social Studies
Begin to understand family needs, roles and relationships Begin to understand how people rely on others for goods and services
Begin to be aware of technology and how it affects life Show beginning understanding of what it means to be a leader
Express beginning geographic thinking and use of map skills
The Arts
Participate in group music experiences
Use a variety of art materials for tactile experiences and exploration
Physical Development and Health
Move with some balance and control Show beginning control of writing, drawing and art tools Begin to perform some self-care tasks independently
DEVELOPMENTAL GUIDELINES FOR EACH AGE LEVEL
Move with some balance and control Use eye-hand coordination to perform simple tasks Explore the use of various drawing and art tools Begin to perform self-care tasks independently | 1,748 | 697 | {
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Song Lyrics/Poetry Analysis
Title ___"The Backlash Blues"___________
Annotated Analysis (discussion starters)
Writer __"Langston Hughes_____________
First, read the writer's biography. List two details that might have influenced the writing or your understanding of the song/poem.
1.___wanted his work to "encompass…the essence of the black experience" __________
2. ___ wanted his work to show the "beating pulse of urbanized black life...[and the]common sorrows, struggles, and triumphs" of African Americans
As you read the song/poem:
Underline parts that relate to historical facts, especially African American issues Circle words/phrases that stir up emotions
Place a question mark next to ideas that you don't recognize and may need to research Place [ ] around parts of the poem that seem musical (call and response, rhythm, refrain, repetition, etc.)
After you read the song/poem, answer the following questions, quoting parts of the lyrics or poem that led to your responses:
1. What historical background does a reader need to better understand this song/poem?
___Vietnam draft "send my son to Vietnam," _________________________________________________
___Segregated housing policies/actions = segregated neighborhood schools. " Second class schools"______
2. How does this song/ poem relate to African American issues? Refer to the historical context and text of the song/poem.
__Segregated neighborhoods- redlining, covenants and restrictions, terrorism —"second class houses"
__Poor Schools—"Second class schools"
__hate strikes, job discrimination - when I try to find a job/…All you got to offer/Is a white backlash."
__diversity of humanity – "Great big world. And it's full of folks like me who are Black, Yellow, Beige and Brown"
3. Look at the emotional words you circled. Are those emotions more negative, or more positive? Both? What emotions do you think the writer wanted those words make you feel?
___"backlash," "fools," "second class," –all are negative; the audience feels African American frustration
___"You're the one/ will have the blues"—perhaps a threatening tone warning the white audience?
4. What musical qualities of the poem or song lyrics might influence the audience? How?
___Call and response—questions to elicit audience response___________________________________
___repetition—"Mr. Backlash" –draws attention and personifies the idea of the "white response" to race issues
5. Think about your responses to questions 2-4. What might the writer be persuading the audience to think or do? Write your responses in a sentence.
___The writer is reminding the audience of the wrongs against African Americans, and warning that those who continue will "have the blues"
6. What did you learn by analyzing this poem or song? | 1,291 | 608 | {
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The Parables of Jesus #29
The Parables of the Lost in Israel - Part 2
Parable 3: A Lost Son (Luke 15:11-32)
Luke 15:1-3 (context)
Now all the tax collectors and the sinners were coming near to Him to listen to Him. Both the Pharisees and the scribes began to grumble, saying, "This man receives sinners and eats with them." So He told them this parable, saying…
The Sin and Slavery of Israel
Luke 15:11-13
And He said, "A man had two sons. "The younger of them said to his father, 'Father, give me the share of the estate that falls to me.' So he divided his wealth between them. "And not many days later, the younger son gathered everything together and went on a journey into a distant country, and there he squandered his estate with loose living. (Deuteronomy 21:15-17)
Luke 15:14-16
"Now when he had spent everything, a severe famine occurred in that country, and he began to be impoverished. "So he went and hired himself out to one of the citizens of that country, and he sent him into his fields to feed swine. "And he would have gladly filled his stomach with the pods that the swine were eating, and no one was giving anything to him. (Deuteronomy 28:1,11-13, Leviticus 11:7-8)
The Repentance of the younger Brother
Luke 15:17-19
"But when he came to his senses, he said, 'How many of my father's hired men have more than enough bread, but I am dying here with hunger! 'I will get up and go to my father, and will say to him, "Father, I have sinned against heaven, and in your sight; I am no longer worthy to be called your son; make me as one of your hired men."'
```
"Hired men" = Gr. "misthios" (hired servant, wage earner) "Bond-servant" = Gr. "doulos" (servant/slavebondman - Romans 1:1)
```
The Mercy and Love of the Father
Luke 15:20
"So he got up and came to his father. But while he was still a long way off, his father saw him and felt compassion for him, and ran and embraced him and kissed him.
Luke 15:21-24
"And the son said to him, 'Father, I have sinned against heaven and in your sight; I am no longer worthy to be called your son.' "But the father said to his slaves, 'Quickly bring out the best robe and put it on him, and put a ring on his hand and sandals on his feet; and bring the fattened calf, kill it, and let us eat and celebrate; for this son of mine was dead and has come to life again; he was lost and has been found.' And they began to celebrate.
What are your thoughts on these verses?
Some thoughts:
Israel (the younger son) had despised and devalued her inheritance, and as a result she had become enslaved and destitute. In Christ through the gospel, Israel (specifically the remnant) had come to her senses and was returning to 'the Father's house" in hopes of mercy and forgiveness. The Father in Christ had lowered himself and come out to meet the son to give him mercy, grace, and an inheritance. The restoration of Israel to God was her hope of the resurrection; he was dead, but had come to life again.
The Grumbling of the Old Brother (the Pharisees)
Luke 15:25-28
"Now his older son was in the field, and when he came and approached the house, he heard music and dancing. "And he summoned one of the servants and began inquiring what these things could be. "And he said to him, 'Your brother has come, and your father has killed the fattened calf because he has received him back safe and sound.' "But he became angry and was not willing to go in; and his father came out and began pleading with him. (recall the context of the parable - 15:1-3)
Luke 15:29-30
"But he answered and said to his father, 'Look! For so many years I have been serving you and I have never neglected a command of yours; and yet you have never given me a young goat, so that I might celebrate with my friends; but when this son of yours came, who has devoured your wealth with prostitutes, you killed the fattened calf for him.'
Luke 15:31-32
"And he said to him, 'Son, you have always been with me, and all that is mine is yours. But we had to celebrate and rejoice, for this brother of yours was dead and has begun to live, and was lost and has been found.'"
What are your thoughts on these verses?
Some thoughts:
The gospel of Christ that "whosever will" was an offence to the faithful Pharisees. In their minds, it was works and obedience to the law plus faith which gave them favor with the Father, not repentance alone, and especially not from "sinners". The message of the Father to his eldest son was this; your obedience is good, and should you remain faithful, "all that I have is yours", yet do not grumble that I show mercy to the sinner, just as I have shown mercy with you. Israel had been lost, but in Christ she had been found. | 1,770 | 1,189 | {
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Download My Book Of Cursive Writing Words Cursive Writing Workbooks
My eldest (6) is using this book for writing practice. I like this book very several reasons. The first is there is enough space to write the letters. Some books have children starting to write cursive much too small - this book allows the child to write at a comfortable size to truly get the letter formation under control.
My Book of Cursive Writing: Letters. Kumon Workbooks teach children one specific skill from start to finish. The Kumon Method introduces concepts step-by-step, helping children to master each skill in turn as they gain confidence in their abilities and gather motivation to continue learning. Self-directed, Kumon workbooks are designed...
Self-directed, Kumon workbooks are designed to nurture good study habits for students who need remedial or enrichment work. My Book of Cursive Writing Words is in the 'Verbal Skills Workbooks' series that covers ages 6-8.
My eldest (6) is using this book for writing practice. I like this book very several reasons. The first is there is enough space to write the letters. Some books have children starting to write cursive much too small - this book allows the child to write at a comfortable size to truly get the letter formation under control.
background in cursive, this is much too simple. My 7 year doesn't mind doing this book! He can do it on his own and his handwriting is definitely improving as he progresses through.Perfect next step after individual letters. My Book of Cursive Writing: Words (Cursive Writing Workbooks) Cursive Writing Made Easy &
Your child will learn advanced cursive writing in a step-by-step manner by reviewing each cursive letter, then practicing with short words, and gradually progressing to longer, more difficult words. Your child will become proficient in cursive writing naturally by practicing linking letters together again and again. Upon completing Words, your child will be writing full sentences in cursive with ease.
This book will help your child connect cursive letters and write short words. Your child will learn advanced cursive writing in a step-by-step manner by reviewing each cursive letter, then practicing with short words, and gradually progressing to longer, more difficult words.
A gentle introduction to cursive writing, the introductory Letters workbook teaches cursive lowercase letters followed by cursive uppercase letters. Each letter illustrates the print to cursive transformation, models how to make the cursive letter, and provides dotted-line tracing practice for that letter.
This book will help your child connect cursive letters and write short words. Your child will learn advanced cursive writing in a step-by-step manner by reviewing each cursive letter, then practicing with short words, and gradually progressing to longer, more difficult words.
Cursive Handwriting Practice. Practice writing words in standard cursive. This page allows you to create a worksheet of text for cursive writing practice. Enter the text you want to be on the page in the large box below, and it will be rendered using traditional cursive lettering. This worksheet is still under development.
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How long until impact
Background Story:
A meteorite is heading your way and your planet is in great danger! Your scientists have foreseen that your colony will not survive the impact. You need to escape!
Your job is to determine how far is the meteorite and how long do you have to plan your escape?
Some time ago, your scientists placed two satellites in orbit around your current planet, just in case this situation happens someday. Satellite A and Satellite B are located along a circular orbit of planet "**", with the Sun S located in the center.
They spotted the meteorite at position C heading towards the planet (Refer to the image on the right). Answer the following
questions to help you figure out how long you have until impact. Each question is worth 2 points.
Data about the satellite and the planet:
Satellite A gives the measure of the angle that the meteor makes with the sun as 45 o (i.e. ∠CAS = 45 o ).
Satellite B gives the measure of the angle that the meteor makes with the Sun as 50 o (i.e. ∠CBS = 50 o ).
It is observed that ∠CSE = 14 o
The radius of the circular orbit is 150 million km (i.e. SB = SA = SE = 150)
Satellite A is 136 million kms from the planet (i.e. AE = 136)
Satellite B is 122 million kms from the planet (i.e. BE = 122)
Angle that Satellite A makes with the Sun from the planet (i.e. ∠ASE) = 54 o
Angle that Satellite B makes with the Sun from the planet (i.e. ∠BSE) = 48 o
Angle between planet and sun measured from satellite A (i.e. ∠EAS) = 63 o
Angle between planet and sun measured from satellite B A (i.e. ∠EBS) = 66 o
Useful identities:
- Law of Sines: In a triangle ∆ ABC a sin∠ A = b sin ∠ B = c sin∠C where a, b, c are lengths of the sides opposite to angles A, B and C respectively
- sin ( A−B)=sin A cos B−cos A sin B
- cos 2 θ=1−sin 2 θ
Procedure:
1) Find the angles between meteor and planet as measured from satellites A and B i.e. find ∠CAE and ∠CBE
2) Find ∠ACB
Take
∠
ACE
=
θ
3) Apply Law of Sines to ∆ ACE and express distance EC in terms of θ
4) Represent ∠BCE in terms of θ
5) Apply Law of Sines to ∆ BCE and express distance EC in terms of θ
6) Set the results from 3) and 5) equal to solve for θ .
7) Use your result from either 3) or 5) to find the value of EC, the distance of the meteor from the planet.
8) If the meteor was traveling at 2 million km/hr, how much time do you have until meteor hits the planet.
Congratulations you will be able to escape! | 1,141 | 669 | {
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Early Summer Outlook (May—July) A dry start to Spring this March was tempered by normal April weather patterns with average precipitation across most of the province. The landscape is still in a drying trend, however, and we can expect to see grasses curing and vegetation becoming more available for fires. Above seasonal temperatures are still expected for early summer, however, precipitation forecasts are indicating average levels of rainfall. As of May 8, 2019
May and June weather in particular will be important for our fire season as June is traditionally our wetter month. Lack of rainfall during these months could lead to above average wildfire starts and area burnt later in the season. These are the conditions we experienced in 2017/ 2018. The lack of and quickly disappearing snowpack is also a concern in many areas of the province. This is observed in recorded lower than normal stream flows in some areas.
Extended Outlook (August—October) Above seasonal temperatures are expected to continue into the summer, particularly for southern and southwestern areas of the province. Current precipitation models are indicating normal amounts of precipitation for this time of year.
Precipitation, lightning storms and wind events are difficult to predict more than a few days out and are by far the most influential weather events on our fire season.
Predicted above
normal fire condi-
tions
Predicted normal
fire conditions
How does the BCWS predict a fire season?
This forecast was assessed by meteorologists and fire behaviour specialists who considered a range of broad fire environment factors and observed weather data. This includes accounting for conditions that affect soil moisture, fine fuel dryness and vegetation growth, which in turn influence the amount of fuel available for wildfires.
What factors influence this prediction?
The severity of a fire season is highly dependent on local weather patterns such as timing and amount of precipitation, length of dry periods, thunderstorms, and wind events. Long term weather models are useful to indicate trends and patterns over time, however daily weather cannot reliably forecast much beyond a few days in advance. The BC Wildfire Service maintains its levels of preparedness by studying forecasts, using experience from previous seasons and analyzing trends to give us a good indication of what to expect in the upcoming season. We will produce monthly updates of our season forecast, as we continue to collect data and utilize forecasting models.
What can we do to prepare for an upcoming fire season?
Much of the fire starts at this time of year are human-caused and therefore preventable. This is a good time to review how we can all prevent wildfires heading into the 2019 season. For more information including resources on wildfire resiliency within our forests and communities, visit:
www2.gov.bc.ca/gov/content/safety/wildfire-status/prevention or www.FireSmartBC.ca. | 1,209 | 562 | {
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News for Darien http://darienite.com
Federal Trade Commission: 'Change Your Twitter Password. Now.'
Author : David Gurliacci
Categories : Public Safety
Tagged as : Cybersecurity Tips, Federal Trade Commission 2018, Password Tips, Safety Tips, Safety Tips 2018Twitter
Date : May 7, 2018
You may have heard the recent news that Twitter discovered a bug that stored passwords "unmasked" in an internal log. What does this mean? If you are a Twitter user, your password could be exposed.
Twitter says that there are no signs of a breach or misuse by anyone currently, but it's still a good idea to change your password. Did you use the same password for other accounts? Change those, too.
_______________
— This article is from the Federal Trade Commission's Consumer Information blog. Ari Lazarus is a consumer education specialist at the FTC.
_______________
Here are some tips on creating passwords:
Make your password long, strong and complex. That means at least twelve characters, with upperand lowercase letters, numbers, and symbols. Avoid common words, phrases or information.
Don't reuse passwords used on other accounts. Use different passwords for different accounts so that, if a hacker compromises one account, he can't access other accounts.
Use multi-factor authentication, when available. For accounts that support it, two-factor authentication requires both your password and an additional piece of information to log in. The second piece could be a code sent to your phone, or a random number generated by an app or token. This protects your account even if your password is compromised.
1 / 2
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Consider a password manager. Most people have trouble keeping track of all their passwords. Consider storing your passwords and security questions in a reputable password manager, an easy-toaccess application that stores all your password information. Use a strong password to secure the information in your password manager.
Select security questions only you know the answer to.Many security questions ask for answers to information available in public records or online, like your zip code, mother's maiden name, and birth place. That is information a motivated attacker can get. And don't use questions with a limited number of responses that attackers can easily guess – like the color of your first car.
Change passwords quickly if there's a breach. If you get a notification from a company about a possible breach, change the password for that account right away, and any other account that uses a similar password.
For more information on keeping your information secure, check out our article on Computer Security.
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MTP: English (L and L and 'other') – Year 3 and 4, cycle B (2018-2019)
Spring 1
Year 3 Unit 3
Fiction – Science fiction / fantasy
Non-fiction – Discussion texts
Spring 2 Year 3 Unit 4
Fiction – Poetic language and word play
Non-fiction – Explanations
Fiction
Children will:
* Connect and explore the central themes and ideas in A Tale of Robots of invention and science, by making links with other texts and their own experience.
* Explore how Roy Apps develops plot
* Devise questions for the main character to ask and answer in role.
Non-fiction
Children will:
- consider what makes a discussion balanced
- look at the language we use to structure a balanced and discursive argument
- role-play a debate in order to engage fully with both points of view
Fiction
Children will:
- Explore and discuss key features of different types of poems,
- Recognise and discuss poetic techniques such as alliteration in 'Water Cycle'
- Explore a poem and explore it
Non-fiction
Children will:
- Explore the aspects of explanation texts that make them clear for the reader
- Investigate different types of explanation texts
Fiction
Children will:
* write a new episode for the story
Non-fiction
Children will:
- write a balanced discussion text about whether break times are too short
Fiction
Children will:
- write a water cycle poem, and participate in a class poetry performance
Non-fiction
Children will:
- write two clear and useful explanations, then present them to the class.
Summer 1
Year 3 Unit 6
Fiction – The Enchantress of the Sands
Non-fiction – Biography and Autobiography
Summer 2
Year 4 Unit 1
Fiction – Dilemma Story
Non-fiction – Information text
Fiction
Children will:
- explore the structure of folktales and the archetypes that make up the plot and characters in The Enchantress of the Sands
- Analyse how Jamila Gavin uses rich language to depict the setting
- Use drama to explore the suspense in the climax of the story
Non-fiction
Children will:
- Explore information about Jamila Gavin
- Think about how biographies are structured and examine their key features
- Compare the biography with autobiography
Fiction
Children will:
- Link the theme of dilemmas in Lost and Stolen? With their own experiences and other stories
- Explore the whatever including what they think and how they change as the story develops
- Understand how suspense is created in a story
- Explore how they can use their voices to create tension when reading aloud
Non-fiction
Children will:
- Disocver that information texts are written with a specific audience and purpose in mind
- Understand how people use different sources of information to help them make decisions and form opinions
- Compose research questions and use them to focus on the relevant information
- Discover how an article is structured to make it easy for readers to find information using key features e.g. headings, subheadings, boxed text.
Fiction
Children will:
- To write a new folktale with a vivid setting, atmosphere and an exciting climax.
Non-fiction
Children will:
- To write a biography using notes taken from audio accounts and fact files
Fiction
Children will:
- to use structure and characters from Lost or Stolen to write a new chapter of the story with a different dilemma and setting.
Non-fiction
Children will:
- to write an advice leaflet about keeping your phone safe and to produce a presentation about a gadget to pitch to a panel. | 1,606 | 756 | {
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Book 1 Reflections on the Life of the Spirit A great activity for the end of Unit 1, Book 1.
Match the scenarios with the appropriate quotations in Unit 1.
Before starting Unit 2, you can play the Reflections Scenarios Quotations Game
Each person draws out a scenario and they have to think what quotation applies to the situation (without looking at the book); if that person can't remember, they can get help from the group; the goal is for the group to finish all the scenarios and have recited an appropriate quotation by memory for each of the scenarios Materials suggested: Beautiful bag, Cut up scenarios, folded and put into the bag, A good memory!
Reflections Scenarios - Quotations Game
v The phone rings and a child answers, the caller asks to speak to the father/mother. The father/mother tells the child, "Tell them I'm not home."
v One person suggests to another, "I know that this stall owner charges way too much for his merchandise. Let's go steal something from him."
v How do you go about making changes in your life?
v Some young people are sitting around talking about the opposite sex. What should guide their discussion?
v A group is talking, one person is talking about another person because they are mad. He says, "I have the right to say anything I want to..."
v Two children in a class get in a tussle over one piece of play equipment. One of their teachers says, "Let them fight it out." What might the other teacher say?
v A child comes home from school and starts to tell of a problem with their teacher and it becomes more and more harsh about the teacher. What can the parent share?
v You come to a stop light and you wait. When the light finally turns green, many cars who have a red light continue to go. Deep down inside you feel anger and hate. What could you do?
v You notice at school that there is an elderly man that sometimes works on the janitorial staff. He seems to have trouble reaching underneath the desks to empty the garbage bins. You decide that before you leave for your dorm room you will go and make sure that all the garbage bins are out from underneath the desks.
v While you are cleaning you accidently drop your rag into your child's fish tank. The chemicals in the rag get into the water and kill the fish. Your child comes home and asks where the fish are. Since your child is already mad at you because you don't let him watch "Buffy the Vampire Slayer" you decide that the cat is a perfect scapegoat and you blame the cat, hoping your child won't get any more mad.
v A friend asks you how the world can become a better place.
v You tell a friend that you will meet her at six. You are shopping and want to stay longer.
v Someone asks you if Baha'is believe in confession.
v You know that Baha'u'llah tells us that drinking alcohol is harmful for us and we should not drink alcohol. You are at a friend's house and they offer you alcohol.
v Your roommate is depressed because of all the bad news on the t.v.
v Your mother asks you if you will come home during the holiday and you know you can't come because you don't have enough money to make the trip.
v Someone asks you if you think that their haircut looks good, and you don't think it does.
v You are at a bookstore and see a section of the store marked "pornographic magazines".
v You see someone that you don't know drop a ten dollar bill on the ground.
v You are very hungry and you see some crackers on your classmate's desk.
v You and a friend have a conflict and you feel resentment in your heart towards him.
v An older woman gets on the bus and there are no seats left for her.
v A friend begins to talk badly about a classmate that you know.
v You are frustrated with a classmate who is late to meet you for lunch. Several of your other friends walk by and ask what is wrong. | 1,318 | 845 | {
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COURSE OUTLINE
Computer Applications & Business Office Technologies 210 Computer Keyboarding II
I. Catalog Statement
Computer Applications & Business Office Technologies 210 is a continuation of Computer Applications & Business Office Technologies 205, providing refinement and development of technique with increased emphasis on accuracy and speed. The course provides a detailed study of business letters, special office forms, tabulated reports, manuscripts, resumes, and letters of application.
Units – 3.0 Lecture hours – 2.0 Lab hours – 3.0
Recommended Preparation: CABOT 205 or equivalent, eligibility for one of the following: CABOT 102 or English 120.
II. Course Entry Expectations
Skills Level Ranges: Reading 6; Writing 5; Listening-speaking 5; Math 1.
III. Course Exit Standards
Upon successful completion of required coursework, the students will be able to:
1. put into practice proper formatting of various styles of letters, memos, reports, short documents and statistical documents;
2. work toward meeting preset speed and accuracy goals in each lesson;
3. demonstrate skills in the use of punctuation, grammar, proofreading, spelling, footnotes, word division and enumerations;
4. use memory features such as naming, creating, storing, editing, printing, and deleting files;
5. keyboard at a minimum of 30 wam ("C").
IV. Course Content
A. Business Letters
1. Correctly place the various parts of the letter
2. Type various styles of business parts of the letter
3. Correctly type titles in the closing lines
4. Type enclosure notations
5. Fold and insert letters for various envelope sizes and window envelopes
6. Address envelopes
B. Special Communication Forms
1. Type interoffice correspondence
2. Type telegrams
3. Punctuate the various forms
Total Contact Hours = 80
10 hours
5 hours
C. Technical Papers and Business Reports
10 hours
1. Type from rough drafts
5. WebCT
VI. Assignments and Method of Evaluation
1. Three examinations—one for each third of the textbook
2. Final examination given covering the following:
A. Timed-writings to measure speed and accuracy.
B. Timed production typewriting, in which the student reads and follows directions, analyzes the problem and exercises critical thinking to determine the proper steps to take in completing a well-formatted, accurate document.
C. Written objective questions covering definition of terms, rules for spacing, and identification of the machine parts.
During the semester, timed writings and timed production measurements are given. Checks on daily assignments are made frequently.
VII. Textbook
Ober, Gregg College Document Processing Kit II, Lesson 61 – 120, 11
Columbus, Ohio, Glencoe/McGraw-Hill, 2011.
10
th
Grade Textbook Reading Level. ISBN: 0-07-735655-1
VIII. Student Learning Outcome
Upon successful completion, the student will be able to:
1. greate business reports, forms, medical and legal forms, resumes, job applications, bibliographies, footnotes/endnotes, newsletters;
2. use proper format on letters, memos, reports, short documents, newsletters;
3. type a minimum of 30 words per minute;
4. compare and contrast the issues that led women to challenge the status quo in three different eras in the twentieth century;
5. independently create, save, modify and print a document using a word processing program and appropriate assistive technology.
th ed., | 1,643 | 745 | {
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TEEN SERVICES COMMUNITY SERVICE TEEN BOOK REVIEW
And Every Morning The Way Home Gets Longer And Longer By Fredrik Backman Reviewed by Ariel Whitman
Name: Ariel Whitman
Grade: 12
Book Title: And Every Morning the Way Home Gets Longer and Longer
Author: Fredrik Backman
Number of Pages: 76
Rating (on a scale of 1-5): 4/5
Character List:
- Grandpa / Dad – Grandpa, who remains a nameless character throughout the book, is an older gentleman in his seventies who, after the love of his life died, began to suffer from an incurable brain degenerative disease. He, a lover of mathematics, adventuring, and especially his grandson, reviews his life with his grandson. However, each time he tries to recall his memories, less and less is there to remember, and he begins to fear a life where he loses his mind before his body.
- Noah – Grandpa's one and only grandson, he shares the same love for life and mathematics and adventuring that his grandpa does. He becomes the one person who Grandpa can trust with his fading memories. Essentially, he becomes the human archive for Grandpa's life.
- Grandma – Grandma is deceased when the story begins. However, she remains very much alive in the mind of her lover, Grandpa, and is the deity that he can look up to when he is feeling lost.
- Ted – Ted is the son of Grandpa / Dad and Grandma, and the father of Noah. He is very worried about his father and his incurable condition, which turns into anger at the world for allowing such a beautiful mind to fade away.
Review:
And Every Morning the Way Home Gets Longer and Longer appears as a short read for those who've waited until last minute to complete a book project for class, which, frankly, I consider myself in a category similar to that. However, what I believed to be a simple book became much more: a book about love between family, an internal struggle for one man struggling with a worsening case of Alzheimer's, and saying good-bye. The older man, Grandpa, spends time with his grandson and late wife in two dimensions: the real world, and inside his brain. Most of the book takes place inside Grandpa's brain, where he and his grandson are reviewing life on a bench in a park square overlooking a lake. That square, which I see as symbolic to the capacity of Grandpa's memories, fades more and more every day, until the point it becomes just a circle around the bench. He feels as if time is running out, and so he trusts his grandson, somebody that he sees himself in, to keep his memories alive.
This book, a short but heartwarming and heartbreaking story about a man who fears that he will lose his mind before his body, is one that I'd recommend to anyone looking to enjoy a quick story with engaging characters or kill some time. I love how this book is wrapped around symbolism, a unique writing style and recurring phrases that brings the story to life. In addition, this book is one that can definitely hit home: Alzheimer's is a common disease these days, and this novel accurately depicts the heartbreak one and his family goes through with age.
Taken aback by its simple yet deep story, I believe that more teens would enjoy this book as well. The elements of a story, specifically character development and literary devices, such as, as I mentioned, symbolism, and imagery, transform this novella into something more: a memorable read. In my own opinion, this book can teach a bunch of us lessons that we might take for granted: being able to say goodbye to a loved one, but with tears of joy rather than of sadness. Anyways, next time you're at the library, be sure to take a look at this book. I promise you it'll be one that you'd be hesitant to put down! | 1,383 | 810 | {
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Our School Vision is to provide a high quality education, giving students the opportunity to make choices and accept the consequences of their choices.
We will create the best possible working environment to provide for the success of each student.
The staff and school community will work toward each student;
Being independent
Developing an inquiring mind
Solving problems
Being happy and resilient
Having respect for self, others and the environment
Enjoying learning
Being self-motivated
Working co-operatively with peers and the school community
Developing high self confidence
Being responsible
Constantly striving for their personal best
Making informed choices
Meeting the challenges of a constantly changing world
Developing a positive attitude
Developing a strong sense of community
Developing essential skills for future learning and work
Developing and understanding life skills
This will occur in a setting that is safe, caring and friendly, stimulating and challenging, where everyone feels valued.
All staff will work as a team in an enthusiastic and happy working-environment.
The strong partnership between students, staff, parents and caregivers will value life-long learning.
The students will be encouraged to have a positive outlook for themselves, society and the future.
AT NARACOORTE PRIMARY SCHOOL:
.
.
All students have a right to learn All teachers have a right to teach
We will RESPECT each other and each other's property.
We will take RESPONSIBILITY for our own behaviour and environment.
We will play and work SAFELY.
To help us do this we will:
walk on the cement and around corners.
play ball games on the oval, asphalt and tennis court areas, not in the bag areas or around the buildings.
wear appropriate hats outside in Terms 1 and 4. If we don't have a hat we will play under the big tree by the tennis courts.
wear shoes at all times.
use appropriate language for school.
not throw gum nuts, stones and sticks.
Put all rubbish into bins and leave the bins in their allocated places.
eat food in allocated areas at recess and lunch.
only be in the classrooms when a staff member is there.
only go to someone else's bag or book tray if you have his/her permission.
bring sports equipment back to the classroom at the end of a break, and report when it is lost, on the roof or damaged.
leave flowers in the gardens and the buds on the trees.
not climb trees.
not bring dangerous objects, glass containers, toy weapons and chewing gum to school.
be responsible for any money and/or valuable items that we bring to school.
be friendly and positive in our manner and attitude.
not go into out of bounds areas during break times. | 1,051 | 584 | {
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Here's an Instant Activity for November 5, 2012
STRATEGY FOR SPELLING SUCCESS
For most learners, spelling well doesn't just happen. It is the result of a conscientious spelling and word-skill curriculum that:
1. provides a menu of skill-building activities that range in sophistication to teach critical concepts at a student's own level,
2. uses assessment to gather information to target word study to the specific words each student has not learned from among all previously introduced words in the program, as well as to identify skills not yet mastered,
3. equips teachers with guidelines for spelling expectations in everyday writing that increase as students develop as writers, making the classroom a rehearsal for real-world writing, and
4. proposes multiple opportunities to engage parents in their child's acquisition of spelling skills.
This Instant Activity helps teachers achieve item number 1 above—and item number 4, if the activity is assigned as homework.
Meeting state standards is a priority of Sitton Spelling and Word Skills ® . Instant Activities further support skills and concepts reflected in state standards.
LEVEL OF DIFFICULTY
Approximately Grade 2
PURPOSE
To provide practice with regular and irregular plurals
Skills: spelling, phonics, plural word forms, visual skills, word analysis, sorting
SUGGESTED USE
Use this Instant Activity with the Level 2 Sourcebook (2nd or 3rd Edition), Unit 9, Activity 4B, page 84.
TEACHING DIRECTIONS
Write story on the board. Then write stories. Next, write lady on the board. Ask students to speculate how ladies is spelled. Continue with city, country, and baby. Remind students that to make most words mean more than one, you just add s (e.g., dog/dogs, cat/cats). Ask students to hypothesize why story, lady, city, country, and baby are different (they end in consonant-y). Then state the rule: For words ending in consonant-y, the y is changed to i before adding es or ed.
Next, write these words on the board: toy, day, key. Ask students how to make these words mean more than one (add s). Tell students that to make a word ending in vowel-y mean more than one, you just add s (toys, days, keys).
Then write these words on the board and discuss the correct plural for each: pig, family, tray, party, bed, twenty valley.
,
Print the Instant Activity and distribute a copy to each student. Discuss the activity to ensure that students know what is expected. Then ask them to complete it at home or at school.
FOLLOW-UP
Review the answers to the Instant Activity. Have students explain how they sorted their words.
FOR MORE INFORMATION
For more information about Sitton Spelling and Word Skills ® , visit eps.schoolspecialty.com/Sitton.
Build Skills and Word Experiences
Name , Super Speller
More Than One
Make these words mean more than one.
bat
farmer
girl
cowboy
lady
actor
frog
puppy
pony
bird
daddy
fly
monkey
baby
bunny
king
spy
goat
r
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LO: I can identify a line of symmetry in 2D shapes
Symmetry is where one half of the shape is the reflection of the other half. This means you could fold the shape and have both halves match exactly.
Fold your shapes in half and if all the sides match exactly the fold line is your line of symmetry.
A circle can be folded in half exactly so we can say a property of the circle is that it is a symmetrical shape.
You can also use a mirror to find a line of symmetry. Place the mirror in the middle and check that each side is the same.
You can fold a square in half in more than one way. Each of the dotted lines is a different way to fold the square in half.
Each one of these lines is a line of symmetry so a square has four lines of symmetry.
Practise
Can you find more than one line of symmetry for a rectangle?
Practise
Can you find more than one line of symmetry for a rectangle?
We can also find the line of symmetry in images. Here is a clown face made from shapes. We can draw a line, using a ruler, down the middle to show the line of symmetry for this image.
Practise
Where would you draw the line of symmetry for this image?
Is there only one line of symmetry?
Practise
Where would you draw the line of symmetry for this image?
Is there only one line of symmetry?
If all of the sides of a triangle have a different length there is no line of symmetry.
Regular polygons (where all of the sides are equal in length) will always have at least one line of symmetry.
Can you see more than one line of symmetry in any of these shapes?
Show Me Tasks
M6b. Can identify a line of symmetry in 2D shapes
Commissioned by The PiXL Club Ltd.
April 2018
This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school. All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution.
© Copyright The PiXL Club Limited, 2018
Tick whether each sentence is true (T) or false (F).
Can you draw at least one line of symmetry for these two shapes?
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When reviewing the tree list two factors should be kept in mind. One is a scientific biological/climatological Scientific factor, and the other is a "Beauty is in the eye of the beholder" factor
SCIENTIFIC FACTOR
The U.S. Department of Agriculture (USDA) has prepared a map showing the average low winter temperature for areas of all states, including Wisconsin. This was last updated in 2012 based on more accurate information from more weather monitoring stations and better geographic information system (GIS) position locating ability. Zone 4b has average annual extreme minimum temperatures of -25 to -30 degrees Fahrenheit. The next warmest zone, 5a, is in mid Crawford County, north of Prairie du Chien. These average minimum temperatures are -20 to -25 degrees.
Some of the trees on the recommended street tree list are trees that either have a native range in zone 5, or have a record of successful ornamental use in zone 5.
Our overall average annual temperature is getting warmer, especially most noticeable with higher average minimum temperatures, and the most recent 2012 hardiness zone designation reflects that reality. Zone 5 has moved at least 50 miles farther north from its previous boundary designation in the 1990s. As the climate continues to exhibit warmer minimum winter temperatures some trees that are grown in zone 5 will be able to handle the warmer winters as "zone 5 like" climate extends northward. In another 25 years, 2040, what will La Crosse area climate be like? Will some of these more southerly trees be part of our urban tree cover? Maybe we should begin planning for the future now by getting some of these "warm weather" trees in the ground now to at least begin testing them. A colder winter now and then or "return to the old days", may nip the buds of the "warm weather wimps", but having them already underway will greatly increase our pallet of available trees.
Beauty in eye of the beholder Factor
Trees are living things. That is important to consider. When our grandkids were little my wife used to read them a book, "Everything Poops". This little scatological bit of reality reminds us that trees also have little bits and pieces that grow and then fall off them. Leaves are obvious droppings, usually in the fall; but some trees also have fruit or seeds that fall in the appropriate season for that species…sometimes in the spring and sometimes in summer or fall. Some trees drop pieces of bark, or twigs or entire branches…some trees have thorns, or very large and thick leaves that seem like roof shingles…some trees even have odors in their flowers or fruit that may not please everyone. And then there is the pollen…and different people are allergic to different types of pollen! Some people find any or all of these droppings, detritus, and debris to be endearing qualities of the natural world and part of the beauty of trees; just as we accept our own warts and blemishes as part of life. Other people find these qualities of trees to be "messy" or sufficient cause to reject certain types of trees from ever being planted anywhere they may travel, let alone their own front door.
Some trees have characteristics we may love, such as beautiful blossoms in the spring, or brilliant leaves in the fall, but then those same trees may drop rotting fruit or large seed pods on well-manicured lawns. All these factors must be considered and given the importance each person may ascribe to it. | 1,338 | 748 | {
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Curriculum Information – Year 2 Summer 1
At Westfield Primary we value the important support that parents and carers can offer our pupils. To help you have a more detailed understanding of what your child will be learning this half term, we have prepared the following information. We hope that you will find this both interesting and useful.
If you have any questions, please pop in and have a chat with us.
Thank you for your continued support,
Maths:
The Year 2 Team
Mrs Bailey, Miss Hunt, Mrs Gladwell,
Miss Long, Mrs Stoumpou, Mrs Dean, Miss Sambrook,
Mrs Watt, Miss Tarran.
English:
Spelling, Punctuation and Grammar:
* Apostrophes
* Plurals
Poetry:
* Riddles
* Nonsense poems
Fiction - Tractions Man:
* Looking at an example text
* Planning and writing descriptive stories using key features identified
* Fraction
* Length and Measure
* Time
* Calculation Strategies
Computing: Coding
The children will use the scratch programme to manipulate characters by planning and implementing algorithms including debugging any issues that arise.
ART: William Morris
* Pencil sketching flower
* Pencil sketching patterns
* Design a tile pattern
* Create a mixed media composition including printing
Topic:
Plants
Topic:
Science: Plants
* Germination
* Healthy growth
* Life cycle
* Plants we can eat
* Adaptation
PE – Football
* Dribbling
* Passing in different ways
* Simple small-sided games
Music: How music can make you happy?
Children will
* listen to and evaluate music.
* Sing
* Play, improve and Compose
* Perform musical pieces
PSHCE: - One world
The children will make comparisons between their lives and the lives of children growing up in different parts of the world.
Topic:
Plants
Homework:
Reading:
* We would love the children to read at least 3 times a week at home.
* This could be the hard copy reading book received from school, a book from the library or a book from home.
* Your child will get a reading challenge in their diary – with 3 small tasks to complete over the half term.
Doodle
* Please try to complete your doodle homework little and often. Ideally, 4 times per week and try to stay in the green zone.
* Remember to access all four apps:
- Doodle Maths
- Doodle tables
- Doodle English
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Curriculum Information – Year 2 Spring 2
At Westfield Primary, we value the important support that parents and carers can offer our pupils. To help you have a more detailed understanding of what your child will be learning this half term, we have prepared the following information. We hope that you will find this both interesting and useful.
If you have any questions please pop in and have a chat with us.
Thank you for your continued support,
Maths:
* Multiplication
* Fractions
* Statistics
* Measures
Science: Materials
* Uses of everyday materials
* Suitability of everyday materials
* Properties of materials
* Changing shapes of objects
* Investigating properties of materials
* Inventors who have invented new materials
Year 2
English:
Spelling, Punctuation and Grammar:
* Apostrophes for contractions
* Apostrophes for possession
* Progressive tense
* Adverbs
Poetry
* Learning and performing a class poem
Letter Writing:
The Day the Crayons Quit
* Sentence types – questions, commands, exclamatory sentences
* Comprehension skills
* Make predictions
* Write a letter
Topic: Messy Mixtures!
Computing: Pictograms
* Counting and comparing
* Entering data
* Creating pictograms
* What is an attribute?
* Comparing people
* Presenting information
DT: Bread
* Where does bread come from?
* Compare different types of bread
* Design an bread roll
* Bake bread
* Evaluate design and made bread
Topic:
Messy Mixtures!
Music: Understanding Music
PE: Skipping
* To master the basic movements of skipping
* To skip on the spot and when traveling
* To develop coordination and agility when completing a circuit of activities
* To master basic movements of running, jumping, throwing and catching
Important Dates
04.03.22 – Magic Theatre
03.03.22 – World Book Day
03.03.22 – Poetry Share
18.03.22 – Red Nose Day
* Listening
* Singing
* Playing
* Performing
RE: Easter
* To understand what belief is
* To learn about Christian and Hindu beliefs
* To understand the importance of the festival of Holi
* To understand the importance of the Easter story to the Christian faith.
* To recognise symbols and artefacts linked to Easter.
Homework:
Reading:
* We would love the children to read their school reading book at least 3 times a week at home.
* Please add any extra books your child reads in the spaces at the front and back of the diary – we love to hear what they read
* Your child will get a reading challenge in their diary – with 3 small tasks to complete over the half term.
Doodle:
* Across school, children will be completing their homework via the online doodle apps. There are 4 apps – doodle maths, tables, English and spelling. We ask that the children access these apps little but often
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PSHE/RSE Curriculum
Rationale
At Crompton Primary School, we aim to provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Children are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
Children learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Subject Intent
PSHE /RSE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
* Have a sense of purpose
* Value self and others
* Form relationships
* Make and act on informed decisions
* Communicate effectively
* Work with others
* Respond to challenge
* Be an active partner in their own learning
* Be active citizens within the local community
* Explore issues related to living in a democratic society
* Become healthy and fulfilled individuals
Implementation
At Crompton Primary School we use "Jigsaw" to deliver our Personal, Social, Relationship and Health Education. Jigsaw is a produced scheme that completely fulfils the statutory guidance (2020), in addition to covering aspects that are not mandatory.
Each half term, a "Puzzle" is completed by all children, from Nursery up and including Year 6. The theme for the puzzle is the same for all children, with the content delivered progressively, at an age appropriate level. Jigsaw covers all areas of PSRHE for the primary phase, as the table below shows:
Delivery and Inclusion
Each "puzzle" is launched during an assembly and then the content is delivered in class, usually by the class teacher, in such a way that all children, regardless of their ability, can participate. Learning opportunities are matched to the individual needs of children, including those with SEND. This may be done by adaptation of task or through the support provided during lessons.
Jigsaw RSE Content
The grid below shows a brief summary of how we will deliver the "Changing Me" Puzzle (unit) in Jigsaw with respect to what is taught/when, relating to puberty. After careful consideration and consultation with SLT and staff it was decided that children would not be taught beyond the statutory content of puberty. Work has been adapted in the Jigsaw scheme to reflect this. The puberty work covered, fulfils the requirements that sit under the 'Changing Adolescent Body' strand of statutory Health Education, and parents cannot withdraw their children from this.
NB – There are 2 puzzle pieces related to puberty for Y5 and Y6, and an additional Q&A session – in order to facilitate single sex groupings for these sessions, Y5 & Y6 will work together for these puzzle pieces only.
Teachers will make summative assessments at the end of each puzzle based on the level descriptors - Working towards, working at, Working beyond.
Desired Impact
PSHE will be a whole-school approach, engaging pupils across the curriculum while creating an environment, through the school ethos, which fosters good relationships and well-being for pupils and teachers alike.
* lessons will be are interactive, participative and engaging; pupils' voice will be sought,
* Content and delivery will be inclusive of difference, including other cultures, ethnicity, disability, faith, age, sexual orientation and gender identity.
Our children developing skills for life. | 1,669 | 773 | {
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How to Talk with Your Teen About Stress
Tip 1: Build mutual respect
Teens are more open when they have some control and feel understood.
Tip 3: Foster self-worth and self-esteem
* Ask permission: " When is a good time to talk, now or after dinner?"
* Show empathy: "You had a hard day today. It must be stressful dealing with everything you have going on."
Tip 2: Ask open-ended questions
* Open-ended questions allow teens to think through their experiences and feelings and possible solutions. They are not easily answered with a yes or no response. "What do you need to help manage your stress right now?" or"What changes could you make to decrease your stress?"
* Teens whose strengths are recognized will be motivated to develop those strengths. "You are committed to figuring out how to decrease your stress."
* Teens who are always told something is wrong with them or to "get over it" are more likely to use substances, report depression and anxiety, and have sex at an early age.
* Empower teens to take care of and value themselves: "You believe in taking care of yourself."
Research shows having trusted adult to turn to is the single most important factor in reducing youth risk.
The stronger your relationship with your teen, the more influence you will have.
Tips in Practice
Can we talk for a few minutes? Wait for your teen to respond. It can be really hard to balance school, friends and family. You care about being there for all of the people in your life and want to keep your grades up. Wait for your teen to respond. What can you do to help manage all of your activities and school? Listen and then offer some solutions of your own. Those are good ideas. What do you think about scheduling a night to see your friends on the weekend and dedicating three weeknights to school work? End with, What can you commit to doing?
Success
with Teen
Speak
78% reported confidence (8+ rating*) in talking through challenging situations with their teen after Teen Speak vs 33% before
77% reported comfort (8+ rating*) when talking with their teen about risky behaviors after Teen Speak vs 38% before
53% reported feeling connected with their teen (often/almost always) after Teen Speak vs 35% before
*on a scale of 1-10
The Teen Speak Series of resources—protect, connect and build trust with your teen.
* Teen Speak: How-to Guide – A detailed road map for connecting with teens, including information on adolescent development.
"My go-to guide for real world parenting"
* Companion Workbook – A tool for practicing communication strategies presented in Teen Speak, including real-world scenarios.
* Online Learning Course – an interactive online Teen Speak course. Includes "hot topic" parentteen scenarios, like technology boundaries, clothing battles, and peer pressure.
"A 'What to Expect' for teens."
"Dr. Salerno is the teen whisperer!" | 1,158 | 606 | {
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Newly discovered celestial object defies categories
January 8 2014
This is an image of the ROXs 42B system obtained with the Keck telescope. The star is located in the center of the masked region. ROXs 42Bb orbits at about 150 astronomical units (AU). (1 AU=the distance from Earth to the Sun.) The other object ("c") is a likely unrelated background star. Credit: Thayne Currie
An object discovered by astrophysicists at the University of Toronto (U of T) nearly 500 light years away from the Sun may challenge traditional understandings about how planets and stars form.
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The object is located near and likely orbiting a very young star about 440 light years away from the Sun, and is leading astrophysicists to believe that there is not an easy-to-define line between what is and is not a planet.
"We have very detailed measurements of this object spanning seven years, even a spectrum revealing its gravity, temperature, and molecular composition. Still, we can't yet determine whether it is a planet or a failed star – what we call a 'brown dwarf'. Depending on what measurement you consider, the answer could be either," said Thayne Currie, a post-doctoral fellow in U of T's Department of Astronomy & Astrophysics and lead author of a report on the discovery published this week in Astrophysical Journal Letters.
Named ROXs 42Bb for it's proximity to the star ROXs 42B, the object is approximately nine times the mass of Jupiter, below the limit most astronomers use to separate planets from brown dwarfs, which are more massive. However, it is located 30 times further away from the star than Jupiter is from the Sun.
"This situation is a little bit different than deciding if Pluto is a planet. For Pluto, it is whether an object of such low mass amongst a group of similar objects is a planet," said Currie. "Here, it is whether an object so massive yet so far from its host star is a planet. If so, how did it form?"
Most astronomers believe that gas giant planets like Jupiter and Saturn formed by core accretion, whereby the planets form from a solid core that then accretes a massive gaseous envelope. Core accretion operates most efficiently closer to the parent star due to the length of time required to first form the core.
An alternate theory proposed for forming gas giant planets is disk instability – a process by which a fragment of a disk gas surrounding a
2/4
young star directly collapses under its own gravity into a planet. This mechanism works best farther away from the parent star.
Of the dozen or so other young objects with masses of planets observed by Currie and other astronomers, some have planet-to-star mass ratios less than about 10 times that Jupiter and are located within about 15 times Jupiter's separation from the Sun. Others have much higher mass ratios and/or are located more than 50 times Jupiter's orbital separation, properties that are similar to much more massive objects widely accepted to not be planets. The first group would be planets formed by core accretion, and the second group probably formed just like stars and brown dwarfs. In between these two populations is a big gap separating true planets from other objects.
Currie says that the new object starts to blur this distinction between planets and brown dwarfs, and may lie within and begin to fill the gap. "It's very hard to understand how this object formed like Jupiter did. However, it's also too low mass to be a typical brown dwarf; disk instability might just work at its distance from the star. It may represent a new class of planets or it may just be a very rare, very low-mass brown dwarf formed like other stars and brown dwarfs: a 'planet mass' brown dwarf."
"Regardless, it should spur new research in planet and star formation theories, and serve as a crucial reference point with which to understand the properties of young planets at similar temperatures, masses and ages," Currie said.
More information: The discovery is reported in a study titled "Direct imaging and spectroscopy of a candidate companion below/near the deuterium-burning limit in the young binary star system, ROXs 42B" which can also be viewed on arXiv.org at arxiv.org/abs/1310.4825 . Currie will present these and other findings at the annual meeting of the
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American Astronomical Society in Washington, DC this week.
Provided by University of Toronto
Citation: Newly discovered celestial object defies categories (2014, January 8) retrieved 30 March 2023 from https://phys.org/news/2014-01-newly-celestial-defies-categories.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.
4/4 | 2,014 | 1,044 | {
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Remember that before the 1837-8 Rebellions the "Canadas" were divided into Upper Canada (because of its location at the top of the St. Lawrence) and Lower Canada.
Upper Canada = Largely English and Largely Protestant Lower Canada = Largely French and Largely Catholic
The other colonies of British North America included New Brunswick, Nova Scotia, St. John's Island (would become Prince Edward Island in 1798), Cape Breton Island (joined with Nova Scotia in 1820) and Newfoundland. These colonies all saw themselves as separate entities with different identities and cultures.
The British
Government
Upper Canada
Lower Canada
"Lower Canada must be English, at the expense, if necessary, of not being British."
- Lord Durham in his report to the British Government
After the 1837-8 rebellions Lord Durham was dispatched to British North America after being appointed governor general. After serving for one year he issued a report to the British Government on what he thought needed to be done in order to avoid further unrest:
[x] Upper and Lower Canada must be united as one province to assure the economic health of the two territories and to dilute the political power of the French.
On July 23 rd , 1840, the British Parliament passed the Act of Union, uniting the two colonies into one Province of Canada (Upper Canada was renamed "Canada West" and Lower Canada became "Canada East").
Reading over some of the articles of the Act of Union, can you see any areas that might cause the French Canadiens and/or English Canadians concern?
Art. 3. There shall be one Legislative Council and one Assembly. "Her Majesty shall have power, by and with the advice and consent of the said Legislative Council and Assembly, to make laws for the peace, welfare, and good government of the Province of Canada. "
Art. 12. In the Legislative Assembly of the Province "the parts of the said Province which now constitute the Provinces of Upper and Lower Canada shall [ . . .] be represented by an equal number of representatives ."
Art. 13 to 17. divide the Electoral districts of Upper Canada in such a way as to multiply their former number .
Art. 18 to 20 regroup the Electoral districts of Lower Canada in such a way as to reduce their former number .
Art. 4l. All official journals, entries and written or printed proceedings of the Council or the Assembly, all writs of summons and elections and all writs of public documents "shall be in the English language only: Provided always, that this enactment shall not be construed to prevent translated copies of any such documents being made, but no such copy shall be kept among the records of the Legislative Council or Legislative Assembly, or be deemed to have the force of an original record."
Art. 42. Final adjudication regarding Ecclesiastical (clergy reserves, Roman Catholic tithes, etc. ) or Crown Rights (Crown reserves) shall rest with the Parliament of Great Britain.
Art. 50. All duties and revenues of Upper and Lower Canada "shall form one consolidated revenue fund to be appropriated for the public services of the Province of Canada."
Art. 55. The public debts of Upper and Lower Canada are consolidated into one.
Population Trends
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September 2018
Take the Reading Pledge!
Hello READY! Parents & Caregivers,
Reading problems are difficult to fix but easy to prevent. It starts at home! Read aloud to your child for 20 minutes each day from birth through elementary school. When your child is young, break this up into smaller blocks of time.
The simple and enjoyable habit of reading aloud with children is linked to these powerful results:
* Expanded knowledge and vocabulary
* Increased curiosity and imagination
* Improved attention span and memory
Plus…
* Greater self-esteem, empathy, and confidence
* Higher educational achievement and future quality of life
* Stronger, closer relationships
And you don't have to be a good reader to give a child a strong and snuggling close.
reading foundation. Children benefit by talking about the pictures
Take the reading pledge and download a Bertie the Bookmouse reading tracker bookmark to use as a fun and handy reminder to read with your child 20 minutes every day!
20 Minutes A Day!
"Reading aloud with young children is one of the most effective ways to expose them to enriched language and to encourage specific early literacy skills needed to promote school readiness."
American Academy of Pediatrics
Fun With Books!
An easy habit is to read three books a day - two familiar stories and perhaps one that is new.
Be enthusiastic. Smile! Read with a lot of expression. Change your voice and volume.
Allow plenty of time to look at and talk about the pictures. Let your child turn the pages.
Pause to ask questions about the characters and events. Encourage conversation. Make up a new character or ending.
Point out letters and sounds, such as letters in child's name. Clap or jump the syllables in the character's names.
Sometimes move your finger under the words as you read. Your child can say "stop" when you come to a dot (period).
Use book terms, such as cover, page, word and sentence. Prompt your child to retell the story. What happened in the beginning, middle, and the end?
Read With A Child Week September 16 -20
Looking for more fun ways to enjoy reading with your child? Enjoy Read With A Child Week - celebrated the third week of September every year.
To kick off the week early, the much anticipated 10th Birthday Party for Mudgy and Millie. The fun begins this Saturday, September 8 at 11 a.m. at the Coeur D'Alene downtown public library. Enjoy some birthday cake and a chance to meet Mudgy and Millie.
Then, September 16-20 check out the fun reading events for | 1,047 | 533 | {
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Partition Horrors Remembrance Day
Why in news?
PM has declared that August 14 will be observed as 'Partition Horrors Remembrance Day' to acknowledge the pain undergone by Indians due to the partition of India in 1947.
What are the recorded horrors of partition?
About 2 million people killed in the most brutal ways.
An estimated 1,00,000 women kidnapped and raped.
More than 15 million men, women and children displaced.
Loss of territory and people to the west and the east
Worst of the horrors seen in Punjab and Bengal (colonial insensitivity in the thoughtless partition)
What was the Socio-psychological impact?
Violence-induced hatred by Hindus and Sikhs against Muslims in India (Indians against Indians) and by Muslims in Pakistan.
Painful events marring much of the joy felt in gaining Independence.
Indelible mark in the public memory and consciousness
Pakistan's founder Muhammad Ali Jinnah strongly advocated the two-nation theory based on religion alone for India's partition.
But ironically, the theory failed with the creation of Bangladesh (with the same religious identity) in 1971.
Is it needed?
A nation cannot know itself without knowing its past.
So, the horrors of Partition must be acknowledged, archived, mourned and commemorated.
"Those who cannot remember the past are condemned to repeat it" - Spanish philosopher George Santayana
What are the concerns?
Timing - The naming of the day at this point forces the nation to look back on its traumatic time rather than looking ahead.
Inclusiveness - An attempt to mark the day across the subcontinent (involving Pakistan and Bangladesh) might have been more inclusive and progressive as all three countries felt the
traumatic impact.
This is the need of the hour, as there is a rise of an ethnocentric nationalism that views minorities with suspicion.
What should be done?
Social harmony and a sense of oneness are to be nurtured and practiced in the long term, and not just one day in the year.
Educating successive generations about the fact that the arbitrary map-making and sowing religious divides by imperialists as the root causes for the violence.
What are the similar ideas in History?
January 27 is observed as International Holocaust Remembrance Day commemorating the anniversary of the liberation of people (mostly Jewish) from Auschwitz Concentration Camp
The memories and recordings of survivors of the Holocaust have been crucial in preventing European societies from 'antisemitism' (hostility to or prejudice against Jewish people).
Counter-monuments - They are erected in the vicinity of already existing monuments, that are insensitive and misrepresentative.
E.g., A sculpture of dying concentration camp victims placed next to the warrior memorial erected in honour of 76th Infantry Regiment unveiled by Hitler.
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Russia Prepares A Return to Mars
In the first indications of the recovery of Russia's interplanetary exploration program after a decade and a half of budgetary drought, scientists in Moscow have finalized realistic plans for an ambitious robot mission to the martian moon Phobos as early as 2009. They intend to collect soil samples (including a drill core about a meter long) and return them to Earth.
The project name is 'Fobos-Grunt', where 'grunt' is the Russian word for 'dirt'. Although it's been discussed for several years, its formal approval was announced last October in Vancouver, Canada, at the annual International Astronautical Congress meeting.
In Moscow, Dr. Lev Zelyoni, director of the 'Institute of Space Research', added that this probe was the only current Russian planetary mission planned. "The project envisages the construction of an interplanetary craft capable of flying to Mars, landing on Phobos, taking samples of its soil and bringing them back to Earth," he said. About 200 to 300 grams of soil would be returned.
"A long-lived station will remain on Phobos," he added, "which will continue exploring it in an automatic mode. It will monitor the Mars climate and study the space around it." This package will weigh about 50 kg, other scientists said. An American instrument may be included on the spacecraft, and a Japanese microsat may accompany it on its way to Mars.
The flight plan calls for a 350 day voyage from Earth to Mars orbit, where the probe will reconnoiter the surface of Phobos and select a landing spot. After landing, the samples will be quickly collected and a return spacecraft will blast off. It will then linger in Mars orbit for more than a year until a launch window opens for a return to Earth.
In the early 1970's, Soviet scientists had some success with automated sample return missions to the Moon. Because the gravity of Phobos is so much lower than the Moon's, smaller, cheaper rockets can perform this mission. The same basic design for a return capsule can be used with small modifications.
However, the catch is that mission times are vastly longer – about 1000 days, rather than the less than 10 day lunar round trip. Spacecraft lifetime has always been a challenge to Russian space designers, whose equipment tends to break down sooner and more often than Western probes. But recent Russian earth satellites have shown markedly improved longevity.
Phobos was the target of two Russian lander probes in 1988, but one was lost in route due to a computer error and the second went out of control during its final approach to the moonlet. The most recent Russian interplanetary probe, Mars-8, fell back to Earth shortly after launching in November 1996, the victim of severe budget cutbacks as much as of shoddy engineering. | 1,120 | 593 | {
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Year 5 Term 4 Newsletter
We hope that you have enjoyed a partially sunny Easter holiday! We are pleased to welcome two new members to our Y5 team. Mrs Whiting returns after maternity leave and Mrs Fisher joins us to work alongside Mrs Whiting in Buzzard 5.
Curriculum: Our unit this term is called 'Space Explorers' which is a Science, Humanities & Art-based unit.
This is what we will be covering this term: -
English: Using 'Talk for Writing,' we will be further developing fiction writing to produce a final piece based on a 'Finding Tale' set in space.
Maths: We are continuing to develop maths learning through 'Effective Maths.' This term we will be covering Addition & Subtraction & developing statistics & problem-solving skills.
Science: our theme is space, to cover the following:
- Investigate the relationship between the Earth & the rest of the solar system
- Research planets, order & their sizes
- Explore how the sun changes position throughout the day by looking at shadows.
- Discuss what a star is and its lifecycle
- Investigate how craters were made on the moon by asteroids and comets colliding with it.
History: Our studies will cover:
- Researching historical beliefs about the world's shape and prove that the earth is round
- Discuss the two views: sun or Earth at the centre of the solar system. Explain Galileo's three facts
- News report of first moon landing, or other space exploration
PE: Tennis (Wednesdays) and additional PE session on Friday
RE: Exploring religions in Northamptonshire and religious buildings in our local community & how they are used.
PSHE: Relationships
MUSIC: Listening and appraising songs my Michael Jackson
Computing: A fusion between geometry and art using 'Inkscape' program
Art:
Research Lucien Rudaux, then create a back drop for the space scene
Educational Visit:
Children will be visiting the National Space Centre to extend their understanding of our themed topic about space. This trip is booked for
17
th
May
. Letters have already been sent home with your child so please check book bags if it has not
appeared!
Homework:
Reading practice – please sign your child's planner when they read to you. We are encouraging children to develop a real love of reading and sharing a few minutes reading time each day with a parent, carer or older sibling really helps to promote the value of reading.
DAILY times tables practice – we are continuing to focus on times tables & division-related facts.
FORTNIGHTLY written homework – a 'double page spread' based on one of the subjects being studied in class.
Just a few gentle reminders – please make sure children bring in appropriate PE kit - plain white T-shirt or school logo only, blue or black shorts & trainers or pumps. Ideally we would like children to have PE kits in school every day.
Healthy snacks & water – this should be a piece of fruit or something similar. Now that the weather is improving (hopefully!), it is important that the children bring in a named water bottle to keep them hydrated throughout the day.
As always, should you have any questions, please do not hesitate to speak with your child's class teacher.
Miss Wood Mrs Whiting Mrs Fisher Mrs Keith Mrs Prentice | 1,388 | 688 | {
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Test your knowledge of smoking and tobacco use!
1. By the late 1950's, what % of leading US cigarette company scientists thought cigarettes were a leading cause of lung cancer:
A. 25% B. 50% C. 75% D. 100%
2. When were cigarette filters added to reduce KNOWN health risks?
A. Early 1950's
B. Late 1950's
C. Early 1960's
D. Late 1960's
3. The overall pattern of cigarette smoking in the US over the past 5 years shows smoking has:
A. Risen among youth and fallen in adults
B. Fallen in both youth and adults
C. Risen in youth and stayed steady in adults
D. Risen in both youth and adults
4. What proportion of kids experiment with smoking
A. 50% B. 60% C. 70% D. 80%
5. True or False: The Europeans brought tobacco to the US in the 15th Century.
6. The industrial revolution (1835-1911) increased the expansion of smoking in the US due to:
A. invention of a cigarette making machine, lowering costs
B. The ability of the railroad system to easily transport product
C. Smoking advertising specifically targeting young boys
D. The beginning of using magazines to advertise
E. All of the above
7. True or false: The tobacco industry initially created a marketing plan associating smoking with health, thinness and weight reduction.
8. Yes or No: Is there a non-addictive form of tobacco?
9. Which of these 21st Century products is (are) aimed at producing a new generation of smokers?
A. Electronic cigarettes
D. Smokeless tobacco in teabags
B. Candy and fruit flavored cigarettes
E. B and D
C. Alcohol flavored products
F. All of the above
10. True or False: Camel #9 targets young male athletes.
11. Which of these celebrities died of smoking-related causes?
A. Humphrey Bogart, Nat King Cole, Walt Disney
B. Duke Ellington, Ulysses S Grant, George Harrison
3. Moe Howard of 3 stooges, Michael Landon, John Wayne
4. A and C
5. All of the above
12. According to the CDC, what percentage of current smokers want to quit?
A. 38%
B. 44%
C. 62%
D. 70%
13. What is the tobacco industry annual budget for advertising tobacco products:
A. $35 million
B. $80 million
C. $6 billion
D. $10 billion
14. Which of these is (are) true?
A. Smoking rates are higher with those of high school education or less.
B. Smoking rates are higher for those with lower incomes.
C. Neither of these
D. Both of these
15. True or False : Each pack of cigarettes sold in the US costs the nation $3.00 in medical care and lost productivity?
16. Which is the leading cause of death in the US:
A. Heart disease
B. Cancer
C. Diabetes
17. How long does it take nicotine from smoking to reach the brain?
A. 7 seconds
B. 32 seconds
C. 2 1/2 minutes
D. 4 minutes
18. True False: Low tar and low nicotine cigarettes are less addictive and safer to use.
19. Among adult users of alcohol, 10% become addicted. Among adult users of cocaine, 10% become addicted. What percentage of adult users of cigarettes and tobacco develop nicotine addiction?
A. 10%
B. 25%
C. 75%
D. 80%
20. True or False: Children learn to smoke by watching adults and other role models?
Answers
1. D 100%, 2. C Early 1960's, 3. B, Fallen in both youth & adults, 4. C 70%, 5. False. Tobacco is indigenous to the Native American Culture, 6. E all of the above, 7. True, 8. No, 9. F All of the above, 10. False, it targets young women and girls, 11. 5. All of them, 12. D 70%, 13. D $10 Billion, 14. D Both of these, 15. False, it costs $7.18, 16. D Tobacco use contributes to all the others, 17. A 7 Seconds, 18. False, 19. D 80%, 20. True
D. Tobacco use | 1,841 | 1,009 | {
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The Efficient and Healthy Schools Program aims to motivate and empower K-12 schools to reduce energy costs and improve energy efficiency, health, and resilience. The Program connects schools with practical solutions, provides technical assistance and resources, to significantly improve school facilities. This Program is led by the U.S. Department of Energy Building Technologies Office with technical support from Lawrence Berkeley National Lab and New Buildings Institute.
CASE STUDY
Retrofit Revolutionary: River Trails School District 26
Project Scope & Approach
Project Details
River Trails School District 26 (RTSD) has a comprehensive commitment to sustainability that encompasses its policies and practices, including operations and facilities management. In line with these policies, the district opted for a deep-energy retrofit of a 1960s era building to develop a highly efficient early childhood education facility. RTSD worked with a large design team to secure multiple grants and set the ambitious target of net-zero energy use for the completed building. To achieve this target, the team touched every part of the building, including increasing the insulation of the walls and roof, completely replacing the HVAC and building automation systems, installing new windows, and installing an onsite solar array. Throughout this process, Prairie Trails School (PTS) also incorporated learning opportunities for its young students, including a curriculum that integrates science, nature, technology, and sustainability into the classroom.
Project Outcomes & Lessons Learned
Perhaps the most significant outcome of this project is the achievement of PTS as the nation's first net-zero energy school that also meets the 2018 Passive House Institute US+ Source Zero project standard. PTS was designed for a projected operational EUI of 24 kBtu/ft 2 -yr before incorporating the onsite solar. In the first year of operation (2021-2022 school year), the school achieved its net-zero energy goal – the building used 188,348 kWh and produced 230,700 kWh. The district anticipates saving an estimated $32,000 in energy costs annually. As of March 2024, the school has saved 892,190 pounds of CO 2 e, the equivalent of planting 6,242 trees.
Learnings from this project have informed the next wave of RTSD's sustainability efforts, including infrastructure upgrades and the installation of a microgrid at Euclid Elementary.
PROJECT HIGHLIGHTS
After the first year of operation, the building uses 67% less energy than conventionally designed buildings, and 100% of its electricity generation is from solar panels.
* High performance HVAC system creates quiet, comfortable classrooms.
* Energy dashboards track system performance in real time.
* MERV15 filtration pulls virus particles out of the air stream.
* Nation's first 2018 PHIUS+ Source Zero school building.
* Commissioned to meet 2018 IECC Code requirements.
* Drastically reduced water usage with a higher building occupancy.
Location:
Mount Prospect,
IL
Number of Students:
1,584
# Schools in District: 4
Locale:
Suburb
Percent Free and Reduced
Price Meal:
29%
Project Cost:
$12,989,507
Cost/ft 2 :
$452
Funding Mechanism:
Philanthropic grant, bond, cost savings, and district capital budget
Project Dates:
Jan 2019 -
Sept 2021
Design/Performance Criteria Used: Passive House Institute US
Key Project Features:
* 206 kW DC photovoltaic array
* DOAS with VRF
* New BAS
* High performance air barrier
* New insulation
* Highly insulated roof
* Triple-pane windows
* Electric water heaters | 1,802 | 733 | {
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MACCLESFIELD HOCKEY CLUB
Don't keep a problem to yourself!
YOU HAVE THE RIGHT TO:
* Have fun when playing hockey
* Enjoy your hockey
* Be safe when playing hockey
* Make friends through hockey
* Be treated with respect by adults involved in hockey
ARE YOU WORRIED?
* My coach is bullying me
* Another member of my team is bullying me
* Another adult at hockey is bullying me
* One of the coaches or volunteers is threatening me
* Someone is touching me and making me feel uncomfortable
* An adult is making me do things which I know are wrong
* Someone is constantly teasing me, shouting at me or kicking and punching me
* Someone is making suggestive remarks or asking me to do things of a sexual nature
* Someone is acting in a way which makes me feel lonely, upset, unsafe or embarrassed
If the answer is YES - Don't keep it to yourself – Ask for help
WHO CAN I TALK TO?
Talk to the Hockey Club Welfare Officer, Damian Axcell: firstname.lastname@example.org
It can sometimes be difficult to speak to an adult about how you are feeling.
* You might think that an adult will not understand THEY WILL LISTEN
* You may think that they will not believe you THEY WILL BELIEVE YOU
* You may be scared that they will tell other people that you do not want to know
THEY WILL ONLY TELL SOMOENE WHO CAN HELP
* You might think they have not got time to talk to you THEY WILL ALWAYS MAKE TIME TO TALK
IT'S BETTER TO TALK TO SOMEONE:
* Ignoring your worries or concerns could make them worse
* You only have to share information that you want to share
* Talking to someone will begin to tackle your worries and concerns
* Telling someone will begin to help you
The Club Welfare Officer, Damian Axcell, will know what to do and how to help. He will be able to ensure that you are safe and he will believe you. There are policies and procedures which Damian will use. These will provide information of who to contact, how to contact them and what they can do to help.
CONFIDENTIALITY
The Club Welfare Officer cannot promise to keep the information you share a complete secret. However, he will keep it CONFIDENTIAL. This means that he will have to tell only the person/people who can help.
When you are talking to the Club Welfare Officer ask him to explain who he needs to speak to and why. He may say one of the following:
* England Hockey Board Lead Child Welfare Officer They will know what to do if the behaviour of adult/s towards you is upsetting you.
* Talking to this person will begin to help the situation and ensure you can play hockey in a happy and safe environment
* Social Services or the Police in an emergency. Social Services or the police will be called if the Club Welfare Officer thinks you may come to more harm or are in danger. This is to help you and ensure you are safe.
Who is my Club Welfare Officer?
Damian Axcell email@example.com
Alternative sources of help, advice and support: | 1,284 | 659 | {
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Chapter 7 (Solution) TIME
2
A train left station A at 3:30 pm and reached station B in one and a half hours. The train then left for station C after taking a 15 minute break. If it reached Station C at 6:15 pm, how long did the train take to travel from Station B to Station C ?
The train book 1 hour to travel from Station B to Station C
Chapter 7 (Solution) TIME
2
(a) Sanvi went for her archery class. The class lasted for 2 hours and the time shown on the clock when the class ended was 11:20 am. If the clock was 10 minutes slow, draw the hour hand and minute hand on the clock face below to show the actual time that the archery class started.
(b) A music performance started at 8 pm and ended at 10:10 pm. If there was a 20 minute interval during the performance, how long was the actual performance ?
The actual performance was 1 h 50 min long.
Chapter 7 (Solution) TIME
2
Mrs.Anitha spent 2 hours cleaning the house and then another 1 hour washing the clothes. She finished washing the clothes at half past 2 in the afternoon. If Mrs. Anitha rested for 35 minutes to have her lunch after cleaning the house, at what time did she start cleaning the house ?
She started cleaning the house at 10:55 a.m.
Chapter 7 (Solution) TIME
2
Aadya takes 20 minutes to complete a crossward puzzle. She wants to complete 6 such crossword puzzles. If Aadya starts doing them at 6 pm, at what time will she complete the crossword puzzles ?
She will complete the crossword puzzles at 8:00 p.m.
Chapter 7 (Solution) TIME
2
An examination started at 8:10 am and the time given to complete it was 2 hours. However, Mary finished the examination 10 minutes early. At what time did Mary finish the examination ?
8:10 a.m. 2h 10:10 a.m.
Mary should have finished the examination at 10:10 a.m.
But she finished 10 minutes early.
10:10 a.m. 10min 10 a.m.
Mary finished the examination at 10 a.m.
8:10 a.m
10 10 a.m:
+2h
–10 min
06
It is now 15 minutes before 11 at night.
What time will it be 2 h 30 min from now ?
15 minutes before 11 at night is 10:45 p.m.
It will be 1:15 a.m. 2 h 30 min from now.
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The State Of Things
12:05 PM
WED NOVEMBER 20, 2013
The Clothesline Muse
BY
LAURA LEE
AND
FRANK STASIO
Enlarge image Credit The Clothesline Muse The Clothesline Muse is a new multi-discipline theater project.
In the past, the clothesline was a place where a community's women met to hang laundry.
It was also the space where women could socialize and share their common struggles. By doing so, the clothesline transformed from the space of a domestic chore into a means for empowerment and identity.
"When you looked at the clothesline, you could tell who lived in the house, the ages. You could tell whether there was a man there or not… It was a communal place," said Nnenna Freelon, the creator of The Clothesline Muse, a new theatrical project.
Freelon and her collaborators uses jazz vocals, paper art, and dance to as a way to pay tribute to the domestic labor of past generations. Freelon is a Grammy-nominated jazz artist whose music career has been celebrated the world over. But The Clothesline Muse gave her a chance to look back at the lesserknown work of her predecessors.
"This is an opportunity for me to do research on what it took for my mother, my grandmother, and my great-grandmother to keep house," said Freelon.
"And there's no Grammy nomination for raising good kids, for keeping the house. So we're hoping to bring light and to place this on the stage in such a way that it says this too is art," she continued.
As the Clothesline Muse is a celebration of history and family, Freelon invited her own family to collaborate on the project. Her daughter, Maya Freelon Asante, created the set and projections that play
*
throughout the show. Freelon Asante's mother-in-law Kariamu Welsh choreographed of the performance.
"Being submerged into this beautiful production, I found joy in creating quilt-like pieces that go up on the clothesline using the clothesline as an art tool," Freelon Asante said.
Though Freelon Asante belongs to a generation that never used a clothes line, her participation in this project reframed her perspective on her family history.
"[My grandmother] used to always say that she came from a family of sharecroppers who never got their fair share," said Freelon Asante.
"She was waiting for someone to do this honoring, to lift them up," she continued, referencing the current project.
The Clothesline Muse is a work in progress. Freelon hopes to turn it into a national tour over next year. Click here for more information about a November 21st preview showing at the Durham Arts Council.
greta
* 2 days ago
This brought memories back of helping my mother with clothes washing in rural Missouri in the '60's. We did not have running water. Rain water was collected in raised barrels from the porch roof. We siphoned the water from a barrel into a ringer washer outdoors. Three loads would be done in the same water. First whites, then colors, then darks. I helped run the clothes through the ringer into the rinse tub and then from the rinse tub to the laundry basket. My mother would feed the clothes into the ringer and I would catch them on the other side. If you didn't pay attention, the clothes would wind around the ringer and then everything would come to a halt while the ringer rollers were separated and the clothes disentangled. In the winter, the water was icy cold and our fingers would become red and numb. We always hung the clothes on the line to dry. When my brothers grew up and opened a furniture store, they offered my mother an automatic washer. She refused. They used too much water.
Now I have a front loading washer that probably uses less water for 3 loads than that old wringer washer and rinse tub. I always use a clothesline to dry clothes. I call it my "solar dryer". I celebrate the idea of bringing back the clothesline to more people. Dryers consume so much energy and heat the house in the summer requiring the air conditioners to work even harder.
o
*
o
WUNC
Mod greta
* a day ago
Thanks for sharing your story!
Karen Crumbliss
* 2 days ago
So many other thoughts ... mine being not of domestic labor for others, but for one's own family! My mom, during WWII, had to move her growing family from town to town in freezing Minnesota as my dad recruited for the Navy from one southern Minnesota farm town to another. I have never understood how the clothes, which froze in the winter, ever dried! (But the sheets sure smelled good when they did!) What work it was to live in so many different apartments that were so hard to find, to run up and down stairs with wet clothes to hang on the line (when it was free from other people's clothes), all while caring for three pre-school children. Hard work! It's only recently that our clothes-washing has become so relatively easy!
Clotheslines are still prominent in many parts of Europe (and even more so in other parts of the world.) We used them recently while living in Italy in the apartment of an upper-middle-class couple ... after washing by hand or in an extremely ineffective washing machine!
As for children playing, the clothesline makes a great play house with blankets and sheets thrown over them, stabilized with clothes pins!
Kudos, Nnenna! Your project will bring up many important ideas about the work of women in our world, past and present!
WUNC
Mod
Karen Crumbliss
* a day ago
Love this story. Thank you for sharing. | 1,985 | 1,187 | {
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Child Outcomes Worksheet
Analyzing Teaching Practice or Needs
Class/Area
Teacher:
# of PBS _____
# of IFSP/IEP______ # of DLL ________
Analyze Fall Checkpoints
Date
1
2
3
1
2
3
1
2
3
Analyze Winter Checkpoints
Date
1
2
1
2
1
2
3
List Teaching Strategies or Needs to increase the lower levels (children not in the middle of color band).
List areas of lowest levels (children below or just on the tip of their color band):
List areas of lowest levels (children below or just on the tip of their color band):
Teacher completes this form after Checkpoints are finalized. The Class Profile & the Individual Child reports are analyzed and teaching strategies are planned to support or increase children's levels. CB forwards a copy of this form to the Site Supervisor.
Look at the Individual Child Report. Compare Fall checkpoint Levels with Winter checkpoints. Do you see children's levels of growth moving higher or lower? TSGOLD Levels went down? Yes___ No __ If yes, explain why.
List Teaching Strategies or Needs to increase the lower levels (children not in the middle of color band).
Use the Class Profile & list areas of highest levels (children meeting/exceeding expectations):
Use the Class Profile & list areas of highest levels (children meeting/exceeding expectations):
This form is completed by the teacher after each checkpoint to reflect on their teaching practices & needs of children. Site Supervisor forwards a copy of this form to the CB Education Coordinator. SS will keep a copy in Curriculum Notebook. HB teacher will forward a copy to the HB Education Coordinator. Ed 5/20
Analyze - Spring Checkpoints
Date
1
2
3
1
2
3
1
2
3
Analyze -Summer Checkpoints Date
1
2
3
1
2
3
List areas of lowest levels (children below or just on the tip of their color band):
List areas of lowest levels (children below or just on the tip of their color band):
Look at the Individual Child Report. Compare Winter checkpoint Levels with Spring checkpoints. Do you see children's levels of growth moving higher or lower? TSGOLD Levels went down? Yes___ No __ If yes, explain why.
Look at the Individual Child Report. Compare Spring checkpoint Levels with Summer checkpoints. Do you see children's levels of growth moving higher or lower? TSGOLD Levels went down? Yes___ No __ If yes, explain why.
List Teaching Strategies or Needs to increase the lower levels (children not in the middle of color band).
Use the Class Profile & list areas of highest levels (children meeting/exceeding expectations):
Use the Class Profile & list areas of highest levels (children meeting/exceeding expectations):
This form is completed by the teacher after each checkpoint to reflect on their teaching practices & needs of children. Site Supervisor forwards a copy of this form to the CB Education Coordinator. SS will keep a copy in Curriculum Notebook. HB Teacher will forward a copy to HB Ed Coordinator. 5/20 | 1,677 | 658 | {
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What about the Flavors?
* Many vapes come in youth friendly flavors, including mango, mint, cotton candy, blue slushy, and gummy bear. These flavors attract youth to the product and young people cite flavors as a common reason for e-cigarette use.
* There are more than 450 e-cigarette device types and thousands of e-juice/ e-liquid flavors.
* The ingredients in e-juice/e-liquid vary drastically. While they commonly contain propylene glycol (PG), vegetable glycerin (VG), and nicotine (which is highly addictive), e-liquid usually contains food flavorings. And each flavoring itself can contain many chemicals. There is little published research on inhaling food flavorings, since the concept began with e-cigarettes just a few years ago.
Are They Legal?
* New Hampshire was one of the first states to prohibit the sale of e-cigarettes to minors under 18.
* It is illegal for any minor to possess an e-cigarette or vape device.
* E-cigarettes have not been classified by the FDA as an approved product for quitting smoking.
ADDITIONAL RESOURCES
New Hampshire Tobacco Prevention & Cessation Program: The Program's primary goals are to prevent NH youth from beginning to use tobacco; eliminate exposure to secondhand smoke; promote quitting tobacco among users; and prioritize efforts to reach those most affected by tobacco.
QuitNowNH.org 1-800-QUIT-NOW (784-8669)
Media Power Youth: Media Power Youth provides evidence-based media literacy education for children, parents, educators and all those working with and caring for children. Children need to know about media so they can make healthy and successful choices.
MediaPowerYouth.org
Northern New England Poison Center The NNEPC is available 24/7 to provide free, fast, expert advice to the public regarding possible poisonings and to answer questions about poisons
NNEPC.org 1-800-222-1222
Breathe NH: Breathe New Hampshire is a lung health resource for all matters relating to lung disease including asthma, tobacco use prevention, COPD and clean air. BreatheNH.org
Some of this content was used by permission from Breathe New Hampshire
Funded by the New Hampshire Department of Health and Human Services,
Bureau of Drug and Alcohol Services
VAPING AND E-CIGARETTES
5/2/2018
What Is a Vape Device?
Vape devices are also called e-cigarettes, mods, vapes, JUULs, e-cigs, or ENDS (electronic nicotine delivery systems).
* Vapes are battery-powered devices that heat up liquid mixtures of nicotine and other ingredients to produce an aerosol, not just water vapor, which is inhaled by the user.
* Most e-cigarettes contain nicotine, which is highly addictive. There is often a "buzz" associated with nicotine.
* People inhale the vapor produced by e-cigarettes, so instead of smoking they "vape."
* Newer to the market is JUUL. One JUUL pod contains the equivalent of 200 puffs on a cigarette or an entire pack.
Are They Safe?
There are many unknowns surrounding vapes and vape safety. Recent research suggests that there may be serious health consequences for people who vape.
The aerosol/vapor inhaled by users from vapes and e-cigarettes is not harmless. It contains chemicals that are not regulated by the Food and Drug Administration.
Most e-cigarettes and vapes contain nicotine, a highly addictive drug. Use of products containing nicotine in any form among youth, including e-cigarettes, is unsafe. Nicotine affects the developing brain.
Why Are Kids Using?
* Vaping is becoming increasingly common in high school and college campuses. Educators report that youth are vaping in classrooms, hallways, and are sharing devices with their peers.
* This social influence encourages nonusers to try vaping and enables students who are too young to purchase these products. It also means that kids who could not otherwise afford vaping devices often access them through their peers.
What Do Vapes and E-Cigarettes Look Like?
* Very few of these products look like regular cigarettes. Many of them look like everyday items such as pens and USB memory sticks.
* Vapes can also be used as a delivery system for marijuana and other illicit drugs. | 1,884 | 889 | {
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Ziptales
Timeless Tales
Based on the classic tale by Charles Perrault
Cinderella
1
Once there was a kind and beautiful girl. Her father loved her.
But her mother had died.
The father married again.
Her new stepmother was cruel. And her stepsisters were nasty and mean.
The stepmother made her sleep in the attic. The stepsisters however had grand rooms and soft beds.
They made her do all the housework. At the end of the day, she would go to the fire place. She sat near the cinders. So they called her "Cinderella".
2
Now the prince of the kingdom was having a ball. He was looking for a wife. He invited all the fine young ladies to come.
The stepsisters were terribly excited.
"Cinderella, fetch my best gown."
"No, leave her. Help me. And be fast about it!"
"But you're hideous. He will want me."
"No, me."
"Would you like to come?" they said to Cinderella.
"Perhaps..."
"Ha ha. Someone grubby like you? Don't be silly."
3
Ziptales
Timeless Tales
The night of the ball came. The sisters climbed into the coach. They didn't even say goodbye.
Cinderella went to the fire. She was crying.
Suddenly, a strange lady appeared.
"Good evening, child," she said. "Whatever is the matter?"
"Who are you?" said Cinderella shyly.
"I am your Fairy Godmother. I am here to help you. What do you want?"
"I wish... I wish... "
"You wish you could go to the ball?"
"Yes please."
"Very well."
4
"Have you a pumpkin?"
"Why yes."
"Let me see it, please."
The Fairy Godmother tapped her wand. And the pumpkin became a beautiful coach.
"Have you any mice?"
Cinderella found some mice.
The Fairy Godmother tapped her wand. They became horses.
"Have you any lizards?"
Cinderella found some lizards.
The Fairy Godmother turned them into coachmen.
5
"But what of my clothes?"
"Ah yes, of course."
Ziptales
Timeless Tales
And she turned Cinderella's rags into the finest dress.
"Lovely! But the most important mark of a lady is her shoes."
And the Fairy Godmother pulled out a pair of beautiful glass slippers.
"Off you go, my dear. But do not stay a moment after midnight. Then all the magic will go and you will be as before."
Cinderella climbed into the coach. Off she went to the palace.
6
Cinderella came into the ball. All eyes turned to her.
"Who is this beautiful girl?"
"She's gorgeous!"
Word came to the prince. He saw her, and fell in love with her on the spot.
"My lady, will you dance with me?"
They danced and danced. And Cinderella fell in love with the prince too.
All was going well. But then...
7
The clock began to chime midnight.
"Oh no!" she said. "I must go..."
"Please, my lady. Stay with me..."
"I must go..."
And she ran away.
But as she went, she dropped one of her glass slippers.
The prince picked it up.
Cinderella vanished into the night.
8
The prince was madly in love. He longed to see her again.
"Sire," he said to his father. "The princess with the glass slipper is the one I want to marry."
"Then we must find her." The king turned to his chancellor.
"Take this slipper. Find her."
The chancellor went out.
He tried all the ladies of the court. It did not fit anyone.
He tried the fine ladies in the town. It did not fit.
At last, he came to Cinderella's house.
"Let me try," said one sister. "It's sure to fit."
But it did not.
"It's mine," said the other. And she tried. But it did not fit.
"Madame," said the chancellor. "Is there any other young lady here?"
9
"No one."
"What about me?"
It was Cinderella. She was looking on from her place by the fire.
"YOU?" laughed the sisters. "Don't be silly!"
"At least let me try," said Cinderella.
"I am commanded to let any young maid try," said the chancellor.
He had her sit down. He put the slipper on her foot. And it fitted perfectly. Cinderella pulled out the other slipper.
The Fairy Godmother appeared. She touched Cinderella. And she was once again the fine lady of the ball.
The stepmother and the sisters begged forgiveness. And she forgave them all.
10
Ziptales
Timeless Tales
The prince had come in. He knelt down before her.
"Will you marry me?"
Cinderella smiled.
"Of course."
And so they were married. Cinderella became a princess.
And they all lived happily ever after.
THE END
(Adapted from the original story by Richard McRoberts) | 1,521 | 1,068 | {
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Camp@Home - Activities
This activity idea was originally part of a Durham Scouts Camp@Home event. It has been adapted for broader use as part of the Scouting from Home programme
Activities at home should always be risk assessed and supervised by parents/carers, taking note of the specific safety advice provided
Egg Drop
This is one for the older young people, and of course parents and other adults.
All you have to do is to drop an egg from the greatest height possible… without the egg breaking.
You can try all sorts of things – egg parachutes, putting the egg in a padded box, balloons, protecting the egg with foam. For some really good ideas check out the Egg Drop Project on Mark Rober's entertaining and educational YouTube Channel.
You can of course hold some trial runs – depending on how many eggs you have (to reduce food waste please use eggs past their 'use by' date)
You can of course hold some trial runs – depending on how many eggs you have.
If you approach this activity from a scientific basis (e.g. (finding out about how the potential energy of the egg increases with height, how this energy is what breaks the egg, and how your protection dissipates that energy, and predicting what will work best to protect your egg) you could meet some of the requirements the Cubs Scientist Activity Badge or Scouts Scientist Activity Badge.
Here's the Science Bit!
To keep your egg intact you'll need to reduce the force acting on the egg when it hits the ground.
This force depends on a few things:
* The weight (mass) of the egg
* It's speed when it hits the ground
* How quickly it slows down (or decelerates) when it hits the ground
* The force being absorbed by other things
Force = Mass x Acceleration
We can't do much about the weight (mass) of the egg - but a smaller egg will help.
The deceleration is dependent upon the speed at which the egg is travelling when it hits the ground. This is dependent upon:
* How far the egg falls (which you want to maximise)
* The air resistance of the package in which the falls (which you also want to maximise)
We can also try to reduce the deceleration (in the formula above, acceleration is negative acceleration). This is done by increasing the length of time (duration) over which the egg decelerates – which you can do by adding 'crumple zones', which also absorb some of the force.
When designing your egg drop package you should therefore:
* Use a small egg
* Slow it down by increasing air resistance (think 'parachutes')
* Adding crumple zones – something to compress or bend when the package hits the ground.
Safety Tips: if you are dropping your egg out of an upstairs window, be careful not to lean out of the window too far. If necessary, have someone hold the back of your belt / waistband while you drop the egg out of the window. Also be careful if dropping eggs from the top of the stairs, from garage roofs etc.
As a variation on this activity, why not see if you can safely land your egg in a bucket?
This activity can count towards the following Activity Badges:
Cubs Scientist Activity Badge
https://www.scouts.org.uk/cubs/activity-badges/scientist/
This activity could meet the following requirements:
2. Interacting with energy
* Another activity agreed with your leader
Scouts Scientist Activity Badge
https://www.scouts.org.uk/scouts/activity-badges/scientist/
This activity could meet the following requirements:
Option 2
2. Plan and complete three science experiments or activities. Check your plan with an adult first, then for each experiment:
* Show that you understand the science behind your experiment or activity.
* Change something about the experiment or activity and try it again, at least once. Predict what you think will happen and find out if you were right. | 1,565 | 813 | {
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Cyber criminals are always thinking of new ways to get your personal information. Regularly update your security software, and stay informed about how criminals are doing business online.
For more information about keeping you and your loved ones safe, please contact your local law enforcement agency.
This information brought to you by the National Police Association
8710 Bash Street #501692
Indianapolis, IN 46250
NationalPolice.org
Staying safe online
The internet has made our lives extremely convenient. We can find information, purchase items, and connect with our friends in a matter of seconds. With use of the internet, however, come a number of risks.
As you use the internet to perform more and more tasks, consider how you are keeping you and your family safe while doing so.
Password protect all devices
Protect your computer and all other smart devices (remember your phone contains just as much private information, if not more, than your computer). Use passwords that are unusual or unexpected (i.e. avoid important dates, names of pets, etc.).
Keep antivirus and antispyware software current
Viruses and spyware are not only inconvenient, but can expose you to identity theft or theft of other vital information. Even if you have antivirus software, be careful what you download. Just opening an email attachment from someone you do not know can put you at risk.
Beware of social media or email scams
If a deal seems too good to be true, it probably is. Do not readily share financial or personal information with someone you do not know.
If a deal seems too good to be true, it probably is.
Think about what you post online, and where
Predators often check social media to find out when families are away from their home, or when and where your children are most vulnerable.
If you regularly post photos of your home, children, vacation itineraries, or any information that is personal and / or semi-confidential, make sure to triple-check your privacy settings.
Kids and the internet
Have several conversations with your kids about:
- What they are using to communicate with each other
- What they are allowed to post or share
- What they are allowed to buy
Remind kids never to reveal any personal information, and never to agree to meet someone in person that they met online.
Talk to kids about cyber bullying, and make sure they know who to talk to if they find themselves victims of bullying, or know someone who is.
There are a number of apps and programs for parents of kids and teens to help monitor, and even limit, internet use. Check out what is available and come up with a plan that works for your family. | 1,015 | 538 | {
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HOW TO BE PREPARED AT HOME
Nuclear Emergencies
The likelihood of a nuclear or radiological incident is remote because of the stringent controls in place for the movement and use of radioactive materials. All levels of government and the operators of nuclear facilities have emergency plans that are ready to be implemented at a moment's notice.
A nuclear emergency could be declared if there is an accident or an intentional release (or threat of intentional release) of potentially harmful radioactive materials. In either situation, exposure to radiation can cause health risks.
Officials will quickly determine the degree of risk from radiation and take immediate measures to limit the dangers. Depending on the incident and health risks, you could be visited by emergency services personnel who would advise you about what to do.
In chemical, biological or nuclear emergencies, it is important to listen to officials for possible evacuation instructions.
During a nuclear emergency:
You may be told to minimize the amount of outside air entering your home. If so, immediately close doors and windows, then turn off air exchangers and heat-recovery units. Find your emergency kit, turn off appliances and stay indoors until advised otherwise. If you were outside around the time of a nuclear emergency, remove your clothes as soon as possible and seal them in a plastic bag. Rinse your hair and body in the shower and then put on clean clothes from a closed drawer or closet.
People who live or work within 10 km of a nuclear reactor should know what to do if there's an accident:
- Go inside and turn on your radio, TV or computer
- Listen to media for instructions from the provincial government
- Follow the directions provided by the provincial government
HOW TO BE PREPARED AT HOME
Nuclear Emergencies
Have your potassium iodide (KI) pills nearby.
- One way to protect yourself from radioactive iodine is to take a potassium iodide (KI) pill.
- KI is only to be taken when instructed to do so by provincial authorities.
- Further Information on KI is available from the Ministry of Health and Long-term Care: Potassium Iodide Tablets (KI) Fact Sheet.
Emergency Bulletins will be issued by Ontario through local radio and television stations, and social media. These bulletins will:
- Identify that a concern exists and where it's occurring
- Advise on precautionary and protective measures
- Announce when the emergency is over
If there is a concern, you may be asked to:
- Stay indoors
- Close all windows and doors
- Turn off heating or air conditioning to avoid bringing potentially contaminated air indoors
- Be ready to leave your home if the situation changes
If you're told to leave your home:
- Close and lock windows and doors
- Follow instructions and routes given by officials
- Bring with you:
[x] important documents and identification;
[x] sufficient clothing, medication, canned or dried food, water, cash;
[x] specialty items — baby needs, medical equipment;
[x] pets, food, carriers, leashes, vaccination forms.
Normally people are evacuated from an area well before radiation is released into the atmosphere – so radioactive contamination is very unlikely. | 1,379 | 637 | {
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Useful tips when you shovel snow off the roof
What to keep in mind:
- Start working before snow reaches a depth of 1m.
- 80% of the fatal accidents involve people aged 65 or older.
- Falls from ladders account for 50% of the accidents.
- Be careful even when you work on a low roof.
- Do not work when you feel ill.
- Do not work after drinking or taking medicine.
- Do not work alone.
Check these points when you remove snow from the roof:
- Keep enough room for dumped snow as it takes up space.
- Pay attention not to block windows and entrance.
- Do not dump snow onto any chimney, condenser unit, kerosene tank or boiler.
What you need:
- Shovel
- Sleigh shovel
- Rope (Φ8-9mm)
- Carabiner/hook
- Ladder
- Towel
- Change of clothes
Preparation before work
Your safety belt needs to:
- support your weight at the waist and both thighs.
- have loops on the front and back to connect the safety rope to a carabiner/hook.
- be easy to put on.
- have a band to hold the safety rope.
- have rubber parts on the bottom to prevent a fall.
Helmet (to protect your head from a severe injury)
Clothes that are warm and comfortable to move around in
Safety rope and safety belt
Thermal rubber gloves
Rubber boots
Shoveling snow off the roof holds great danger.
You need a special care during work.
What you should read carefully about …
What you should avoid ……………………
What we recommend ……………………..
Suzubun Co.Ltd.
Procedures
1. Put on the equipment necessary for the work. (Fig. 1)
We recommend a full harness safety belt.
2. Connect a sleigh shovel/shovel to a rope with a carabiner/hook. Eight knot is recommended. (Fig. 2)
3. Put a ladder on the roof. See Fig. 3 for the right position of the ladder.
Follow the instructions on Fig. 3, so you don’t have to bend your body when you climb up the ladder.
The ladder needs to be taller than the roof. (Hasegawa Industries’ snow removal ladder is useful.)
4. Stabilize the ladder with an anchor.
Hold the ladder while someone is climbing up.
When you climb up the ladder, hold the rope that connects a sleigh shovel/shovel.
5. Keep an eye for the person on the ladder until he/she has reached the roof.
6. Remove snow from the anchor on the roof, and connect the safety rope with it. (Fig. 4)
Make sure that the safety rope is shorter than the height from the roof. If not, it may cause a fall to the ground and severe injury.
7. Pull the rope and lift up the sleigh shovel/shovel.
8. Detach a carabiner/hook from the sleigh shovel/shovel.
9. Stand on the center of the roof and dump snow straightly to the ground. (Fig.5)
10. Move sideways and keep removing snow. (Fig.6)
11. Avoid stepping on the danger zone during work. (Fig.7)
Since removing too much snow makes the roof surface slippery, leave 10-20cm snow as it is.
12. Connect the sleigh shovel/shovel to the rope and put them off from the roof.
13. Detach the safety rope from the anchor and climb down the ladder.
Make sure to hold the ladder while someone is climbing down.
For maintenance of the shovels:
Remove any rust from shovels and wax them.
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Circle Time
Establishing a Morning Routine
Good morning!
Today we are going to discuss...
- Calendar
- Weather
- Story
- Schedule
CALENDAR
Can you name the months of the year?
January
February
March
April
May
June
July
August
September
October
November
December
What month are we in now?
AUGUST 2016
| SUN | MON | TUE | WED | THU | FRI | SAT |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | | | |
| | 1 | 2 | 3 | 4 | 5 | 6 |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 |
| 28 | 29 | 30 | 31 | | | |
Can you name the days of the week?
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Today is?
Yesterday was?
Tomorrow will be?
What is today’s date?
AUGUST 2016
| SUN | MON | TUE | WED | THU | FRI | SAT |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | | | |
| | 1 | 2 | 3 | 4 | 5 | 6 |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 |
| 28 | 29 | 30 | 31 | | | |
Let’s count how many days are in this month.
AUGUST 2016
| SUN | MON | TUE | WED | THU | FRI | SAT |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | | | |
| | 1 | 2 | 3 | 4 | 5 | 6 |
| 7 | 8 | 9 | 10 | 11 | 12 | 13 |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| 21 | 22 | 23 | 24 | 25 | 26 | 27 |
| 28 | 29 | 30 | 31 | | | |
WEATHER
What is the weather like today?
Sun
Rain
Cloudy
Windy
How should you dress for today’s weather?
Winter? Spring? Summer? or Fall?
What season are we in?
winter spring summer fall
Let’s Read a STORY Together
TODAY’S SCHEDULE
Let’s check our schedule for the day.
1. Wake up
2. Go to bathroom
3. Brush teeth
4. Brush hair
5. Get dressed
6. Eat breakfast
7. Circle Time
8. Reading/Math
9. Watch TV
10. Eat lunch
11. Do a puzzle
12. Art Project
13. Have a snack
14. Play outside
15. Play on tablet
16. Eat dinner
17. Take a bath
18. Put on pajamas
19. Brush teeth
20. Choose clothes
21. Read a story
22. Go to sleep | 1,701 | 896 | {
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Overview of Book
Join a group of children as they experience their first garden and explore the wonders of all that the garden brings— including worms!
Genre: Picture/informational
Vocabulary
Books are a rich source of words new to children. Here are some words from *How to Say Hello to a Worm* to introduce in your classroom:
- mistakes
- pod
- pollen
- poke
- sprinkle
- plant
Each time you read the book, choose 2 or 3 words to highlight.
Use age-appropriate definitions and/or the illustrations to help children gain an understanding of each word’s meaning.
Use these new words throughout the day, reminding the children, “That’s a word from our story!”
Connecting with the HighScope Curriculum
COR Advantage 1.5
Approaches to Learning
Item A (Initiative and planning)
Mathematics Item S
(Numbers and counting)
Science & Technology
Item BB
(Observing and classifying)
Item DD
(Natural and physical world)
Item EE
(Tools and technology)
Reading Tips
Introduce this book by asking children to share experiences about planting, digging in soil, and bugs and insects they have seen. Feel free to pause often while reading this book, and ask children questions like, “Why is it important to be gentle with the ladybug?” During the reading, have the children imitate poking, planting, pouring and stirring. Then pretend to pull out the biggest carrot ever. Provide time for the children to respond to the questions posed in the book. This can be read over several installments!
Three readings are recommended to familiarize children with the story. Each reading provides an opportunity to introduce new vocabulary words, pose open-ended questions, and engage children in activities that make the story “come alive.”
Throughout the Routine
Refer to the book throughout the day and use new vocabulary words in meaningful ways. Active engagement with the story helps the content come alive.
Children at Small Group get a pan with clean, moist soil, a small trowel, magnifying glass, small stones and bugs from the classroom collection. Encourage exploration, discovery and storytelling.
Make a list of the vegetables and insects from the story. Ask questions at Greeting Time for the children to comment, tell a story or share ideas on how they feel about these things. Example, “Who has had a bee land on them? What did you do?”
Around the Room
Highlight the book’s content and build on the children’s excitement in a variety of locations.
Place soil, small rakes, trowels and watering cans in the Sand and Water Area for children to explore and make mud and rivers at Work Time.
Place other relevant Imagination Library books in the Book Area for comparison and extended learning. Include, “The Little Gardener” by Jan Gerardi, “Carl and the Meaning of Life” by Deborah Freedman and “Green Tractor” by Kersten Hamilton.
Open-ended Questions
Enhance active engagement and early critical thinking skills by asking open-ended questions. These questions encourage children to explain why or how things happen, make predictions, or brainstorm possibilities rather than give one “right” answer.
Here are some questions you might ask for How to Say Hello to a Worm:
What would you say to a worm you find in your garden?
What would you grow in your garden?
How do the pea vines know how to climb?
For more information on how to use books and stories with children to enhance your curriculum, contact The Family Connection:
website—www.famconn.org
Facebook—@famconnsjc
phone—574-237-9740
@ Home
Since many of the children in our county will have this book at home, use it as a way to further the home-school connection. In your daily contact—in person or by text, email or other notes home—encourage families to share How to Say Hello to a Worm with their child. Here’s a sample message you can send:
As you read this book with your child, stop often to discuss the questions in the story. “How DO you say hello to a ladybug?” Take time on each page to talk about what the children are doing. Maybe plan a simple container garden for the windowsill or front stoop. This could be in a milk carton cut long-way and filled with soil. Collect seeds from your child’s favorite fruit or vegetable to plant. Say, “Let’s do what the kids in the book do—stick your finger in the dirt, drop a seed in, give it a drink and tuck it in!” On walks, look for bugs to listen to and just observe. Ask your child, “What is he doing?” | 1,746 | 956 | {
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As the seasons transition, it's good to reflect...
We’ve experienced some high flows in our rivers and streams within the past month! Often, this results in an increase in observed beaver activity, but don’t panic! A bit of biology and behavioral ecology will explain much of this, and should help alleviate potential concerns.
Though beavers are rodents, they don’t breed like mice! Seeing one doesn’t mean you have tens. Beavers reach reproductive maturity at two years of age, and can only produce two to four kits per year. These kits stay with the family and are dependent until two years of age, so family dynamics are important! If you do see beaver kits (a viable possibility in late spring and early summer), consider yourself lucky!
High flows bring a lot of woody debris and natural material downstream, including sticks chewed by beavers! Seeing beaver chews washed up at the high-water mark doesn’t necessarily mean you have beaver on your property, since flows may have deposited those materials. Similarly, woody debris racked up in streams and rivers doesn’t mean beavers are attempting to dam that system – in fact, beavers oftentimes have nothing to do with such accumulations!
Beavers are herbivores! If you’re concerned about their fish intake, don’t be. A beaver’s diet is composed of trees’ cambium and leaves, and herbaceous foods that include many grasses and forbs. In summer, a greater portion of a beaver’s diet is comprised of abundant herbaceous vegetation, which is part of the reason less tree felling is observed. Lower flows during warmer months also reduce their need to fell trees for dam-building materials.
Beaver or muskrat? The two semi-aquatic rodent species often share habitat. In general, muskrats are much smaller, but beaver kits can be easily mistaken. The key differences are that beavers have wide, flat tails, whereas muskrats have skinny, more rat-like tails, and that beavers’ ears tend to be more visible. When watching the two animals swimming, most of a muskrat’s body is visible, while a beaver often will submerge its body aside from its head (though not always, as shown below). Only beavers build dams, but muskrats benefit from the ponded water, and munch on much of the aquatic vegetation which in turn helps make paths for the beavers.
Can you tell who’s who in the images below?
Happy wetland watching! As always, should you have questions or concerns about beaver, we’re here!
Beaver Solutions Hotline: (509) 289-2770
methowbeaverproject.org
Copyright © Methow Beaver Project 2019. All rights reserved.
Our mailing address is:
email@example.com
Want to change how you receive these emails?
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Conservation Takes Flight: Keeping Sage-Grouse Aloft on Eastern Sierra Ranchlands
Eastern Sierra Land Trust to Host a Volunteer Workday to Create Safer Habitat for the Rare Bi-State Sage-Grouse
Maintaining safe habitat for the rare Bi-State Greater sage-grouse is no small task. This unusual ground-nesting bird is often found on ranchland, where good range management and sustainable grazing provide an ideal environment for sage-grouse to forage, perform their renowned courtship dances, and raise their chicks. New rangeland science has led to modified fence designs that reduce sage-grouse mortality, but old fencing left on the range still poses serious risks and barbed wire has been known to snare birds in flight.
Eastern Sierra Land Trust (ESLT) is taking action to ensure that one such ranch – Sinnamon Meadows – becomes a safer home for sage-grouse. With the support of the landowner, ESLT is now gathering volunteers for a day of land stewardship, to be held on Wednesday, October 14. During this all-day event, staff and supporters will team up to flag, remove, and replace fences that pose hazards to these low-flying birds.
A historic decision was recently made by the U.S. Fish and Wildlife Service (USFWS) not to list Greater sage-grouse populations existing throughout the American West under the Endangered Species Act. USFWS will monitor continuing conservation efforts and sage-grouse population trends, and will re-evaluate the status of the species in five years. This national decision was preceded by one made in April, when the USFWS determined that our local, Bi-state population would not be listed. This decision was made largely in response to a comprehensive conservation plan created by the Bi-State Local Area Working Group, a dynamic partnership of ranchers, conservationists, agency and county representatives, and concerned citizens. Their Bi-State Action Plan lays the groundwork to help local sage-grouse populations rebound without enacting land use restrictions that an endangered species listing would impose.
One critical component of the Action Plan involves modifying and replacing existing fences to make them safer for sage-grouse. This is particularly important for properties like Sinnamon Meadows where sage-grouse are known to frequent, year after year.
A stunning private landscape tucked in the mountains south of Bridgeport Valley, Sinnamon Meadows has historically been used as summer pastureland since it was originally claimed under the Homestead Act in the late 1850s. Its extensive wetlands and sagebrush scrub provide essential wildlife habitat, as well as remarkable scenic value – particularly at this time of year, when the property’s aspen
stands are in full color. In September 2014, ESLT succeeded in permanently protecting the historic, agricultural, scenic, and natural values of Sinnamon Meadows with a conservation easement.
ESLT began efforts to create safer sage-grouse habitat at Sinnamon Meadows last fall; this October, they hope to make great strides towards completing this important work. Anyone interested in volunteering with ESLT on October 14 at Sinnamon Meadows is encouraged to contact Sara Kokkelenberg, Stewardship Coordinator, at email@example.com or (760) 873-4554.
“The Bi-State sage-grouse is one of those iconic species that represents how unique – and fragile – our Eastern Sierra landscape truly is,” commented Kay Ogden, ESLT Executive Director. “ESLT is committed to working hand in hand with landowners to ensure that these unusual birds continue to have a home here long into the future.”
ESLT works with willing landowners to preserve vital lands in the Eastern Sierra for their scenic, agricultural, natural, recreational, historical, and watershed values. ESLT’s goal is to preserve a healthy balance of land uses that can be sustained forever, ensuring both a strong local economy and environment. To learn more about ESLT’s ongoing efforts to permanently protect the Eastern Sierra’s wild and working lands, please visit www.eslt.org.
###
Sample low-resolution pictures are shown below; high-resolution versions are attached to email. For additional images, please contact Marguerite Merritt at firstname.lastname@example.org.
Eastern Sierra Land Trust is looking for volunteers to join them at Sinnamon Meadows on October 14 to help create safer habitat for the rare Greater sage-grouse.
The Bi-State Greater sage-grouse is often seen in irrigated pastures, co-existing with well-managed grazing operations; however, these working ranchlands can pose serious threats to the birds’ safety. Photo courtesy of the Bureau of Land Management. | 1,997 | 936 | {
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Going to See A Christmas Carol
Ford’s Theatre: Sensory-Friendly Performance Pre-Visit Story
I am going to Ford’s Theatre in Washington, D.C., to see a play called *A Christmas Carol*.
The play *A Christmas Carol* is based on the novel by Charles Dickens. The play tells a story with actors talking, singing and dancing on the stage.
In the play, the people are acting out a story about a man named Ebenezer Scrooge, who is transformed from being a selfish and unkind person to a very loving and selfless person.
The things onstage (called “the set”) for *A Christmas Carol* will change many times during the show.
I will see an office, a bedroom, inside different homes, a graveyard, street scenes and other places in the show’s past, present and future.
There will be recorded music playing throughout the show. The music can be both loud and soft at times. The actors will sing songs with the music.
The show has many colorful lights. Sometimes, there are spotlights that move around on stage. When the Ghost of Jacob Marley and the Ghost of Christmas Future appear, there is stage fog, flashes of light and loud sounds of thunder.
Take a look at the behind-the-scenes resource to learn more about special effects in this production.
In order for Scrooge to learn his lesson, he must be visited by ghosts.
Sometimes the ghosts are called “spirits.”
Some of the ghosts look scary and some of the ghosts look friendly. The ghosts are not real. They are actors playing pretend and helping to tell the story.
The story of *A Christmas Carol* is set in the 1850s, but it doesn’t all take place in the 1850s. Scrooge visits his past, present and future with the help of three ghosts. When Scrooge is with the ghosts, none of the other characters can see or hear him.
When he visits the past, he is seeing things he remembers when he was young. They’ve already happened to him so he cannot change them.
When Scrooge visits the present, he sees people and events happening at the same time in different places in the city. Even though the characters cannot see or hear him, the Ghost of Christmas Present does a little magic to help Scrooge connect with the people he visits.
When Scrooge visits the future, he is seeing things that could happen based on all the choices he’s made in his life. The future has not happened yet; it can be changed.
The Cratchit Family
Bob Cratchit works for Scrooge.
His son, Tiny Tim, is very sick and uses a crutch to walk.
The Cratchits love each other very much.
Jacob Marley is the first ghost to visit Scrooge. He is a very scary ghost.
He is covered in heavy chains, representing how he was greedy and selfish when he was alive. It is a terrible punishment.
Marley performs magic to get Scrooge to believe him. This part can be loud and scary, but the actors are just pretending and it is part of telling the story.
The Ghost of Marley scene is about six minutes long.
The Ghost of Christmas Past is the first Christmas spirit that Scrooge meets.
She is very beautiful and flies around the stage.
She shows him Christmases from his past.
He sees his sister, Fan, his first employer, Mr. Fezziwig and the woman he used to love, Belle.
The Ghost of Christmas Present is the second Christmas spirit Scrooge meets.
She is jolly and friendly to everyone.
She shows him what Christmas Day is like in the present.
They visit Scrooge’s nephew Fred and the Cratchit Family.
The Ghost of Christmas Future is the final Christmas spirit Scrooge meets.
This spirit is also called “The Ghost of Christmas Yet to Come.”
They see people Scrooge knows and they visit a graveyard.
The ghost flies and does not speak. This spirit can be very scary. The ghost is an actor pretending to be a ghost.
The Ghost of Christmas Future is on stage for about 12 minutes.
Redemption
At the beginning of the story, Scrooge is mean and selfish. But the three Christmas spirits teach him the importance of love and kindness.
Scrooge is changed at the end of the story. He keeps Christmas in his heart all year long and not just on Christmas Day. Scrooge helps Tiny Tim and the Cratchit family. He shares love and kindness with everyone around him.
GOING TO SEE A CHRISTMAS CAROL – CREDITS
All stage photos, unless otherwise noted, are from the Ford’s Theatre 2023 production of *A Christmas Carol*.
The pre-visit materials were developed by:
Ford’s Theatre Access Committee
Designer: Carolina Dulcey
Ford’s Theatre would like to extend special thanks to Roger Ideishi and Diane Nutting for their support, expertise and assistance. | 1,710 | 1,022 | {
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Match each of the following terms to its definition:
| Term | Definition |
|---------------|-----------------------------------------------------------------------------|
| Parasite | the relationship between two organisms in which both organisms benefit; an example of mutualism is a bee and flower |
| Species | the smallest groups of scientific classification which includes organisms that look very similar and have the ability to reproduce among themselves |
| Natural selection | a process that favors the survival and reproduction of individuals that are better adapted to their environment |
| Symbiosis | the long-term relationship between two or more different organisms that may benefit each member or only one member, or may harm one organism while the other benefits |
| Mutualism | differences between individuals of the same species |
| Variation | one organism benefits at the expense of another organism |
| Parasitism | one organism benefits at the expense of another organism |
| Predation | one organism benefits at the expense of another organism |
1. __________ - the relationship between two organisms in which both organisms benefit; an example of mutualism is a bee and flower
2. __________ - a process that favors the survival and reproduction of individuals that are better adapted to their environment
3. __________
4. __________
5. __________
6. __________
7. __________
8. __________
Match each of the following terms to its definition:
| Term | Definition |
|---------------|-----------------------------------------------------------------------------|
| Parasite | one organism that lives on or in another organism (the host) |
| Species | the smallest groups of scientific classification which includes organisms |
| Natural selection | a process that favors the survival and reproduction of individuals that are better adapted to their environment |
| Symbiosis | the long-term relationship between two or more different organisms that may benefit each member or only one member, or may harm one organism while the other benefits |
| Mutualism | the relationship between two organisms in which both organisms benefit; an example of mutualism is a bee and flower |
| Variation | differences between individuals of the same species |
| Parasitism | one organism that lives on or in another organism (the host) |
| Predation | one organism that kills the other organism |
6. **species** - the smallest groups of scientific classification which includes organisms that look very similar and have the ability to reproduce among themselves
7. **symbiosis** - the long-term relationship between two or more different organisms that may benefit each member or only one member, or may harm one organism while the other benefits
8. **variation** - differences between individuals of the same species | 1,798 | 546 | {
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KNEE JOINT
1. SQUATS ON THE TRAINING BALL
Starting position: sit on the ball, spread your knees to the width of your hips, place your feet parallel to each other, straighten your back and bend slightly forward, put your hands on your hips.
Movement: lift the buttocks from the ball to a height of 2 cm, then squat on the ball.
ATTENTION! KNEES SHOULD NOT OVERTAKE THE FOOT LINE. MOVE QUICKLY UP, SLOWLY DOWN.
2. SQUATS ON ONE LEG
Version 1
Starting position: stand on one leg, gently bend your knee, hips in line, straighten your back, put your hands on your hips.
Movement: do squats on one leg to the knee flexion 80-90°.
Version 2
Starting position: stand on one leg, gently bend your knee, lean your other leg on the training ball.
Movement: do squats on one leg to the knee flexion 80-90°.
ATTENTION! KEEP THE AXIS OF THE LOWER LIMBS – HIP, KNEE AND ANKLE JOINT – IN ONE LINE.
3. SLIDING ON A SKATEBOARD
Version 1
Starting position: place your left leg on a skateboard, straighten your back, put your hands on your hips.
Movement: lunge forward, keep the knee line in front of the foot line, return to starting position and lunge backwards.
Version 2
Version 3
4. SUMO MARCH
Version 1
Version 2
Starting position: place the gum over the patella, bend the knees to 30-55 °, keep the axis of the lower limbs.
Movement: lunge forward, keep the knee line in front of the foot line, return to starting position and lunge backwards.
ATTENTION! KEEP YOUR BACK STRAIGHT, BENT SLIGHTLY FORWARD.
5. SKATEBOARD EXERCISES – BACKWARDS
Version 1
Starting position: lie on your back, place your legs on skateboard, straighten your back, put your hands at your sides.
Movement: roll the skateboard back and forth.
ATTENTION! HIPS MUST BE RAISED DURING ALL REPETITIONS.
Version 2
Version 3
6. EXERCISING FLEXORS ON A SOCCER BALL
Starting position: lie on your back, place one leg on soccer ball and lift the other one, straighten your back, put your hands at your sides.
Movement: lift your hips, slowly move your straight leg up and down.
Starting position: lie on your back, place your legs on a training ball, bend your knees to 90°, straighten your back, put your hands at your sides.
Movement:
• lift and lower your hips several times (e.g. 10 reps) so that your buttocks do not touch the ground,
• after finishing the series (10 reps) hold your hips up for 10 seconds,
• slowly straighten and quickly bend your knees – 10 reps.
ATTENTION! HIPS MUST BE RAISED DURING ALL REPETITIONS
Starting position: place your left leg on a skateboard, straighten your back, put your hands on your hips.
Movement: do squat on the right leg with simultaneous abduction of the left leg.
ATTENTION! THE KNEE OF THE RIGHT LEG MAY NOT GO BEYOND THE LINE OF THE FOOT.
9. EXERCISING INTERNAL ROTATORS
Starting position: sit on a chair, bend your knees to 90°, attach the rubber to your foot.
Movement: gently rotate your foot inwards.
10. EXERCISING EXTERNAL ROTATORS
Starting position: sit on a chair, bend your knees to 90°, attach the rubber to your foot.
Movement: gently rotate your foot outwards.
11. EXERCISE “TAILOR”
Starting position: stand on one leg, slightly bend your knee, align your hips and hook the gum over the knee.
Movement: gently rotate your knee outwards.
ATTENTION! THIS SHOULD BE VERY SLIGHT MOVEMENT.
Starting position: one person in a kneeling position, the other grabs him by the ankles.
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I tell my kids...
"You are the hope and visions of the old people that have gone before us! Be a change maker!"
Discussion Points
• What is the vision you have for your children in the future?
• What are things you can give them to help them achieve this vision?
Families are First is an initiative of the Queensland Family and Child Commission celebrating Aboriginal and Torres Strait Islander families and their wisdom raising generations of strong, thriving children.
The idea for these cards came from the Garbutt Community Centre Tidda’s Yarning Circle. The cards are designed to get people talking and thinking about their families.
The Queensland Family and Child Commission would like to extend our thanks to everyone who generously gave their time and knowledge to this initiative.
HOW TO USE THESE CARDS?
You can use these cards in a number of ways:
1. Ask participants to select a quote which means something to them and talk about why?
2. Group leaders select a card and use it to start participants yarning about their experiences or thoughts.
3. Use the questions/statements on the back of the card to start the yarn.
Do you have your own messages or ideas to get people yarning? You can send them to email@example.com.
The Qld Family and Child Commission acknowledges the Traditional custodians of the nations across Australia and Aboriginal and Torres Strait Islanders as the first peoples of Australia.
We acknowledge the Countries and blood lines of the participants of the Families are First Movement, and pay respect to their culture, identity and connection to land and sea.
We respect their enduring spiritual relationship to the Country on which we walk, live and work and their wisdom in raising generations of strong, thriving children.
We recognise the strength, resilience and capacity of Aboriginal and Torres Strait Islander families and communities and pay our respect to their Elders past, present and emerging.
Tyrown Waigana is a professional artist with a Bachelor of Arts (graphic design and illustration) from Curtin University. Ty’s heritage can be traced to the Noongar people of southwest Western Australia and Saibai Island in the Torres Strait. Ty is a prolific young artist and created the prestigious National NAIDOC poster for 2020.
ABOUT THE ARTWORK
This Artwork represents the sharing of Aboriginal and Torres Strait Islander stories about life and culture. The different formations and patterns represent the different (and sometimes shared) life experiences we bring. The bright colours reflect the vibrancy of Aboriginal and Torres Strait Islander people and the cultural wealth we have been granted. There are key motifs from the artwork that represent; culture, identity, strength, hope, family, responsibility, cultural obligations and respect. | 1,114 | 543 | {
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Introduction
Although a relatively new city, Lakewood has roots that date back to the late 19th century when farming communities flourished, and residents pulled together to build schools, dig irrigation ditches and provided the needed services for themselves. To preserve and promote this history, Lakewood has a Historic Preservation Ordinance that guides the preservation of Lakewood’s history, and it also has a Historic Preservation Commission to make recommendations on designating landmarks.
Who should I contact if I want more information or want to designate my property?
City staff would be happy to assist you and to answer any questions you have. Staff can be reached by calling 303-987-7515. You also can visit the City’s website at www.Lakewood.org/HistoricPreservation for more information.
Why is historic preservation important?
Preserving local history through landmarks, historic districts or other avenues enriches the community’s culture. By highlighting Lakewood’s past character, historic preservation helps to bring pride to our community, supports economic vitality and quality urban design and encompasses the principles of sustainability through the reuse of existing buildings.
Why is landmark designation important?
Historically and architecturally significant properties are tangible links with the past. They help to provide a sense of identity and stability often missing in an ever-changing environment. Designation of buildings or districts promotes history, supports tourism, and ensures that any future changes will be guided by the City’s Historic Preservation Ordinance.
What is a local landmark?
A local landmark is a structure, site, or parcel that has been determined by the Historic Preservation Commission to be of architectural or historic significance to Lakewood.
What is a district?
A designated district is a geographically defined area that possesses a significant concentration of sites, buildings, structures, or objects united by past events, physical development, or architectural significance.
How does a property qualify for local landmark status?
A structure, site, parcel, or district must meet the following criteria to be designated by the Historic Preservation Commission:
- It is associated with events that have made a significant contribution to the broad patterns of the City's history; or
- It is associated with the lives of persons significant in the City's past; or
- It embodies the distinctive characteristics of a type, period, or method of construction that represents the work of a master; possesses high artistic values; represents a significant and distinguishable entity; or
- It has yielded, or may be likely to yield, information important in history or prehistory; or
- It is culturally significant to the Lakewood community.
Are there benefits to listing a property?
A local landmark may be eligible for federal or state income tax credits to assist with rehabilitation expenditures. Local designation also promotes civic pride, pride in one’s property and community sustainability.
What is required if my property is designated as a local landmark?
An Alteration Certificate is required prior to any alteration to the exterior of the structure, demolition, construction of an addition, or construction of a new structure on a designated site. An Alteration Certificate ensures that a landmark maintains its historic significance and that any proposed changes are compatible with the existing architecture and character.
An Alteration Certificate is NOT required for normal or ordinary maintenance or repair of the exterior of the structure or for any construction or change to the interior of the structure.
Can my property be designated without my consent?
No. Property owner consent is required with any Local Landmark Designation Form for an individual structure or site. For a district, written consent of 60 percent of the property owners within the proposed district is required.
Who decides if a property or district is eligible for designation?
Lakewood’s Historic Preservation Commission makes a recommendation for designation to City Council. The Historic Preservation Commission is appointed by the City Council and is made up of both professional and lay members who have a strong interest in, competence with, or knowledge of historic preservation. | 1,852 | 779 | {
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Scout Elf Hopscotch
Materials
- Color printer
- Card stock/paper
- Printable
- Scissors
- Pennies
- Optional items needed to complete the numbered challenges
- Jump rope
- Hat
- T-shirt
- Pants
- Socks
Instructions:
1. Your elf will print and cut out the printable.
2. They will toss a penny to land on a number and follow the instructions that match the corresponding number.
3. When you wake, join them in a riveting round of hopscotch. Instructions for one, two, or more players, along with details for the corresponding challenges, can be found on the printable.
Instructions for One Player:
1. Print the elf-size hopscotch board.
2. Toss a penny and see which number you land on.
3. Follow the instructions that match the corresponding number.
4. If you complete the task accurately, toss the penny again attempting to land on a new number.
5. If you cannot complete the task, try again.
6. Play until you have landed your penny on each number and completed all 10 challenges.
Extra challenge: Time yourself to see how fast you complete all 10 tasks. Then, play again to see if you beat your time.
Instructions for Two or More Players:
1. Print the elf-size hopscotch board.
2. Player one tosses a penny to land on a number.
3. Player one follows the instructions that match that number. Their turn is over once they complete the task.
4. A player loses their turn if the penny lands outside the numbers, if the penny lands on the number of a challenge they already completed or if they are unable to complete the challenge for that number.
5. Continue playing, taking turns between players.
6. The first player to land their penny on each number and complete all 10 challenges wins.
Challenges
1. Do 15 jumping jacks in 30 seconds.
2. Do 10 push-ups in 30 seconds.
3. Do 5 burpees in 20 seconds.
4. Sing a Christmas carol from start to finish.
5. Name Santa’s original eight reindeer.
6. Jump rope for 45 seconds without tripping up.
7. On top of the clothes you’re wearing, put on a hat, t-shirt, pants and socks and take it all off in 30 seconds.
8. Stand on one foot for 30 seconds without falling over.
9. Hop on one foot for 15 seconds without falling over.
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Dear Parents and Carers,
A warm welcome to you and to your family as we begin this new school year.
This Sunday’s Gospel reminds us of the tremendous care that Jesus (the good shepherd of the Gospel) has for each one of us. The images of seeking, finding and rejoicing act as symbols of God’s care and unconditional love – the care we often experience through the actions of the people around us.
A caring heart is a happy heart. We are all part of God’s family and when we show care for others we are showing care for God too.
Just follow the three simple steps overleaf to enjoy a very special time together hearing your child’s thoughts about this Sunday’s Gospel and this Wednesday’s word, which is CARE.
Dom Henry Wansbrough
To see this week’s Parish Version of The Wednesday Word: wednesdayword.org – Parents’ Pages – Lectio Divina with Fr Henry.
THE GOSPEL IN CHURCH
Sunday 11th September 2022
The scribes and the Pharisees were complaining about Jesus. “This man,” they said, “welcomes sinners and eats with them.” So he spoke this parable to them: “What man among you with a hundred sheep, losing one, would not leave the ninety-nine in the wilderness and go after the missing one till he found it? And when he found it, would he not joyfully take it on his shoulders and then, when he got home, call together his friends and neighbours? ‘Rejoice with me,’ he would say. ‘I have found my sheep that was lost.’ In the same way, I tell you, there will be more rejoicing in heaven over one repentant sinner than over ninety-nine virtuous people who have no need of repentance.”
Adapted from Luke 15:1-32 (the 24th Sunday of Ordinary Time, Year C)
Everyone can learn more about this Gospel in Church – all are warmly invited.
“Take care of God’s creation. But above all, take care of people in need. Let us care for one another.” Pope Francis
The Gospel above or the FAMILY TIME section overleaf can be read independently by adults or children alike. However, reading the Gospel as a family really does help the family to grow in faith, wisdom and love.
Throughout the world, our catholic schools and parishes care for millions of children. We are God’s most loved creation and we can be certain that God will always care for us.
1 Our Special Time Together
The teachers of the Law were complaining about Jesus. “This man,” they said, “welcomes sinners and eats with them.” So Jesus told the people a story. He said, “Suppose you were a shepherd who had a hundred sheep and one of them got lost. What would you do? Wouldn’t you leave the other ninety-nine sheep that were safely grazing and go looking for the one sheep that got lost? And when you found it, wouldn’t you put it on your shoulders and carry it back home? You would be so happy and you would call your friends and neighbours together saying, ‘I have found my sheep that was lost. Come and celebrate with me.’”
Why were the teachers of the Law complaining? Which word or words stood out for you in this Gospel, and why? See the picture opposite. What does it make you think about?
2 Wednesday’s Word is …
“Cast your cares upon God, for you are his and he will not forget you.”
St John of the Cross
Ask your child what the word ‘care’ means to them. Who do you know to be a caring person? Each of you give an example of where or when you feel God’s care. Perhaps it is sometimes through: the love of your family and your friends; spending time alone with God in prayer at home; worshipping God with others; counting your blessings; receiving help from others.
3 Loving God & Each Other
“Trust the present to God’s love and the future to God’s care.” St Augustine of Hippo
Jesus loves us and cares for us – just like a good shepherd cares for all the sheep - and he wants us to care for others. Each of you talk about a time when you recently showed your care for someone. Is there anyone who needs your care right now? Choose a way in which you will especially start to show your care for others and for the earth, our common home, as we begin this new school year.
Dear Lord Jesus, thank you for your love and care. Please help us to care for creation and to do your work in the world with a loving and caring heart. Amen.
Gospel Gallery
Search for at least three differences between this picture and the colour one. Then draw them in before colouring.
Wednesday Wordsearch
SMARTSEARCHERS find these eight words either across or down
- HUNDRED SHEEP
- ONE LOST
- SHEPHERD FINDS
- EVERYONE CELEBRATES
SUPERSEARCHERS find the words backwards or diagonally
Cross out the letters k w i in the jumbled words below to find 4 real words.
icelebratetek fiowunkd skheweip Ciowmek
“I have _______ my _______ that was lost. _____ and ____________ with me.”
DID YOU KNOW? This Sunday we celebrate ‘Education Sunday’: a national day of prayer when we especially remember all our teachers and all those involved in the education and the care of our children: catholiceducation.org.uk
Write a promise and then draw a big smile on Smiley
This week I will try my best to...
More at: wednesdayword.org & catholicchurch.org.uk | 1,990 | 1,173 | {
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OUR MISSION
To provide superior quality health care to Riverside County residents with a special focus on individuals and populations in need.
OUR VISION
To benefit all residents of Riverside County by serving as an academically affiliated primary, secondary, and tertiary level health care center, with a tradition of superior quality and service.
OUR VALUES
Commitment: superior service to all
Compassion: service with respect, dignity and sensitivity
Integrity: the highest level of ethical and professional conduct
Fiscal Responsibility: careful use of scarce resources
Quality: achieve the best outcomes
Safety: make patient safety the utmost concern
Innovation: encourage creativity and a willingness to accept new ideas
Collaboration: value and cultivate teamwork among all staff and outside organizations or groups
Community: reflect community needs in planning for services
Diversity: recognize the values and diversity of staff, patients and community
RIVERSIDE COUNTY REGIONAL MEDICAL CENTER
MORENO VALLEY CAMPUS – MEDICAL CENTER
26520 CACTUS AVENUE
MORENO VALLEY, CA 92555
951.486.4000
ARLINGTON CAMPUS – PSYCHIATRIC CARE FACILITY
9990 COUNTY FARM ROAD, SUITE 2
RIVERSIDE, CA 92503
951.358.4700
www.rcrmc.org
TRAUMA INJURY PREVENTION PROGRAM
Supported by the Morongo Special Distribution Grant
Water Safety Tips
Working with Our Community In Keeping Everyone Safe.
The leading cause of death for infants and children up to age four in California is drowning.
**HOME SAFETY TIPS**
Some hidden drowning hazards for small children in and around the home include:
- Bathtubs cause approximately two-thirds of the drowning deaths in the home, not including swimming pools. Some of these bathtub drowning deaths happen when children are in bath seats or rings.
- Toilets are often overlooked as a drowning hazard in the home. Most often a toilet drowning involves a child under three years old falling headfirst into the toilet.
- Five-gallon buckets, often used for household chores, pose a serious threat to toddlers. The tall, straight sides combined with their stability make it nearly impossible for top-heavy infants to free themselves when they topple in headfirst.
- Spas and hot tubs pose another drowning hazard. Solar covers can allow babies to slip into the water while the cover appears to stay in place, hiding the child.
**POOL SAFETY TIPS**
The leading cause of death for infants and children up to age four in California is drowning.
- Most often a drowning will occur in backyard pools, spas and bathtubs.
- Installing a four sided fence around your pool will keep young children out of danger.
- Make sure you teach your child about the dangers that can happen around water.
- Set rules for kids and make sure they follow them.
**BOATING SAFETY TIPS**
Emergency Procedures & Boating Safety – Be prepared to handle unexpected situations, such as, the loss of key equipment, flooding, grounding, severe weather, accidents, fire, the onset of heavy fog and/or a man overboard.
Know the Rules and Regulations for California State Parks on Lakes
1. Direction of travel in main body of lake (water-ski area) is counter clockwise.
2. All boats off the lake by sunset.
3. Keep to the right in channel. (No ski zone).
4. Speed limits – 5 mph in restricted areas, 35 mph in open zones.
5. No riding on the bow, gunwale or transom of any vessel.
(Courtesy of California State Parks 2009)
Note: These rules do not apply to river boating and or camping
For more information on the safety rules regarding boating please visit the California State Parks website at: http://www.parks.ca.gov/?page_id=23467 | 1,781 | 796 | {
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CHAPTER 4 - Vivian Barbiche
I decided that I wanted to focus on the flooding area in Rosenlund and try to find solutions for preventing flooding using our geometry and hydrosocial concept.
I thought that it would be interesting to use the flood as an asset and combine it with the terrain. Therefore I placed different triangles in a way that they formed a valley and opened up a way for the water from the canal to let water run through the place that will be transformed into a small valley.
An illustration over how the valley could possibly be transformed and used by humans. This sketch is a study of an area in between two triangles that creates this space. Inside the Valley there will be a small river and walkable places. People will be able to use the valley for outdoor activities and also fishing. On the top of the hills there will be place for water storage collecting rain that will be cleaned and used. Indoor spaces like boutiques, offices, restaurants and coffeeshops will be placed outside the valley near the road and the canal.
My method for creating the hills starts with triangles as a base. I started by measuring the width and length of the area and calculated a height of a hill that would be appropriate in this area. I started off at base-height of 1.5 meters and one of 1.2 meters. In order to carve and shape the inclination of the hills I had to divide the valley into many smaller triangles and angle them differently. This will create a more valley-looking shape because every part of a valley is not identical.
The Hills are as mentioned manmade, meaning the soil that will be dug from the manmade canal, will be used to build up the some parts of the hill. The rectangular block in the middle of the construction is made of concrete to be effective and stable enough to hold up the hill. The triangular structure close to the block will be made of soil from the construction site, but the cladding of that structure will be of concrete in order to hold up the window panels that will be placed on the side near the street. The order side of the hill that is meant for outdoor spaces, the hill will be made of limestone because its ability to be carved out.
A picture showing the physical model of the hill. The dark grey material is a harder paperboard with foam in the middle and represents the stone/ceramic material used on the hill. Whereas the cardboard represents the limestone that will be carved out into a more random geometry.
Sections over the hills and the canal in the middle. Working spaces on the side near to the streets and walking spaces on the side near the canal. A water collector is placed in the middle of the hill, the rectangular block that divides the two sides of the hill.
Figure 1: The 3D model of the site.
The street side of the hill is meant for more formal spaces like workspaces, libraries, offices and other operations. The visitors or workers will experience a triangular chawed geometry consisting of glass, steel and stone/ceramic. This, because I wanted the interior space to mirror a feeling of being inside a hill made of a natural material like stone or rock, but also be able to see through the hill from the windows and let daylight in.
The outdoor spaces that are on the other side of the street, near the manmade canal, is meant for people to experience a new kind of natural material that is not much used in Scandinavian architecture; therefore it will create a more exotic touch to it. Limestone will be carved out to create walking spaces and also indoor spaces like coffeeshops and boutiques near the water. | 1,216 | 896 | {
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Instructional Rounds Recommendations to deepen teachers’ understanding of inference by looking at the contribution of vocabulary and background knowledge
Identify the degree to which students’ background knowledge & vocabulary influence the level of students’ inferential comprehension. Use prior NAPLAN papers and a sample of students to have students’ read aloud then think aloud as they answer questions on selected passages.
Increase the range of texts used in lessons eg poetry, multimodal, non-fiction.
Professional learning on identifying and catering for a range of learners through low-floor/ high-ceiling tasks; use of EAL/D pedagogy; scaffolding & differentiation. Utilise the expertise of the EAL/D teachers.
Stage teams collaboratively develop learning trajectories for inferential comprehension. Next step: select one lesson in the trajectory collaboratively create an exemplar lesson.
Identify the degree to which students’ background knowledge & vocabulary influence the level of students’ inferential comprehension.
Use prior NAPLAN papers and a sample of students to have students read aloud then think aloud as they answer questions on selected passages.
Inferential Comprehension Think Aloud Interview
Preparation
Select an appropriate reading passage and complete the questions. Highlight any vocabulary that students may be unfamiliar with.
Administration
1. Ask: Can you read the title?
2. Ask: What do you know about the topic before reading?
3. Student reads NAPLAN reading passage in their head.
4. Student answers questions on paper.
5. Student reads text aloud.
6. Student to think aloud as they show how they answered each question.
7. Ask: Are there any words you do not understand? How many words do you not know? If a student says that they know all the words in the text, ask them what certain words mean.
EAL/D Learners
- Explore language background as preliminary: What other language/s do you speak? How often do you speak? What is the language mum and dad talk to you in?
Dinner with the Animals
We would invite all our animal friends to dinner.
We would ask them to eat food with us at our enormous table in the woods.
We would put all the foods they like to eat on the table.
The bears would demand honey, but they would not say please.
The bees would buzz around all our animal friends to get the honey.
The ducks would clean their feathers at the table.
The birds would chirp and chirp at the dinner table.
The jackrabbits would hop around the dinner table.
It would feel just like a family dinner at home.
1. Which animal didn’t come to dinner?
- bear
- butterfly
- bird
- bee
2. Why was chirp written twice?
- To show how loud it was
- To show how they chirped a lot
- To show the noise they make
- To show how much food they ate
3. How would you describe all the animals at the dinner table?
- rude
- polite
- hungry
- quiet
4. When the birds come to dinner they
- clean their feathers.
- fly around their animal friends.
- chirp and chirp.
- demand honey.
5. What is the text mainly about?
- animals coming to dinner in the woods
- jackrabbits hopping at dinner
- two girls eating dinner
- food you find in the woods
6. Why do you think it feels just like a family dinner at home?
- they were all strangers
- animals normally come to dinner
- it was loud, busy and crazy
- bees always make honey for dinner
Findings...
- Words with multiple meaning affected their understanding of the text and inference skills
- Background knowledge of the text topic influences their ability to decode words BUT doesn’t always help them to make inferences - year 2 Joey example
- Most students used the picture as the first way to answer the questions
- When unsure of the vocabulary, one of my students eliminated the other answers he knew what meant. He got the question correct but still couldn’t actually tell you what the word meant
How have we used these findings?
- Look at the prefix and suffix of words to provide students with a strategy to find the meaning of unknown words
- Explicitly teach and model going back to a text to find answers and not just making predictions, guesses or trying to remember
- When you introduce new vocabulary make sure to also talk about synonyms
- Activity idea- Students substitute words in the text for synonyms
We want to test these same students in term 3 to see if there has been improvement after a focus on vocabulary and inferences in our programs. | 1,841 | 963 | {
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A child’s vocabulary is one of the key indicators of future academic success.
Sign 4 Learning is a unique initiative that successfully uses British sign language to increase targeted vocabulary in hearing children to support enhanced use of the English language.
The action of the sign, coupled with the spoken word is a powerful tool that helps children to remember new vocabulary effectively. Children learn best when they are actively engaged and with Sign 4 Learning they are not just *hearing* and *saying* new words, but *doing* them as well!
International research data clearly shows that children’s understanding and use of language increases dramatically when signing is used.
**Morning session**
Sign 4 Stories support children to learn the language of narrative in an active, multi-sensory way that they can really enjoy.
Your children will learn to sign key storytelling phrases such as “once upon a time”, sequencing language, such as “first…next…finally” and connectives such as “so, but, unfortunately and suddenly” within the familiar context of traditional tales.
“The impact of 4 Stories has been tremendous. It has provided children with a framework for story telling that has impacted on both oral and written story telling. My children’s vocabulary has been enriched significantly and it has given reluctant speakers and writers a secure framework to work within.” Reception class teacher
**Afternoon session**
Sign 4 Feelings and Behaviour will support your children to make measurable progress in expressing and managing their feelings and behaviour. Signs such as ‘worried’, ‘disappointed’ and ‘frustrated’ are taught through stories, songs and activities to help children talk about a wide range of feelings and to understand that although all feelings are understandable and acceptable, not all behaviours are’.
Behaviour management signs such as ‘calm down’, ‘share’ and ‘taken turns’ are also included in this training package, which has been enthusiastically reviewed;
‘This is a winning formula! Sign 4 Feelings and Behaviour will appeal to children, parents and practitioners, giving them loads of prompts for discussion. I found the characters in the stories, and their feelings and behaviour, instantly recognisable. The parents, practitioners and teachers will too, and so will the children!’ Michael Jones—Talk 4 Meaning
Sue Thomas is the Senior Early Years Consultant for Luton Borough Council.
Sue’s career has been built around her passion to communicate the crucial importance of the earliest years in children’s lives. Sue began her career in teaching and went on to write for BBC Educational Publishing before moving on to Luton Borough Council where her enthusiasm for early learning shines through in everything she does.
Creativity is a key aspect of Sue’s work. From writing educational support materials for the BBC’s Teletubbies and Tweenies through to developing the Sign 4 Learning suite of materials, Sue has shown that she can create materials that will engage children and move them on in their learning.
Katja O’Neill has been studying British Sign Language since 2003.
Katja achieved her NVQ level 6 qualification in 2012. She has been running her own company, teaching signs from BSL to hearing children to improve verbal communication since 2004.
She joined the ‘SignWithYourBaby’ network which models its teaching around Dr Joseph Garcia’s award winning programme and became their Regional Coordinator for Europe and Africa in 2005.
Her passion is to maximize the potential for verbal language development in children. Her creative ways to teach and use signs to facilitate this have proven to be popular and effective, as demand for her classes and workshops continues to grow.
Map to Bangkok Patana School: http://www.patana.ac.th/contact.asp
Hotel information here
Register online here
For other questions, contact Jackie Houghton - email@example.com | 1,651 | 766 | {
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A T-shirt has no collar and is short-sleeved. A long-sleeved, thicker, collar-less clothing item is called a sweatshirt.
1. **a blouse**
- A blouse is a shirt for females.
2. **a shirt**
3. **a skirt**
4. **a dress**
5. **a T-shirt**
* A dress covers the top part of our body and part or all of our legs. A skirt is like the bottom part of a dress and only covers our body from the waist down.
6 a hat
7 shorts
8 trousers
9 a jacket
A jacket is a short coat.
11 shoes
Vocab booster
More words on pp.91–92!
These are plural nouns. They do not take the article a. Other examples are jeans, swimming trunks, leggings. We can say a pair of shorts / trousers / socks / shoes, etc.
a jacket shorts trousers socks shoes
Clothes from around the world
by Elizabeth Li
This is Elizabeth Li, the writer of this article.
These boys are on holiday. Their shirts are colourful. Their sunglasses are cool too!
Here cool means attractive or fashionable.
Q1a The Perry brothers, USA
I like Colin’s clothes. His skirt is red, green and yellow.
Q4 This is a kilt — a skirt for boys and men in Scotland.
Point out to students the kilt is in checkered pattern.
Look at these children’s clothes. I like their red jackets. Mee’s skirt is blue and gold. It is beautiful!
Look at me and my mother. Our dresses are red. I think we look nice. Do you like our clothes?
Appreciate my own culture
When do you wear traditional clothes? Do you like them? personal response
Read the magazine article again. Write the letters in the correct boxes.
1 a Elizabeth wears [A].
b Dong wears [D].
c Mee wears [C].
d The Perry brothers wear [B].
2 What colour is Mee’s jacket? It is ______ red ______.
3 Who is from Scotland? ______ Colin ______ is from Scotland.
4 Which picture shows a kilt?
[ ] A. [✓] B. [ ] C.
5 Read what Elizabeth says: I think we look nice.
‘We’ refers to ____.
[ ] A. our clothes
[ ] B. our dresses
[✓] C. Elizabeth and her mum
6 What is this magazine article about?
[ ] A. children
[ ] B. Chinese people
[✓] C. clothes from different countries
Students learnt the possessive adjectives *my* and *your* in Book 1A Ch 1.
Look at Jerry’s clothes.
| His T-shirt is blue. |
|----------------------|
| Her socks are blue. |
‘s = belong to
Jerry’s clothes
Kate’s clothes
He → His T-shirt
She → Her socks
Peter and Mandy are showing their clothes to their friends. Finish what the children say.
1 Look at Peter’s clothes. His shirt is green.
2 Look at Mandy’s clothes. Her dress is pink.
3 Look at Mandy’s clothes. Her skirt is orange.
Look at Peter’s clothes. His jacket is red.
Joe is introducing the characters in a play. Finish what he says.
We are Joe and Dan. Our hats are black. Our ... trousers are purple.
They are Ben and Mandy. Their ... Their ...
e.g. Their T-shirts are red. Their shorts are blue.
A Who are the children talking about? Listen and tick (✓) the correct children.
1 A B
2 A B
3 A B
4 A B
B Act out the conversation. Use different clothes.
Person 1: Hello, Sally!
Person 2: Hi! Nice hat!
Person 1: Thanks. I like your shoes too. They are quite cool.
Person 2: Thanks. They are my favourite shoes.
Phonics
The letters qu usually make the consonant blend /kw/ in the initial position of a word (queue and quay are exceptions).
j jacket Extra words: jeans, job, jam
sh shirt Extra words: ship, shoe, shop
qu quiet Extra words: quiz, question, quilt
Listen and write the correct letters. Say the sentences.
The queen has a quacking duck.
‘Shh,’ she says. ‘You jump and talk too much.’
Organise ideas
Write about the clothes from top to bottom. This makes your writing easy to follow.
Look at Ben.
His T-shirt is blue.
His trousers are blue.
His boots are red.
He is smart.
Add a comment about your friend.
Remember
his her their
Put the sentences in order. Write 1–3.
Look at Candy.
2 Her dress is red and white.
1 Her hat is red and white.
3 Her boots are black.
She is cute.
Tips
a T-shirt + is a dress
shorts + are trousers
STEP 3 Let’s write
Have a class fashion show and make a board display. | 1,894 | 1,084 | {
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ARTEMIS I
The First Uncrewed Integrated Flight Test of NASA’s Orion Spacecraft and Space launch System Rocket
1. LAUNCH (11/16/22)
SLS and Orion lift off from pad 39B at Kennedy Space Center.
2. JETTISON ROCKET BOOSTERS, FAIRINGS, AND LAUNCH ABORT SYSTEM
With separation.
3. CORE STAGE MAIN ENGINE CUT OFF
With separation.
4. PERIGEE RAISE MANEUVER
ICPS deploys 10 CubeSats total.
5. EARTH ORBIT
Systems check with solar panel adjustments.
6. TRANS LUNAR INJECTION (TLI) BURN
Maneuver lasts for approximately 20 minutes.
7. INTERIM CRYOGENIC PROPULSION STAGE (ICPS) SEPARATION AND DISPOSAL
ICPS commits Orion to Moon at TLI.
8. OUTBOUND TRAJECTORY CORRECTION BURNS
As necessary adjust trajectory for lunar flyby to Distant Retrograde Orbit (DRO).
9. OUTBOUND POWERED FLYBY
105.5 miles from the Moon; targets DRO insertion.
10. LUNAR ORBIT INSERTION
Enter Distant Retrograde Orbit.
11. DISTANT RETROGRADE ORBIT
Perform a half revolution, 6 days duration in the orbit 43,730 miles from the surface of the Moon.
12. DRO DEPARTURE
Leave DRO and start return to Earth.
13. RETURN POWERED FLYBY
RPF burn prep and return coast to Earth initiated. Closest approach in middle of burn, 81 miles.
14. RETURN TRANSIT
Return Trajectory Correction burns performed to aim for Earth’s atmosphere.
15. CREW MODULE SEPARATION FROM SERVICE MODULE
Entry Interface
16. ENTRY INTERFACE
Enter Earth’s atmosphere.
17. SPLASHDOWN (12/11/22)
Pacific Ocean landing within view of the U.S. Navy recovery ship.
The Artemis I mission lasted just over 25 days. The Orion Spacecraft traveled 2.8 million miles and when it re-entered the Earth’s atmosphere it reached speeds up to 24,581 mph! The mission concluded with Splashdown in the Pacific Ocean on Dec. 11, 2022.
NASA STEM Resources
NASA’s Artemis mission will land the first woman and first person of color on the Moon! Using new technologies, NASA will explore regions of the Moon never visited before and establish a long-term human presence on the Moon. Get involved by experiencing these NASA STEM Resources and Join Artemis!
https://stem.nasa.gov/artemis/ | 1,350 | 564 | {
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Because the computer uses the Base 2 system, math problems involving multiplying or dividing by two are very easy. Shifts are a quick way to multiply or divide registers A, B, or D by two. The LSR (logical shift right) command will shift each bit in registers A or B to the right, effectively dividing either by two; however, any remainder is lost. As the following example illustrates, the right bit (Bit 0) of the register goes to the carry bit of the CC register, and the left bit (Bit 7) becomes a zero:
Register A = 10101010 = 170
LSRA = 01010101 = 85
Carry Bit = 0
Notice that the carry bit of the CC register is now a zero. When signed numbers are used, the ASR (arithmetic shift right) works the same way as LSR except that Bit 7 (the sign bit) stays the same, so the sign of the number will remain unchanged.
An LSL (logical shift left) will multiply register A or B by two. This time, Bit 0 will become a zero and Bit 7 will be stored in the carry bit of the CC register. An ASL (arithmetic shift left) does exactly the same function as an LSL; neither will retain the sign bit.
Instead, it is stored in the carry bit, as shown by the following:
Register B = 01010101 = 85
LSLB = 10101010 = 170
Carry Bit = 0
The following two branch commands are useful if you want to check the carry bit:
BCC — branch if the carry bit is clear (=0)
BCS — branch if the carry bit is set (=1)
There is no specific command to shift Register D. Therefore, if your number uses both registers A and B, to shift Register D you must use both shift and rotate functions. Rotating (ROR, ROL) either register A or B will shift all of the bits one space. The empty bit will be filled by the value in the carry bit, and the bit that is lost will go to the carry bit. To perform a right shift on Register D, you must complete the following functions:
(For Unsigned Numbers) (For Signed Numbers)
LSRA ASRA
RORB RORB
Let’s try an example. If we load Register D with #938, our computer will follow these instructions:
| Register | Carry Bit: | Register |
|----------|------------|----------|
| LSRA | 00000001 | 1 |
| RORB | 00000001 | 1 |
| LDA $4F | exponent of the number in FP1 |
| ADDA #8 | multiply by 256 |
| STA $4F | new number is in FP1 |
There is no division command in either BASIC or machine language that does not use FPI. The program at the end of this article will divide a one-byte unsigned number by another unsigned one-byte number. The result will be a two-byte number in Register D. Register A will hold the whole number, and Register B will hold the decimal. Remember, they both are Hex numbers. A .8 in Hex is 8/16 (or .5 in Base 10). A .C is 12/16 in Hex (or .75 in Base 10).
We will use the second half of this program in a future article to compute the slope of a line. Load Register A (the dividend) and Register B (the divisor) with different numbers to make sure you understand the results.
(Questions and comments concerning this tutorial may be directed to the author at Route 2, Box 216 C, Mason, WI 54846-9302. Please include a self-addressed, stamped-envelope when requesting a reply.) | 1,534 | 803 | {
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Ali and the Flying Lake
Hans (Chinese)
Ali and the Flying Lake
Hans (Chinese)
On one sunny day, Ali and his friends went for a picnic.
But they discovered that they didn’t have enough water. Ali decided to fetch some water from a nearby lake.
04
When he arrived, Ali found that the lake had become much smaller, the water plants were dead, and the lakebed was cracked. Suddenly, Ali heard a wheezing sound. It was Lake.
“It rains much less now, and ground goblins set up too many ‘Big Chimney’ factories nearby, and people are consuming too much water. I’m getting weaker and weaker. I don’t know whether I can bear it,” Lake said.
“We will help you, Lake!” said Ali, encouragingly.
Ali and his friends decided to help the dried-up Lake.
08
Ali and his friends went to ask a favour of Ice Dragon, who enchanted Lake into a block of ice. Then, they asked the Swan Family to tie up the frozen Lake with ropes and fly into the sky. They were to bring Lake to the Jade Forest, which has flourishing trees and abundant rainfall.
Lake was exhausted and sleepy during the trip.
Suddenly, Lake saw the Swallow Family. The young swallow was very thirsty and was shivering. Without hesitating, Lake split off a small piece of ice and offered it to them.
Lake heard the hoarse sounds of withering Trees, whose leaves were falling off as they lost their vitality. Everyone was anxious to help them. Lake broke off more small pieces of ice to water the Trees.
13
Then, Lake saw Prince Fish, stranded and dying in a drying pond. Lake broke off another piece to give to him.
Flying across the sky, Lake helped all those in difficulty, but as he did, he became smaller and weaker. Soon the ropes would not hold him any longer.
Cracks were emerging all over his body. “Hold on, Lake, we have almost made it to the Jade Forest,” Ali said.
Suddenly, they heard cries from a nearby village. The water there was polluted, crops were withering and children’s mouths were parched. Lake still wanted to help them.
20
“If you keep helping them, you will disappear!” friends tried to persuade him. Lake looked again at himself and at the people around him, and split himself further.
“Lake…”
Lake disintegrated and fell to the ground.
People had water to use and could regrow crops. The village came to life again. Everyone was grateful for Lake’s sacrifice.
Lake’s biggest and last piece disappeared in the Jade Forest.
Ali and his friends rushed into the forest, but they could only find a tiny piece of ice. They were heartbroken.
Mika Rabbit said: “There must be other small pieces of Lake. We can try to gather them together to save him.”
They began collecting the small pieces of Lake, which were scattered here and there.
But it was useless. His friends didn’t know what to do.
Just then, someone patted Ali on the head. Everyone who had been helped by Lake had come!
29
30
“We can transfer water from afar to save Lake!” Uncle Farmer proposed.
32
The Trees started to dig a channel. They were big and could dig quickly.
The Swallow Family brought the best seeds and planted them beside the channel.
But there was a problem. Even though there was plenty of water at the source, the water was too low to enter the channel.
Just then, Prince Fish and his friend Whale came from the South Sea. Whale ejected a huge jet of water, which continuously poured into the channel.
37
Lake was revived. All his friends gathered around to celebrate.
At night, the moonlight shone upon Lake.
What a wonderful land!
الليلة 7
42
43
44
Advisory Organization:
National Water Conservation Office:
Li Feng Zhang Yawen Yang Rujia
Publicity and Education Center, Ministry of Water Resources:
Zhou Wenfeng Shao Ziping Huo Chuanlu
Planner-In-Chief: Ying Youfeng
Planner: Wang Li Ma Aimei Huang Huiming
Executive Planner: Fan Dongyang
Editor: Wang Zhiyuan Fan Dongyang
Supervisor: Max
Production Assistant: Bei Shanqi FL
Coordinator: Jr. E, Ginger
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NATIONAL GALLERY OF ART ACQUIRES MASTERPIECE BY CHARLES WILLSON PEALE
WASHINGTON, D. C. February 14, 1984. John Beale Bordley (1770), one of the most important portraits by Charles Willson Peale, the renowned eighteenth-century American painter, has been given to the National Gallery of Art by the Barra Foundation, Inc. of Philadelphia.
The National Gallery of Art's Board of Trustees voted at its mid-winter meeting on January 25, 1984, to accept the gift from the Barra Foundation, which fosters the advancement and diffusion of knowledge in the field of eighteenth-century American art. Robert L. McNeil, Jr., President and Treasurer of the foundation, is a collector of eighteenth-century paintings and decorative arts relating to Philadelphia.
The portrait has been on loan to the Gallery from the Barra Foundation since September 25, 1974 and is currently on view in the West Building, gallery 62.
The painting of Bordley is a fine example of neoclassic portraiture. One of Peale's sons, Rembrandt, said of his father "as a great painter, his likenesses were strong, but never flattered; his execution spirited and natural." The precise draftsmanship, realistic handling of light especially on the face and hands, and the use of delicate colors in the background of the Bordley portrait show Peale's style at its best.
Charles Willson Peale was born in 1741 on the Eastern Shore of Maryland in Queen Anne County. He worked as an apprentice to a saddle maker and did not see his first painting until he was twenty-one years old. As a self-taught, amateur painter, he depicted people in their homes on the Chesapeake Bay.
John Beale Bordley, a judge and a member of the Governor's Council, was also a close friend who helped to move the Peale family to Annapolis after the death of
Peale's father. Bordley recognized the young man's potential and raised money to send him to London to study under Benjamin West, father of the American School of painting. Initially, Peale wished to depict historical events, but history paintings proved to be unrewarding financially. He chose instead to combine portraiture with an historical statement as seen in the Bordley portrait.
During Peale's stay in London from 1767 to 1769, Parliament passed a bill to impose its will upon the assembly of the province of New York. Peale decided to do all in his power to further the cause of his country's independence. This portrait, the first one he completed upon his return to Annapolis from London, is filled with revolutionary symbolism intended as a warning to Britain. Bordley stands next to an open book whose Latin inscription reads, "we observe the laws of England to be changed."
Commissioned by Bordley's half brother, Edmund Jenings, the portrait was meant to be seen in London as an American counterpart to Peale's earlier allegory of freedom, the portrait of William Pitt. The portrait was presumably shipped to London in 1771. It disappeared and was not rediscovered until the twentieth century.
Bordley and Jenings both continued to be important to the development of Peale's career by helping Peale to acquire commissions in the wealthy colonies of Maryland and Virginia and in Philadelphia as well.
Charles Willson Peale was married three times and had seventeen children. Peale named several of them after great masters---Raphaelle, Rembrandt and Rubens for example---who also became accomplished and well-known painters in their day. Peale is one of the few artists to have painted George Washington from life (he did so seven times). He had a profound interest in natural science and is recognized as the founder of the Philadelphia Museum of Art and the Pennsylvania Academy of Fine Arts.
END
FOR FURTHER INFORMATION contact Katherine Warwick, Assistant to the Director (Public Information), or Carolyn Amiot, Information Office, National Gallery of Art, Washington, D.C. 20565 (202-842-6353). | 1,670 | 844 | {
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Bank accounts help individuals save money, and pay for goods and services. Having and managing a bank account is an important step to becoming more independent. This information sheet provides general tips and information about bank accounts.
**What is a bank?**
Banks are places to put your money and keep it safe. They offer different services including checking and savings accounts, debit and credit cards, loans, check cashing and more.
**Savings Account**
A savings account is for money you want to save. Savings accounts keep the money you are saving separate from the money you need to spend now.
Savings accounts help you save money for emergencies or financial goals, keep your money safe, keep money separate from the money you spend, earn extra money through savings accounts that offer interest.
**Bank or Credit Union?**
A credit union is another place you can put your money and offers the same services as a bank. While anyone can open an account at a bank, to open an account at a credit union, you need to be part of a group that is allowed to join that credit union.
Before opening an account, visit different banks and credit unions to see what they offer. Check for fees you may have to pay and choose the bank and account that will best fit your needs.
**Checking Account**
A checking account lets you keep your money safe and still be able to spend it. Checking accounts let you pay for things without using cash, instead you can pay with a check or debit card.
Opening a checking account allows you to keep money safe while still being able to spend it. Checking accounts allow you to pay using debit cards or checks, get cash from automated teller machines (ATM), pay bills online, get access to loans, or cash checks from other people.
**Moving Money**
Putting money into an account is called a “deposit.” You deposit money into an account by:
- Going to the bank or credit union or using an ATM
- Having money directly deposited through your job or government benefits
- Transfer money from one account into another
- Some banks also offer online or mobile deposits
**Bank Account Fees**
Some banks charge fees for certain services or types of accounts. It’s important to know the rules for different accounts, and what you need to do in order to avoid fees. Most banks require a minimum balance and if it goes below, you will pay a fee. You may also have to pay a fee if you spend more money than you have in your account. If you use another bank’s ATM to get money you may also have to pay a fee. | 999 | 520 | {
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**The Liberator**
---
**The House of Elihu Root**
Elihu Root, the distinguished lawyer and statesman, was born in New York City on February 13, 1845. He graduated from Harvard Law School in 1867 and began his legal career in New York City. Root served as a member of the New York State Assembly from 1872 to 1874 and as a member of the United States House of Representatives from 1875 to 1880.
In 1889, Root was appointed Secretary of War by President Benjamin Harrison. He served in this position until 1890 when he was appointed Attorney General by President Grover Cleveland. In 1895, Root was appointed Secretary of State by President Grover Cleveland. He served in this position until 1905 when he was appointed Chief Justice of the United States Supreme Court by President Theodore Roosevelt.
Root is best known for his work in international law and diplomacy. He played a key role in the negotiation of the Treaty of Paris in 1898, which ended the Spanish-American War. He also played a significant role in the negotiation of the Treaty of Versailles in 1919, which ended World War I.
Root was a member of the Republican Party and served as a delegate to the Republican National Convention in 1896. He was a strong advocate of free trade and opposed protectionism. Root was also a supporter of civil service reform and played a key role in the establishment of the Civil Service Commission.
Root died on January 2, 1937, at the age of 91. He is buried in Arlington National Cemetery in Virginia.
---
**Antisemitic Controversy**
A controversy erupted in the Jewish community over the appointment of a new rabbi to the congregation of Temple Emanu-El in New York City. The controversy centered around the fact that the new rabbi, Dr. Isaac Mayer Wise, was a proponent of the idea of assimilation into American society. Many members of the congregation felt that this would lead to the loss of their Jewish identity and culture.
The controversy reached its peak when a group of congregants filed a lawsuit against the synagogue, demanding that the rabbi be removed. The case was eventually settled out of court, with the congregation agreeing to allow Dr. Wise to continue as the rabbi.
The controversy had far-reaching effects on the Jewish community in America. It led to a greater emphasis on maintaining Jewish traditions and culture, and it helped to strengthen the sense of Jewish identity among American Jews.
---
**The Envelope**
The Envelope is a weekly newspaper published in New York City. It was founded in 1833 by John Jay, who was a prominent lawyer and politician. The newspaper was named after the envelope, which was used to mail the newspaper.
The Envelope covered a wide range of topics, including politics, business, and entertainment. It was known for its lively and engaging style of writing, and it was read by many prominent figures in American society.
The Envelope played a significant role in the development of journalism in America. It helped to establish the tradition of investigative reporting, and it inspired many other newspapers to follow suit.
The Envelope ceased publication in 1859, but its legacy lives on through the many newspapers that have been inspired by its example. Today, the Envelope is remembered as one of the most influential newspapers in American history. | 1,400 | 711 | {
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Section 3 A New Crisis
VOCABULARY
states’ rights the right of states to limit the power of the federal government
nullification the idea that a state could cancel a federal law that it considered unconstitutional
depression an economic period in which business declines and many people lose their jobs
mudslinging the use of insults to attack a political opponent’s reputation
SUMMARY
President Jackson faced a crisis. In 1828, Congress passed a high tariff on imports. Southerners hated the tariff and called it the *Tariff of Abominations* because they imported many goods from Europe. Vice President John C. Calhoun of South Carolina agreed with the southerners. He supported *states’ rights* and believed South Carolina had the right to nullify the tariff. Senator Daniel Webster of Massachusetts disagreed. Webster said that the Constitution united the American people, not the states. When Jackson spoke out against *nullification*, Calhoun resigned as Vice President.
In 1832, Congress passed a lower tariff. However, South Carolina passed the *Nullification Act*, declaring the new tariff illegal. President Jackson asked Congress to pass the *Force Bill*. The bill allowed the President to use the army to enforce the tariff. Henry Clay proposed a lower compromise tariff. After fierce debate, South Carolina finally agreed to the compromise tariff.
Jackson also influenced how the United States dealt with Native Americans. In 1830, Jackson’s supporters in Congress passed the *Indian Removal Act*. This act forced Native Americans to move west. In this case, Jackson now supported the rights of the Southern states to expel Indians from their lands.
Vice President Martin Van Buren became President after Jackson left office. Van Buren faced a terrible economic crisis, a *depression* caused by state banks printing too much money that had little value. Another problem was a sudden downturn in the price of cotton. Banks failed, and farmers lost their land.
The campaign of 1840 was a wild one, with candidates from both parties attending parades, holding rallies, and engaging in *mudslinging*. Whig candidate William Henry Harrison won but died within weeks. Vice President John Tyler became President.
| TRAIL OF TEARS |
|----------------|
| **Who** | Creek, Chickasaw, Cherokee, Choctaw, and Seminole nations |
| **What** | The United States government forced Native Americans to resettle in the West, and thousands died on forced marches. |
| **When** | 1830s |
| **Where** | Moved from Southeast to Indian territory in what is now Oklahoma |
| **Why** | White settlers wanted Native American land. |
REVIEW
Answer the following questions on a separate sheet of paper.
1. How did Jackson respond to the nullification crisis?
2. Chart Skills What happened on the Trail of Tears? | 1,273 | 591 | {
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Making the school morning less hectic really begins the night before. Check out these tips for making your morning run smooth with less rushing, shouting, and tears; then everyone is off to school with a good feeling and a successful day.
- The very first step to making your school morning less hectic begins when your student comes through the door from a school day. Take a few minutes to go through your child’s backpack or folder to sort homework and other papers from the teacher.
- Be sure homework is done that evening and not put off until the next morning. Set aside a time and a location for homework. Be accessible to your child during homework time to help if needed.
- Once homework is complete and papers are signed, pack up the backpack and put it in a designated place where it can be easily grabbed on the way out the door in the morning.
- Also the night before, wash lunchbox items and pack any items that do not require refrigeration. Refrigerated items, such as sandwiches, can be prepared the night before and stored in the refrigerator. Then in the morning simply place items in the lunchbox, add a drink, an ice pack, and you are ready to go.
- Stock up on a week’s worth of lunch items - fruit, veggies, chips, bread or rolls, meats, spreads, and soups.
- Many problems in the morning result from not getting enough sleep. When children are tired and sleepy, they wake grumpy and a little disoriented. Trying to get a grumpy, sleepy child out the door is not an easy task. Adding one hour of sleep can greatly improve your child’s mood in the morning. Nights when my daughter goes to bed early and gets more than her normal amount of sleep, she wakes up smiling and talking - completely opposite of her normal wake up behavior.
- The National Institute of Health (NIH) recommends that children ages 5-10 years old need at least 10-11 hours of sleep and children ages 10-17 years old need 8.5-9.25 hours of sleep.
The National Institute of Health (NIH) recommends that children ages 5-10 years old need at least 10-11 hours of sleep and children ages 10-17 years old need 8.5-9.25 hours of sleep. Since children are growing so quickly and learning large amounts of information daily, sleep is a time for the body to rest and repair, regenerate cells, and process information from the day. A lack of sleep lowers the immune system, affects the memory, concentration, performance, creativity, and logical thinking. It can also affect attention span, decision making, self confidence, coordination, and mood. (The NIH recommends 11-13 hours of sleep is needed for preschoolers and 16-20 hours for babies.)
- Decide how much sleep your child needs and set their bedtime routine according to that. Allow about a half hour to get ready for bed and then whatever time is needed to actually fall asleep.
- Limit evening naps, discourage caffeine, and make rules that the cell phone be left out of the room, and gaming systems/television remains off after bedtime hours.
- Set a wake up time that allows your child to fully wake up, eat a good breakfast, and get ready without rushing.
- Leave the television and games off in the morning. This will help your child stay fresh and focused for the school day.
- Make a list/chart of things your child needs to do before leaving - feed the pets, go to the bathroom, etc… It can also include a checklist for items that need to go to school with your child - backpack, lunchbox, note to the teacher, band instrument, etc… Until a checklist was incorporated in our house, I was running to the school at least twice a week to drop off things my daughter forgot.
- Set a timer for five minutes before your leave time. When the timer goes off, everyone should get into “pack up” mode - get sweater/coat on, put on backpack, get lunchbox, and be ready to walk out the door.
School Day Morning Checklist
- Jacket
- Backpack
- Lunchbox
- Homework
- Note to Teacher
- Project
- ________
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Illustration
James was nine, the eldest of seven children who lived in a one-bedroom flat on a poor housing estate. His mother was alcoholic and his father, who came and went, was violent. James was “closed”. At school he would not take off his coat and he wore his hood over his head. He would not speak and when he communicated it was by kicking, spitting or punching. Though it was often difficult and frustrating, James’ teacher refused to give up on the possibility that James could be different. She believed that though she could do nothing about his home life, school could become a safe place where there was a real possibility of growth and hope.
There are many such children in our world who suffer not only from physical poverty but from a lack of emotional well-being and care. The media tell us so many stories of people who are suffering or in trouble that we can succumb to a degree of indifference; we shut our eyes and close our ears to their pain because we feel helpless to do anything about it.
Gospel Teaching
Isaiah proclaims with confidence that God is coming and, when that time comes, “the eyes of the blind shall be opened, the ears of the deaf unsealed”. In our Gospel today that time has come. It begins with Mark describing the strange and circuitous route that Jesus has made to reach the place where he heals the man who has a double affliction with his hearing and his speech.
The reason for recording this unusual route, through pagan territories, is perhaps as an indicator of the length of time it would take for the disciples to be open to the message of Christ’s teaching. Jesus was not travelling alone. The disciples were walking with him, listening to him, watching and observing his behaviour as he gradually revealed his message to them. The message of Jesus was radically different from anything they had ever experienced, and so the ability to absorb all he shared with them was never going to happen overnight.
When they reach their destination, word has already spread and people are waiting for Jesus with a man whose condition symbolises the inability of many to make sense of the world around them. When Christ takes him away from the crowd he demonstrates a profound respect for the man’s dignity as a person;
and then through Christ’s prayer and touch the man can at last hear and speak. The one who is healed discovers the link between what life has been and what life can be.
**Application**
With James it took many weeks and months before his healing took place. As his teacher worked kindly and patiently with him, the barriers that James had built around himself started to fall away. Slowly James began to trust. His coat came off, he stopped grunting and he began to hear the teacher’s gentle words of encouragement. As he allowed himself to relax, so his confidence began to grow. He started to smile and eventually his kicking and punching diminished. Within a year James’ aggression had melted and he seemed to find hope and joy in living once more.
There is no one on this planet who is not in need of some healing. For some it will be physical healing, but for many it will be the healing that we need when we have been hurt by life. Sometimes we will be aware of what it is, but for some there will simply be something they find it hard to identify that causes a general feeling of distress or unhappiness. It may be a worry or an anxiety about the future or about a family member or friend. It may be because there are unresolved issues or conflicts that are gnawing away inside.
A question for us to reflect on in the coming week might be: “What is stopping me from being fully able to sing and leap with joy?” as Isaiah tells us will happen when people are released from what imprisons them. The story of Jesus healing the man who could not speak or hear is also a story for us. Can we allow ourselves to be healed of our impairment and become instruments of that healing love in our families and community? Let us pray that in the coming week the love that God has for us will be revealed and God will heal us in our need. Then we will be able to rejoice and say, “He has done all things well.” | 1,403 | 856 | {
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Phileas the Frog is thinking about the ways we will travel in the future. Can you help?
Draw us a picture of an ingenious form of transport for the future! One thing you need to make sure is that your design is kind to the planet as well as being fun and fast! You can design anything at all as long as you keep it environmentally friendly.
Get those creative wheels turning!
* A final artwork will be made from entries and presented as a gift to each school taking part!
AROUND THE WORLD IN 80 WAYS:
We at Travel Choices want to encourage pupils to think about sustainable and healthy travel. What better way than for pupils to design their own mode of green transport.
Taking part in *Around the World in 80 Ways* (The Big picture):
We ask for all artworks to be completed and sent to/collected by us before the 27th March 2015. Any year groups can take part, we need as many pictures as possible so the more the merrier. If possible please send us electronic copies of all entries. If this is not possible please contact me and I will arrange for the pictures to be collected.
Please use paper no bigger than A4 and do not stick on any lumpy decorations. Each pupil should have their name and age in the bottom right hand corner of the picture. We stress that schools send us electronic copies of the entered artwork as it will help when creating our Big Picture.
We would also like to ask each school to select up to 5 winners. We need to be notified of each winner and they will then be presented with a Travel Choices goodie bag.
One overall winner will be selected by Travel Choices and used as an important part of our Big Picture.
THE BIG PICTURE PROJECT:
Travel Choices will create the Big Picture artwork from every picture we receive for *Around the World in 80 Ways*. We will present this artwork as a gift to each school that takes part in the project. Our hope is to then use the Big Picture artwork to create a community sculpture to be placed in the centre of Dunstable. Every pupil taking part has the chance to have their artwork featured on this piece of public art, so we need as many entries as possible to turn it into a really spectacular design!
If you are interested in taking part please contact Sophie Gresswell at The Travel Choices Hub, 1 Aston Square. Dunstable LU6 3SN. Phone: 01582 813018 or email: email@example.com
Thank you 😊 | 927 | 517 | {
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Put 1, 2, 3, 4 in a bag.
Choose A, B, C, D, E, or F.
Pick a tile. Pick two tiles if your group has only two students.
Decide if the fraction next to your tile number is equivalent to the given fraction.
Discuss: How do fraction strips help you to find an equivalent fraction?
A
Which of the fractions is equivalent to $\frac{2}{4}$?
| | |
|---|---|
| 1 | $\frac{1}{3}$ |
| 2 | $\frac{1}{2}$ |
| 3 | $\frac{2}{3}$ |
| 4 | $\frac{3}{4}$ |
B
Which of the fractions is equivalent to $\frac{4}{6}$?
| | |
|---|---|
| 1 | $\frac{2}{3}$ |
| 2 | $\frac{7}{12}$ |
| 3 | $\frac{10}{12}$ |
| 4 | $\frac{8}{12}$ |
C
Which of the fractions is equivalent to $\frac{8}{12}$?
| | |
|---|---|
| 1 | $\frac{10}{12}$ |
| 2 | $\frac{2}{3}$ |
| 3 | $\frac{5}{6}$ |
| 4 | $\frac{4}{6}$ |
D
Which of the fractions is equivalent to $\frac{6}{8}$?
| | |
|---|---|
| 1 | $\frac{10}{12}$ |
| 2 | $\frac{8}{12}$ |
| 3 | $\frac{9}{12}$ |
| 4 | $\frac{3}{4}$ |
E
Which of the fractions is equivalent to $\frac{3}{4}$?
| | |
|---|---|
| 1 | $\frac{5}{6}$ |
| 2 | $\frac{5}{8}$ |
| 3 | $\frac{4}{6}$ |
| 4 | $\frac{5}{8}$ |
F
Which of the fractions is equivalent to $\frac{4}{6}$?
| | |
|---|---|
| 1 | $\frac{5}{8}$ |
| 2 | $\frac{1}{3}$ |
| 3 | $\frac{6}{8}$ |
| 4 | $\frac{2}{3}$ |
If you have more time Make up a “Think Together” question about equivalent fractions. Challenge your classmates to think together to answer your question. | 970 | 554 | {
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When you look at the intricate detail of Madi’s art it is impressive at any age, but when you realize she is an eighth grader and only 13 years old you almost have to take in a little gasp of air. She was born in Waco, Texas but has grown up in Aubrey. “She inherited her artistic abilities from her father,” says her mother Shannon Houck.
continued on page 12
Art seems to innately live deep inside Madi. Since she was very young she has had a creative spark. Like most little children she loved coloring books, colored pencils and chalks. However, she moved away from coloring inside the lines to creating lines of her own on any available surface or piece of paper.
It started with little doodles. By the age of eight her parents started to notice how serious her talent was. When she was nine she had fashioned her own set of fully developed cartoon characters, with names such as Fang. It was not long before there was a complete group of the Fang Gang with a series of whimsical stories.
Art is an amazing platform, allowing individuals to articulate their feelings and ponder their surroundings of the world in which they live. You can see the way Madi views the world through her vivid color and detail. Madi attends Aubrey ISD, where all elementary students are introduced to art through a volunteer based program called, Meet the Masters, which teaches students about artists and their history. Students then create art akin to the artist they studied. It was at this time she became fascinated with Dutch artist Piet Mondrain, born as Pieter Mondriaan. Madi found the art of this major exponent in De Stijl movement, “the neatest art.” Besides her delight with his work, there is a long list of artists she admires, although her current inspiration comes from the artists Bob Ross and Thomas Kincaid.
While Madi is still finding her voice in the world of art, her form of self-expression is engaging. She presents her encounters in a way that affects people. Madi has been in art classes since sixth grade and attended two outside camps in Denton. She has discovered new mediums and techniques offering her new ways to explore self-expression. In seventh grade, she became a member of the Jr. Beta Club and submitted an art piece to the Texas Jr. Beta Club Convention and received third place and advanced to the national level. Disappointingly, COVID curtailed the spring seventh grade competition through her school.
“Madi is such a naturally talented artist! She just knows where to put color, how to use it, and how to pull out all together. Madi instinctively knows how to represent light, which is something I find incredibly difficult to do,” says her art teacher Mandy Duncan, “I’ve always admired the way my artist grandfather could just do that effortlessly. She reminds me so much of watching him draw and paint. Once I watched him paint a crumpled paper bag for an illustration and I remember asking how he knew exactly what shade is brown to use for each crinkle and he couldn’t really answer... He
just knew. That’s Madi Houck! You can see it in the detail of feathers on a bird she drew with colored pencils, in the shading of a painted owl portrait, the surface of water, or the reflection of light in a frog’s eyes-- all the little seemingly subtle things that really aren’t. She just gets it, and I am amazed by her!”
By the age of thirteen, over the summer of 2020, Madi has had five pieces of art commissioned by Yvonne Damon. As to be expected, she was excited to have her first paying job. “Every year that Madi’s father has worked for me she has made me a Christmas card featuring the Fang Gang. Between her art and the Fang Gang I am not sure which impresses me more,” says Damon, “I have watched her improve her talent to the point that when I needed artwork I called her Mom. I told her my budget and how many pieces. The only instructions I gave were the size and the animal I wanted done. I left the creative decisions such as background and color to her. I wanted an original. I have the honor of being her first client. I can’t wait to see her continue to grow her talent. I will most certainly be treating myself to more pieces in the future. It’s exciting to see a young person with such talent. It’s truly amazing.”
When 380Guide asked Madi what her general goals in life are, she responded with, “I’m only 13, so right now I’m focused on finishing high school, going to college and major in something with art.” As far as her artistic goals, “I have not figured this out. Where God opens the doors to lead me is where I’ll go.”
When not creating, Madi is your typical fun loving teenager. She lives with both of her parents, her brother, and the family dog, Charlie. Madi loves to read, spending time with her family and friends, exploring new things, going to the movies, trips to the art store, traveling and visiting different museums. She also delighted when helping others around her.
Henry Ward Beecher once said, “Every artist dips her brush into her own soul, and paints her own truth into her pictures.” It appears Madi does just this. | 1,847 | 1,103 | {
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What’s In Your Sock Drawer?
by Paul Giganti Jr., Albany
email@example.com
CONCEPTS: Mathematical Reasoning, Number Sense, Algebra
SKILLS: Using problem solving, logical thinking, and basic skills
MATHEMATICS STANDARDS: Gr 3: NS 2.0, AF 1.1, 1.2; Gr 4: MR 2.0; Gr 5: AF 1.2, MR 1.2; Gr 6: AF 1.2; Gr 7: AF 1.1
GRADES: 3–7
MATERIALS: White and brown cubes (optional), Student Activity Sheet (page 47)
DESCRIPTION
Simple and familiar situations are great ways to introduce students to problem solving, algebraic thinking, and making and solving algebraic equations. This sort of problem is even better if you can use the same situation, but gradually make the required operations more complex.
Almost every student wears socks and has a sock drawer, so problems with two colors of socks in a drawer are a familiar and nonthreatening situation. The problems on the Student Activity Sheet on page 47 can be done mentally or with simple problem solving and basic skills since the numbers are small, but they also lend themselves nicely to help students see how a word problem can be translated and then solved, using an algebraic equation.
For example, if students were given the following problem:
If you have only brown socks and white socks, 12 socks in all, and 4 of them are white, how many are brown?
a 3rd grader might write the equation
\[ 4 + \square = 12. \]
A 6th grader might write:
\[
\begin{align*}
b + w &= 12 \\
b + 4 &= 12 \\
b &= 8
\end{align*}
\]
Try the Sock Drawer problems on the Activity Sheet with your students. When they think they have found the correct answer to each problem, ask them to explain their reasoning by returning to the word problem.
EXTENSION
After your students have solved these Sock Problems, have them make up a new Sock Problem of their own, and trade their problem for other students’ problems. Your students will probably want to try three-colored Sock Problems; go slow by having them do a lot of two-colored Sock Problems first. Three-colored Sock Problems can be more than twice as hard!
Student Activity Sheet, page 47 . . .
This activity was adapted to fit CMC ComMuniCator format from an article that was originally published in the Ohio Journal of School Mathematics and reprinted in FACTORIAL, the journal of the Detroit Area Council of Teachers of Mathematics, Volume 36, Number 1 (Fall 2004), pages 10–11. It is reprinted with permission.
Use algebraic thinking to solve these Sock Drawer problems.
1. You have WHITE socks and BROWN socks. You have 10 socks in all, but you only have 4 WHITE socks. How many of each color sock do you have?
2. You have WHITE and BROWN socks. You have 12 socks in all. You have half as many WHITE socks as BROWN socks. How many of each color sock do you have?
3. You have WHITE socks and BROWN socks. You have 18 socks in all, but the same number of each color. How many of each color sock do you have?
4. You have WHITE socks and BROWN socks. You have 8 BROWN socks in all, but you have 2 more WHITE socks than BROWN socks. How many of each color sock do you have?
5. You have WHITE socks and BROWN socks. You have 14 socks in all, but you have 6 fewer WHITE socks than BROWN socks. How many of each color sock do you have?
6. You have WHITE socks and BROWN socks. You have 16 socks in all, but you have 3 times as many WHITE socks as BROWN socks. How many of each color sock do you have?
7. You have WHITE socks and BROWN socks. You have 10 BROWN socks in all, but you have double that number of WHITE socks. How many of each color sock do you have?
8. You have WHITE socks and BROWN socks. You have 30 socks in all. 1/3 of all the socks are WHITE. How many of each color sock do you have?
9. You have WHITE and BROWN socks. You have 50 socks in all, but you have 2 WHITE socks for every 3 BROWN socks. How many of each do you have?
10. You have WHITE socks and BROWN socks. You have 60 socks in all, but you have more than 4 times as many WHITE socks as BROWN socks, but less than 5 times as many BROWN socks. How many of each color sock could you have? | 1,833 | 1,038 | {
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## Autumn Term Plan – Ruby Learning Zone
### English
- Looking at the different forms of recount including diaries and newspaper reports. Develop our skills in writing from different character’s points of view.
- Identify the structure of a story and write our own.
- Improve our vocabulary by adding detail and description to our writing and improving the work of others.
- We will read ‘George’s Marvellous Medicine’ by Roald Dahl as our class guided reading book.
### Mathematics
**Year 3**
- Addition of 3 numbers.
- Numbers to 1,000
- Right Angles
- 2, 4 and 8 times tables
- Column addition and subtraction
**Year 4**
- Column addition and subtraction
- Numbers to 10,000
- 3, 6 and 9 times tables.
- Perimeter
### Science
**Year 3:**
- Animals including humans
- Rocks
**Year 4:**
- Animals including humans
- Sound
### History
- **Were the Vikings really vicious?**
- We’ll learn about the timeline of Viking invasions and how their actions impacted on our country.
- We’ll look at different sources to see how we know about the Vikings and if they are all fair accounts.
### Art & Design
Our artist focus this term is Giuseppe Arcimboldo. We will learn about his artwork and life and create our own artworks in his style.
### Computing
We will learn how the internet works and how computers are linked together to allow modern communication.
### Design & Technology
Our task for the autumn term will be to strengthen a cardboard shell. How can we create a packaging that is strong and protects its contents?
### Geography
- What are the different climate zones?
- Children will compare and contract different countries and cities which have different climates.
### Modern Languages
- We will study French phonics to see how they pronounce things differently.
- We will be able to talk about learning French and use the French alphabet.
### Music
- We will look at the social aspects of music and how it is used to bring people together.
- Children will learn some musical notation.
### Physical Education
- **Games-Football:** Working with a sports coach to improve our ball control, passing and teamwork skills.
- **Gymnastics:** Learn to use our strength and balance to form bridge shapes individually and in groups.
### Religious Education
**Creation/Fall**
We’ll have discussions about what Christians believe about the Creation story an how it affects how they live their lives. | 1,044 | 524 | {
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Pastime may change generation to generation. Take an interview with your parents or grandparents or elderly people of your family. Know about their pastime activities and take notes on them. Also think about the pastime activities of your generation. Write the differences and mention why these differences have taken place.
Pastime is an activity that someone does regularly for enjoyment rather than work.
In old generations, people have different interests and hobbies. They were interested in activities that mostly have physical involvement. Hanging out with friends or family, outdoor games like cricket, hockey, football and activities like watching TV or movies were common.
Nowadays, people have got quite different interests. With the advancement in technology, the world has become more online. Social networking has increased to a great extent.
The new generation is more into programming than physical activities. Their interests are quite different from previous generations.
Given below are some of the top differences between old generation and new generation pastime:
**Social Media**
Social media has now become a part of our lives. There are many impacts of social media on our youth, both positive and negative. It is a very helpful tool if we use it for some goal or education. But the craze of social media in our youth is detrimental in not just education but also physical and mental health.
Many social networking sites are gaining popularity in new generations. Facebook, Instagram, Snapchat, Twitter, and TikTok are the most important in them. Getting more likes and followers is like a competition. One with a higher number of followers is considered successful in today's world.
On the other hand, going to a neighbor’s house and hanging out in groups were popular pastime among old generation. They used to visit relatives’ house, share ideas and thoughts, discuss about their daily lives.
In my opinion socializing is important for one but up to a certain limit. Beyond that range, it is harmful to our personality, health, and career as well.
**e-Gaming**
Unlike competitive gaming, e-gaming involves the online connection of multiple players. You can connect with millions of people from all around the world through an online platform and play the games together. This does not require going into a playground or any specific sports equipment. Rather you need just a good internet connection and a smartphone and you can enjoy gaming at home.
Many online games are popular among youngsters. PUBG, Clash of Kings, Minecraft, Evertale, and Ludo star is the most common.
But being addicted to e-games is harmful, It hinders the mental development and on the other hand the body becomes obese due to lack of physical activity.
On the other hand, playing in fields was very popular among old generation because we had many open fields around.
**Travelling**
With the advent of more easy and comfortable means of transportation, people's interest in travelling is also increased. You can plan a trip, buy a ticket, and explore your destiny so easily. Travelling is a hobby for those who love adventures, do the things that scare them the most, kill their comfort zone to explore the world, and do everything that seems different to them. People don't bother for money for their travelling craze, In new generation, middle class and lower middle class people can afford travelling expenses.
On the other hand, travelling was not so easy for old generation people, only rich people were able to afford travelling expenses.
Music
Listening to music is one of those hobbies that are common in old and new generations. If we specifically talk about youth, they use music as a source of entertainment as well as a relaxing tool in their rough and tough routine and many more.
Many youngsters make a living in the music industry. Learning to play musical instruments is one of their favourite interests. Many brands available in the market that may help you learn the basics of musical instruments. When you have professional and high-quality instruments you can learn the basics of Music easily in much less time.
Reading Books
Reading books was important for the old generation because it was not possible to know the world without books. They had to read books to acquire knowledge of literature, so they used to read more and more books.
But now time has changed. If you have internet, you can easily know any information of the world through Google. That is why people's habit of reading books has decreased a lot.
At last, I can say, whatever your interest or hobby is, make sure it must be productive and in a certain limit; because an excess of anything in life is bad. | 1,723 | 910 | {
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K-12 School Recommendations for Mpox
Contra Costa Health works closely with K-12 school partners to keep students, staff, and their families safe and healthy. Contra Costa Health will continue working with them to protect our community from mpox (initially called “monkeypox”).
Although there have been cases in Contra Costa and in California, mpox remains rare and the risk of exposure at school is low. However, schools should be aware of current guidance and prepare for the possibility of a case at school.
Mpox can cause flu-like symptoms (fever, headache, feeling more tired than usual, swollen lymph nodes (“glands”) and a distinctive rash with sores that are usually painful. A person with mpox infection is contagious when symptoms begin and until the sores are completely healed.
Anyone can get mpox but not everyone is at equal risk. Mpox spreads through close, personal, usually skin-to-skin contact. Spread through casual contact is less likely. Unlike COVID, the mpox virus does not spread through the air over long distances. During the 2022 outbreak, most cases were associated with sexual contact, particularly among men who recently had sex with multiple male partners. Schools may want to share prevention information with older students who are sexually active, including this [risk chart](#). More communication materials and educational information are available at [cchealth.org/mpx](http://cchealth.org/mpx) or in our online [mpox communications toolkit](#).
Common practices already in place to prevent more common causes of illness will also help prevent mpox.
- **Contra Costa County School Districts and Schools**
- Routinely clean commonly touched items using the appropriate products
- Report communicable diseases, including mpox, among students and staff to the public health department
- Coordinate with public health and take steps to protect others from illness
- **Contra Costa Health**
- Inform districts and schools of current guidance and recommendations to
prevent others from becoming ill
- **Vaccinate** to protect those at high-risk and prevent new mpox cases in our community
- **Coordinate** with district/school when a mpox case has been identified at a school and others may have been exposed
- **Parents, Students, and Staff:**
- **Self-screen** for symptoms (fever, rash, etc.) daily and stay home when not feeling well.
- **Report** illness to school and check with a doctor if symptoms are not getting better.
- **Get vaccinated** for diseases that can cause fever, rash, and flu-like symptoms including: measles, chickenpox, flu, and COVID. Mpox vaccine is most helpful for community members at higher risk of exposure. People at higher risk of mpox exposure can speak with their healthcare provider about mpox vaccine or visit [cchealth.org/immunization/clinics](http://cchealth.org/immunization/clinics) to schedule a vaccine appointment at one of our weekly public health immunization clinics.
- **Practice prevention** by avoiding intimate and physical contact with anyone who has symptoms, talking openly with partners prior to intimate physical contact, covering exposed skin in dense indoor crowds, avoiding shared bedding and clothing, and knowing which countries have outbreaks when traveling. | 1,440 | 676 | {
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Mishap Data
⇒ In 2005, 23,618 (72%) of the 32,691 poisoning deaths in the United States were unintentional. Unintentional poisoning death rates have been rising steadily since 1992.
⇒ Unintentional poisoning was second only to motor vehicle crashes as a cause of unintentional injury death in 2005.
⇒ Among people 35 to 54 years old, unintentional poisoning caused more deaths than motor vehicle crashes.
⇒ In 2006, unintentional poisoning caused about 703,702 emergency room visits.
⇒ In 2006, poison control centers reported about two million unintentional poisoning or poison exposure cases.
Do’s and Don’ts
⇒ Toddlers and preschoolers are the most likely to be poisoned, because they are curious, unpredictable and fearless. They imitate what they see grownups are doing, which includes getting things out of cabinets and taking medicines.
⇒ Adults have to make homes and daycare centers safe for children.
⇒ Store all chemicals and medicines separately and safely, and in a locked cabinet. Putting them on a high shelf is worthless when it comes to kids who can climb.
Don’t leave cosmetics, cleaners, vitamins or cigarettes on a shelf or counter.
Never leave a container of hazardous material, even for a brief time. Poisonings often happen when an adult gets interrupted while using a product and leaves to answer the phone or to see who’s at the door.
Don’t assume there is such a thing as a “child-proof” cap. Some are “child resistant,” but none are child-proof—they just take a little longer for an inquisitive and determined child to open.
Know what to do in case of a poisoning.
Don’t wait to see if the child appears sick. Have the phone number for the nearest Poison Center, and post it near the telephone.
Ipecac syrup and activated charcoal are sometimes used as treatments for poisonings. They can be bought at the pharmacy without a prescription. Keep them in your first aid kit, but don’t give them to a child unless someone at a Poison Center tells you to.
Follow directions on the label when you give or take medicines. Read all warning labels. Some medicines cannot be taken safely when you take other medicines or drink alcohol.
Turn on a light when you give or take medicines at night so that you know you have the correct amount of the right medicine.
Always read the label before using a product that may be poisonous.
Keep chemical products in their original bottles or containers. Do not use food containers such as cups, bottles, or jars to store chemical products such as cleaning solutions or beauty products.
Never mix household products together. For example, mixing bleach and ammonia can result in toxic gases.
Wear protective clothing (gloves, long sleeves, long pants, socks, shoes) if you spray pesticides or other chemicals.
Turn on the fan and open windows when using chemical products such as household cleaners.
If a poisoning occurs, remain calm. Call 911 if you have a poison emergency and the victim has collapsed or is not breathing. If the victim is awake and alert, dial 1-800-222-1222 American Association of Poison Control Center. Try to have this information ready: (1) the victim’s age and weight, (2) the container or bottle of the poison if available, (3) the time of the poison exposure, and (4) the address where the poisoning occurred.
Stay on the phone and follow the instructions from the emergency operator or poison control center. | 1,391 | 726 | {
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Overview
The Bihari ethnic minority community live mostly near or in extremely crowded refugee camps. They are a forgotten and despised group of people. Our partners have established two pre-primary school classes for a total of 60 children within the largest of the camps - home to some 40,000 people with only one school - and are providing life skills training for adults. The long term aim is to develop individual and community future prospects, aiding their integration into the wider Bengali community. Year 2 budget is also $30,600.
Impact for July – December 2021
4 senior teachers are now fully trained
and have implemented the curriculum well over the past 12 months, despite the disruptions due to COVID-19. They are caring and well respected by the students.
2 classrooms located inside the camp
provided a safe and positive environment for the 60 children and their teachers. Monthly meetings and social awareness seminars were also held here for parents.
33 girls and 27 boys have enrolled in classes
and enjoyed the opportunities to learn to read, write and play games. Every student received COVID-19 protection materials, personal hygiene packs and daily meals.
120 parents received the COVID-19 vaccine
despite the hurdles of, first, having to register the parents in the system and then hiring a nurse to explain all the misconceptions and concerns around immunisation.
• COVID-19 continued to affect school closures and a lack of employment for parents. 200 families directly benefitted from a Nutritious Food distribution amongst the children in the camp.
• Parents have responded positively to having their children in school, sending them off on time each day and regularly attending monthly parent meetings.
• The 60 students’ development and daily life has been enriched through a variety of fun and engaging activities, drawing competitions and sports days.
Riya's Story
My name is Riya. I am seven years old and I have 3 brothers. My father is a rickshaw driver and my mother looks after us at home. I am so happy that I got to enrol in school a year ago. I can now read and write! I’ve learnt lots of lessons, I can sing rhymes and I have so much fun with all my classmates. During COVID-19 my father lost his job and we had no money for a long time. My parents worried that I would have to leave school but I am so happy to say my education has not stopped. I love school and I want to grow up to be a teacher. I think my teacher loves me a lot too.
Thank you for making a difference | 1,020 | 525 | {
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Tucker the Turtle loves to play sports with his best friend, Sami the Seal. They surf the waves...
...and play catch in the sun. Tucker practices pitching so he can be a famous baseball player!
Tucker has asthma, and sometimes it’s hard for him to breathe. He takes his medicine using an inhaler and chamber. It helps get the medicine into his lungs.
www.philips.com/asthma
This is how Tucker uses a chamber.
Step 1:
He puts his inhaler in the end of the chamber.
Step 2:
He shakes them 4 or 5 times, while he blows out air.
Step 3:
He puts the chamber in his mouth, presses the inhaler down while he breathes in slowly, and then holds his breath as he counts to 10, then he breathes out.
Tucker and Sami walk to school every morning. It's good exercise.
www.philips.com/asthma
Tucker and Sami practice scoring baskets so Tucker can be a famous basketball player!
Tucker tests his breathing with a peak flow meter before and after they play.
www.philips.com/asthma
PHILIPS
RESPIRONICS
This is how Tucker uses a peak flow meter.
Step 1: He stands up and puts the pointer to the bottom of the scale.
Step 2: He takes a deep breath.
Step 3: He puts the meter in his mouth and blows out as hard as he can. What reading did he get?
When Tucker’s peak flow is low, he takes more medicine using a nebulizer. It makes a mist that he breathes into his lungs.
www.philips.com/asthma
PHILIPS
RESPIRONICS
This is how Tucker uses a nebulizer.
Step 1: His mom puts medicine in the cup.
Step 2: He turns it on and puts the mouthpiece in his mouth.
Step 3: He breathes in the mist that comes out until it’s all gone.
After he’s done, he cleans up, and Sami helps.
www.philips.com/asthma
PHILIPS
RESPIRONICS
Tucker visits his doctor often. His doctor writes an Asthma Action Plan for him to follow. This tells him how much medicine to take or what to do when he gets different readings on his peak flow meter.
www.philips.com/asthma
Tucker does a good job “tackling” asthma – so he can be a famous football player! | 847 | 525 | {
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PLANTING A TERRARIUM
In 1829 Dr. Nathaniel Ward, an English physician with a passion for botany, discovered he could germinate spores of a fern within a closed glass jar. He designed what is known as the Wardian case, a glass topped box resembling a miniature greenhouse. Within the glass case he could grow plants in conditions much like their natural environment. They were quite decorative and the idea was soon adapted for home decorating and is a delightful and fun way to grow a collection of small plants.
Materials needed:
- Clean, clear, colorless glass container with or without a lid. Using a container with a wide mouth is easier to plant and maintain.
- Potting soil (2–3 cups or about a 3 inch depth)
- One cup 3/8” pebble or about 1 inch of pebble to cover the bottom of the container
- One heaping tablespoon of charcoal (helps keep it smelling clean)
- Three or four dwarf miniature plants that are slow growing and tolerate low light and humidity
- Add an ornament or accent if you like
Prepare the base
Sprinkle the pebbles into the container so it’s about 1 inch deep. Next sprinkle the charcoal evenly over the top. Add 2 to 3 inches of slightly moistened potting soil and gently tamp it down.
Add your plants
Design your space like a garden scene. A simple formula for a great look is to plant a vertical plant, a bushy plant and a ground cover. Avoid damaging the root system by gently removing the plants from their pots. Plant at the same depth they were grown in their pots. Dig a small pocket to place your first plant (tallest) and firm it in making sure no roots are exposed. Next plant the bushy plant and then a low, ground cover. Be sure not to crowd the plants against each other or the sides of your container.
Water your terrarium
Add small amounts of water from a spray bottle (set at a course stream) or from a drinking straw. Do not over water the potting medium – it should be moist not wet. Avoid getting the foliage wet. You can wipe the walls if needed with a paper towel to clean them.
Add a focal point
You can create a visual berm by varying the depth of potting mix. Provide additional interest by adding natural rocks, bark with lichen, seashells, a votive or any small interesting object you may have. Be creative!
Maintain your terrarium
Place your terrarium where it can get some bright light near an east or west window but no direct sun. If you are working with an open terrarium you may need to water once a week. Look to see if the top of the soil is drying out. Again use the straw or spray bottle. If your container is closed, it will need water less often. Open the lid every couple of weeks for half a day to air it out and then close it again. If condensation appears on the glass, no need to water. If not, give a slight watering.
Now sit back and admire your mini-garden! | 1,095 | 643 | {
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State and federal wildlife biologists see new hope for the world's pint-sized population of Kirtland's warblers in their exclusive nesting grounds in northeastern Lower Michigan. This endangered species is maintaining its numbers as a result of special habitat work which began in the late 1970s.
Over 200 singing male warblers were identified in special management areas in that part of the State, which indicates that nesting conditions are favorable for a larger share of the tiny, yellow-breasted songbirds.
This year's census was conducted in Kirtland's warbler "Country" by the DNR, the U.S. Forest Service and U.S. Fish and Wildlife Service, with key support from citizen volunteers.
The Mack Lake and Bald Hill areas make up the bulk of more than 15,000 acres of jack pine cover which is becoming the warblers' prime habitat. In addition to these larger areas, smaller management tracts, embracing several thousand acres in northeastern Lower Michigan are growing into choice nesting areas for the rare birds. Habitat work in these management areas has been carried out by the U.S. Forest Service and the DNR under the Joint Kirtland's Warbler Recovery Plan which was developed in the late 1970s.
Since 1976, the U.S. Forest Service has been setting the stage for current production of new nesting habitat by first cutting older growth jack pine stands, then conducting controlled burns in those areas, and finally planting the cut and burned lands with young jack pines. "The results of this work are apparent in June's annual census of singing male warblers," reports Bill Irvine, wildlife biologist for the Huron-Manistee National Forests.
The DNR's efforts under the Recovery Plan were hindered early on due to budget problems, but since 1980 have covered 800-1,000 acres annually. For the most part, the DNR has focused its work on jack-pine plantings. Commercial timber cuttings and prescribed burns have also figured prominently in the DNR's habitat management efforts which, in 1985, amounted to $190,000 worth of work. Of that total, some $18,000 was used from Michigan's Nongame Wildlife Fund to earn $172,000 in federal matching monies to cost share the DNR's habitat improvement efforts.
Under that work, Montmorency, Otsego and Clare counties will be ready to re-enter the nesting picture for Kirtland's warblers starting next year. "Those counties once had nesting populations of the birds, and we hope our jack pine plantings on state lands in recent years will pay off there with the return of warblers," explains Jerry Weinrich, DNR biologist from the Houghton Lake Wildlife Research Station.
Weinrich looks for Crawford and Oscoda counties to continue as Michigan's major nesting grounds for Kirtland's warblers over the next few years, though he sees a growing shift in nesting to the new habitat being created under the management plan.
The new warblers represent an increase of about 50 percent over its recorded nesting number of 1985.
The Recovery Plan is aimed at rebuilding the birds' nesting population to 1,000 pairs. According to experts, that is the minimum level needed to stave off possible extinction of this endangered species.
State and federal experts and private citizens, including notable ornithologists, make up a special recovery team that puts the Plan into action. Members of the team were appointed by the federal government.
Speaking for state and federal interests, Weinrich observes, "We still have a lot of ground to cover in our combined management work, but we have started to turn the corner in terms of bringing into rotation more than enough new nesting habitat to offset the loss of older nesting territories."
Government Selling Mustangs, Burros
The U.S. Department of Interior, Bureau of Land Management (BLM) is appealing to the Michigan public to adopt some wild horses and burros. To solve overpopulation of the animals on public rangelands in the West, the BLM is rounding up the excess animals and shipping them to other states for new homes.
In Michigan, a temporary "adoption center" for 150 young mustangs and 75 wild burros will be held in Battle Creek August 15 through 17. The animals are up for adoption at a fee of $125. per horse and $75. per burro, which helps cover the costs of round-up and veterinary care. People who promise to give good homes to the animals may apply for as many as four.
Applications and information are available from BLM Milwaukee District Office, P.O. Box 631, Milwaukee, Wisconsin 53201-0631, phone 414-291-4400. | 1,879 | 963 | {
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Learning to speak, read, write and communicate well begins at birth. Here’s what you can do to build your children’s language and literacy skills in fun everyday activities.
The Power of Play
Tip Sheet #10
Why? Play is one of the most important things that children do. Children learn about themselves and others during playtime. They learn to explore, discover, and enjoy the world and their role in it through play. Play helps children learn the skills they need to do well in school and later in life.
TV is a reality of everyday life. There are a lot of good programs on TV; however, it is important to set limits. The Canadian Pediatric Society recommends no TV for children under two years old and a maximum daily screen time of one hour for children two to five.
Starting at Birth:
Make play a part of your daily routines. Add play to routines such as diapering, bath time or mealtime.
Play turn taking games. Try playing peek-a-boo and pat-a-cake, or copy each other’s simple actions and sounds (shaking a toy, rolling a ball, putting a block in a container, clapping, blowing a kiss…).
Get down to her level and play along. Place colorful toys in front of your baby when she is on her tummy.
Spend time with other babies. Babies start to be interested in other babies at two months. By nine months, she will communicate and make faces with other babies.
Provide a safe play space. Let your baby crawl and explore.
Additional Tips for Toddlers and Preschoolers:
Encourage independent play. Provide opportunities for your child to play on her own.
This will help her to be self reliant for small periods of time.
Join in your child’s play. Remember to follow her interests. Suggest ideas and play along, but don’t take over.
Provide a variety of materials for different kinds of play. Children don’t need expensive toys to have fun:
• blocks, cardboard boxes, puzzles, playdough and water can be used in many ways;
• dress-up clothes and props (plastic dishes, play money…);
• arts and crafts materials (scissors, glue, crayons, markers, construction paper);
• balls, things to climb, and open space are ideal for active play.
Play simple games that require turn taking. Play Simon Says, Follow the Leader, Hide-and-Seek, Tag,…
Explore together. Take your child to a variety of indoor and outdoor play places. She can play with other children at local parks, Best Start Hubs and community programs.
Additional Tips for Kindergarten Children:
Provide a variety of play opportunities. Children need a balance between daily unstructured playtime and time spent at planned activities (swimming, gymnastics, hockey, music…)
Play board games or card games that have rules. Play Snakes and Ladders, Candyland, Go Fish, Memory….
Focus on the fun. Children will quickly learn that in certain games someone wins and someone loses. Encourage your child not to give up on games or tasks when she plays with others. Children need to learn to cope with disappointments as well as successes. | 1,170 | 642 | {
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Pottery fragments are most of the time seen as "silent" finds in archaeological excavations. Yet, pottery is one of the most important sources of information on ancient cultures, which needs to be studied using different approaches in order to probe into mysteries behind the technology of their production and use. When and where was the object produced? How was it manufactured, and for what purpose (function) was it produced? My work involves the study of pottery fragments from the 1st millennium CE excavated in the archaeological site of Adulsi in Eritrea by cooperating with geologists, chemists and physicists.
The study of pottery fragments using archaeological and scientific approaches is a reconstruction of the trail of the actions of the potter/s who produced the materials in the past. The quest is therefore to look for the specific processes in the production of pottery materials using analytical methods developed by geologists, chemists and physicists and will end by interpreting the information sufficient for producing the biographies of these materials.
A work to be done properly requires the cooperation of archaeologists and scientists trained in the analysis of archaeological materials. The first step essentially involves a selection of materials for analysis to be done in order to ensure the representation of the different forms of pottery objects. It is also common to collect raw clay samples that could have been used to produce pottery in the past as well as remains of ancient pottery kilns to be studied in the laboratories.
Once the samples of pottery remains, raw clays and remains of furnaces (if any) are brought to the lab, the main objective of the
analyses lies in the determination of the composition of the materials in order to establish where and how different pottery samples were produced.
The material constituents of pottery objects can be studied by special microscopy used in geosciences: allowing us to study the mineral components used to produce pottery and to relate them to a geology of a specific area. In other words, with this approach we can trace the source of the raw materials and know where the pottery was produced. Similarly, it is well known that potters in the past applied different forming techniques to pottery before or after firing; we can observe these techniques by using electron microscopy and thus know better how the pottery objects were manufactured. With the electron microscope we can also assess what happened during firing and what structures developed when pottery objects were fired at certain temperatures.
It is also possible to acquire information on pottery objects using X-ray techniques. One specific technique often used in pottery studies is called X-ray diffraction and allows us to identify minerals present in the pottery objects and the different phases resulting from firing of these objects. On the other hand, chemical analyses are done on pottery samples using different techniques to have information on their chemical composition. With the chemical approaches we can distinguish which objects were produced from similar raw materials or in the same place and which ones were produced using different materials.
Residues that stick to the walls of the pottery objects can be useful to understand the use of pottery objects in the past. Regarding the function of the pottery objects in the past, there are analytical techniques developed by chemistry and bio-molecular sciences and thanks to some analytical protocols established by laboratories we are able to extract these residues from the pottery fragments and analyze them. Information will be eventually obtained on what kind of food was consumed or what kind of liquids or dry substances were stored to be traded over distances.
In summary, silent pottery objects from excavations or museum storages are probed using these techniques to produce their biographies by interpreting all the above-mentioned information. By doing so, in this research we intend to provide archaeologists with information on the patterns of pottery production and distribution from and to the archaeological site of Adulis. | 1,600 | 746 | {
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CREATIVELY CREATING CREATION: UNDERSTANDING GOD AS AN ARTIST, SPECIALTY TRACK 2
AUTHOR: Daniel Abramson
SUMMARY: Participants will practice using basic and affordable printmaking techniques and tools to create stunning images. These techniques can be used for a million projects at camp that will elevate camp’s Arts & Crafts program to the next level. Campers will...
TOPICS: Jewish Text, Meditation, Teen Programs, Visual Arts, Young Children
LEARNING OBJECTIVE: This workshop will model how we can help any camper feel like a true artist. All it takes to shift from crafts to fine art at camp is tweak in the way the we use some basic materials. Using text from the story of the days of creation, participants will also learn how the arts can be the best tool to help kids connect meaningfully and personally with Jewish learning.
AUDIENCE: This program can be run for campers of all ages. For young campers, you can use pre-made shapes for stamping. You can also focus on just one moment from the creation story so that young campers are not overwhelmed by having too many choices or decisions about their art. For older campers, you can incorporate calligraphy and text using more advanced techniques in their artwork.
LENGTH: 30-60 Minutes
APPENDIXES: Creation Story 1
MATERIALS:
- Printmaking Brayers (4 inch rubber rollers) - 1 per participant plus one per colour of ink
- Scratch-Art Scratch-Foam Soft Surface Printing Board – 2 per participant [http://www.dickblick.com/products/scratch-art-scratch-foam-soft-surface-printing-board/](http://www.dickblick.com/products/scratch-art-scratch-foam-soft-surface-printing-board/)
- Water-Soluble Block Printing Inks – 5oz tubes of red, blue, yellow, black, white, green, brown [http://www.dickblick.com/products/blick-water-soluble-block-printing-inks/](http://www.dickblick.com/products/blick-water-soluble-block-printing-inks/)
- Acrylic Clear sheets – 1 per participant plus one per colour of ink. [http://www.dickblick.com/items/18973-1008/](http://www.dickblick.com/items/18973-1008/)
- 11x14 Watercolour paper (cold press 90lb) – 5 per participant [http://www.dickblick.com/items/10145-2175/](http://www.dickblick.com/items/10145-2175/)
Session Description:
5 minutes (Introduction and inspiration)
Questions for reflection:
- Describe God’s artistic process.
- What does God create first?
- Is there anything strange about the order of creation?
- What feelings did God have about the creation as it was being created?
- What other senses might be involved in creation? Was there a sound in creation? Was there a sense of touch? A smell or taste?
10 minutes (Instructions about process and materials)
Facilitator will demonstrate the use of tools and materials that will be used to make the artwork. Different techniques can be researched and used depending on budget and materials available at camp. You should be prepared to do some internet research and try some different things at camp.
30 minutes (making the artwork)
Participants create their artwork
10 minutes (Show and share)
Once the participants have completed the artwork and cleaned up the materials, line up all the art on the table and ask participants to walk around the room and choose something great in somebody else’s work or about their own experience in making art that they would like to comment on.
Facilitator reads a part of the creation story where God evaluates the creation and says that “It was good”. Then the facilitator highlights that when we look for, find, and articulate what is good in our artistic creations we are learning an important idea of artistic practice from a Jewish text. We learn that as artists, we have to always look for the good in the world and in art.
וַיְבָרֵךְ אֱלֹהִים אֶת־הָאָרֶץ וַיֹּאמֶר אֱלֹהִים יְהוָה
And God saw the light, that it was good;
Every takes a turn saying something about other people’s work.
Additional Notes for Bringing it Back to Camp:
All of the printmaking techniques can be used to make great images of almost anything, so the program can be adapted to explore other ideas by changing the core text that is used to introduce the project. Further, you can alter the size and shape of the final artwork, and make items like cards or bookmarks if these better suit the goals of your specific program.
There are a ton of other techniques that you can learn about. Visit the library before camp or do an internet search to find some other ways that you can use printing inks at camp. One great resource is downloadable from http://art.utk.edu/printmaking/resources/PrintmakingonABudget.pdf
APPENDIXES:
CREATION STORY 1 | 2,031 | 1,095 | {
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Physical Education 8
General Curriculum Outcomes
Students will be expected to
**KNOWING**
A. demonstrate an understanding of the concepts that support human movement
B. demonstrate a knowledge of the components and processes needed to develop and maintain a personal level of functional fitness
**DOING**
C. demonstrate motor skills in all movement categories using efficient and effective body mechanics
D. participate regularly in a variety of activities that develop and maintain personal physical fitness
E. demonstrate creativity in all movement categories
**VALUING**
F. demonstrate positive personal and social behaviours and interpersonal relationships
G. demonstrate positive attitudes toward and an appreciation of physical activity through participation
H. demonstrate awareness of career and occupational opportunities related to physical activities
Specific Curriculum Outcomes
Students will be expected to
**ACTIVE LIVING**
1.1 use relaxation techniques for stress management
1.2 design and analyze a personal nutritional plan
1.3 analyze activities and exercises according to benefits to muscular strength, cardiovascular fitness, flexibility, and endurance
1.4 explain the benefits of and demonstrate warm-up and cool-down activities
1.5 participate in activities that enhance muscular strength, cardiovascular fitness, flexibility, and endurance
1.6 plan how to utilize community resources
**OUTDOOR ACTIVITIES**
2.1 practise the sport of orienteering in a controlled environment
2.2 know and understand the concept of reading a map
2.3 participate in activities or games that demonstrate sensitivity towards the environment
2.4 participate in at least one land-based (e.g., hiking, orienteering) and one water-based (e.g., swimming, canoeing) seasonal activity that practises environmental safety
2.5 review and practise the use of a compass
**DANCE**
3.1 demonstrate learned traditional, line, circle, and square dances from previous grades
3.2 practise new traditional, line, circle, and square dances
3.3 create, with a partner, an aerobic dance sequence to music
3.4 dramatize through dance such things as historical events, movie themes, poetry, or art
3.5 choreograph movement sequences using elements of movement and basic dance steps and patterns
**EDUCATIONAL GYMNASTICS**
4.1 demonstrate safety procedures and practices to avoid unnecessary risks
4.2 experience individual, partner, and small-group balance and counterbalance
4.3 develop and perform, with a partner, a sequence containing basic gymnastic skills on the floor and on small and/or large equipment
**SPORT EXPERIENCE**
5.1 refine sport-specific skills through practise and repetition
5.2 demonstrate the discipline and attitude required to master a skill
5.3 demonstrate an understanding of positioning in offensive and defensive situations
5.4 participate in sport and games using modified rules
5.5 maintain the safety of game play when rules are modified
5.6 demonstrate positive personal and social behaviours that emphasize fair play | 1,477 | 601 | {
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Students often have difficulty finding the least common denominator when they do arithmetic with fractions. In this issue of *Take It to the MAT*, we’ll discuss common denominators and whether the least common denominator is that important.
When adding or subtracting fractions, like $\frac{1}{6} + \frac{3}{8}$, we must have a common denominator. The denominators are much like units of measure, so they must be alike in order to combine the numerators. Adding the fractions $\frac{1}{6}$ and $\frac{3}{8}$ without a common denominator would be like trying to combine 1 yard and 3 inches using a single unit of measure without converting one of them first.
So, when it’s time to add/subtract fractions with unlike denominators we have two options:
(1) Find a common denominator.
(2) Find the least common denominator.
Finding a common denominator is easy—simply multiply the denominators. When finding the sum $\frac{1}{6} + \frac{3}{8}$, we could use 48 as a common denominator. Some teachers call this the quick common denominator. When rewritten with common denominators, we get $\frac{1}{6} + \frac{3}{8} = \frac{8}{48} + \frac{18}{48} = \frac{26}{48}$. The final sum simplifies to $\frac{13}{24}$.
There are several methods to find the least common denominator, which is the least common multiple of the denominators. The most basic is to write multiples of each denominator and find the least that is common to both lists. For our denominators, 6 and 8, the first several multiples are:
| of 6: | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 | 60 | 66 | 72 |
|-------|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| of 8: | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 | 80 | 96 | 108 |
There are many common multiples, but 24 is the least. (Notice the quick common multiple of 48.) Using 24 as a common denominator, we get $\frac{1}{6} + \frac{3}{8} = \frac{4}{24} + \frac{9}{24} = \frac{13}{24}$. We get the same result as before, except that we didn’t have to simplify our sum; $\frac{13}{24}$ is already in simplest form.
That’s the catch to using the quick common denominator. If the two denominators have a common factor, as they do in this case—it’s 2—then the sum/difference will have to be simplified. This is not to say we won’t have to simplify the sum/difference if we use the least common denominator; sometimes we will, sometimes we won’t. It just depends on the values of the numerators.
There are times when finding the least common denominator is preferable to using the quick common denominator, and vice versa. It comes down to a matter of time and the potential for mistakes. Using the quick common denominator always works, but may require some serious computation. Finding the least common denominator may save us from a lot of computation, but finding it can be tedious. Next time we’ll look at a few ways to find the least common denominator other than the method used above. | 1,383 | 777 | {
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Georges Bizet was born in Paris, France. Both his parents were musicians, and they actually wanted their son to become a composer when he grew up! Bizet loved music, but he also loved to read books. His parents wound up hiding his books so that he would spend more time on his music.
When Georges was 10 years old, his father enrolled him in the Paris Conservatory. While there, he wrote his only symphony, but it wasn’t performed until many years after he died. Bizet graduated from the Conservatory with awards in both composition and piano.
Bizet also composed operas, the most famous of which is *Carmen*. When *Carmen* first opened in Paris, the reviews were terrible. Many critics said there were no good tunes in it, so audiences stayed away. During the first round of *Carmen* performances, Bizet died. He was only 36. Four months later, *Carmen* opened in Vienna, Austria, and was a smash hit. It is now one of the most popular operas ever written. Bizet never knew that audiences would come to consider it his masterpiece.
Bizet was also very good at writing dramatic music. The music he wrote for the play *L’Arlesienne (The Girl from Arles)* is still enjoyed today, especially the “Farandole” from the *L’Arlesienne Suite No.2*. A farandole is a dance from Provence, an area in Southern France. Bizet used two traditional French tunes in his “Farandole.” One is a dance; the other is the “March of the Kings,” a traditional French Christmas Carol.
Bailey and Emily are going to go for a sled ride. The music begins with a march. Can you hear them march up the long hill?
Emily goes first. She glides down the hill to a new tune. What fun!
Bailey joins in and follows Emily down the hill. Can you hear both melodies? They are following each other.
Down at the bottom of the hill, a snow couple have a musical conversation.
The kids and the snowman play together. Can you hear both melodies at the same time? Listen for the cymbals as they play in the snow.
Snow Fun!
Write two sentences about each of the snowmen pictured below. Choose one of your ideas to develop into a story. How did the snowman come to be pictured this way? What is going to happen next? Think about the kind of musical instruments you could use for the telling of your story. Compose a theme for your snowman and use your instrument of choice. You could even write your own song and record it on a tape recorder. It’s snow much fun!
Where do giant Eskimos live?
In Bigloos
Knock, Knock
Who’s there?
Tuba
Tuba who?
Tuba Toothpaste
Where does Santa swim?
In the North Pool
Why not create your own original piece of art while listening to “Farandole.”
Draw a picture, or write your own story, if you wish, on blank 8 1/2” x 11” paper. Send us your art and we may post it on our Classics for Kids website for you to share with others.
Our address is:
Classics for Kids
c/o WGUC
1223 Central Parkway
Cincinnati, OH 45214
Or E-mail us at email@example.com
Listen Up - (circle) the correct answer
1. The music begins with a march dance
2. This melody is a pop song carol
3. The dynamic stays the same changes | 1,206 | 752 | {
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Every Child should be Injury Free!
The National Playground Safety Institute says every year more than 200,000 children are treated in emergency departments because of injuries that took place on playgrounds. About 45% of playground-related injuries are severe—fractures, internal injuries, concussions, dislocations, and amputations. About 75% of the nonfatal injuries related to playground equipment occur on public playgrounds Most occur at schools and daycare centers.
Supervise children at the playground
- Make sure the playground has no blind spots. You need to be able to see the children you want to supervise.
- Remove all drawstrings from children’s clothing before they enter the playground. Other loose objects like necklaces should also be removed.
- Never let a child play on playground equipment wearing a bicycle helmet. While a child should always wear a bicycle helmet while riding his or her bike, he or she should remove it before playing at the playground because of the potential strangulation hazard.
Survey the playground site
- Before allowing children to play, inspect the playgrounds for hazards such as broken glass, litter, sharp objects, broken equipment, etc.
- Watch the playground for tripping hazards like exposed concrete footings, tree stumps, and rocks.
Check the equipment
- Know which types of equipment are appropriate for your child’s age and make sure that he or she plays on the appropriate equipment for his or her age group.
- Check the equipment’s temperature before letting children play on it. Metal equipment can cause serious burns in hot, sunny weather. Metal equipment, particularly slides, should be in shaded areas. Children must wear shoes on the playground.
- Make sure elevated surfaces, like platforms and ramps, have guardrails to prevent falls.
- Make sure that all spaces on equipment measure less than 3½ inches or more than 9 inches. Spaces between these two measurements can entrap children.
Make sure there is no dangerous hardware like protruding bolts and open S-hooks that would catch a child’s clothing. The gap in S-Hooks should not admit a dime.
Check the equipment for sharp edges or points that could cut a child’s skin.
Check the playground regularly to see that the equipment is in good condition and free of missing or broken or missing parts, and/or hardware. Wood equipment should be free of rot and splinters and plastic equipment should not be cracked.
**Examine the surfacing**
Check the playground’s surfacing to make sure it’s appropriate. Acceptable surfaces include loose-fill materials such as engineered wood fiber, shredded rubber, and sand or pea gravel. However without consistent maintenance these surfaces can hide hazardous materials. Make sure loose fill surfaces like wood chips are at the proper depth. Most playground safety groups recommend 12 inches of loose-fill material.
Better options include synthetic surfaces such as rubber tiles, mats or poured surfaces. Hard surfacing like asphalt, concrete, dirt and/or grass should never be used under equipment.
Check to make sure that appropriate surfacing is under all equipment and its use zones. Generally fall zones for equipment are six ft in all directions. For swings the length of the fall zone should be twice the height of the beam from which the swing hangs.
Report any unsafe condition immediately to the owner or operator of the playground: principal of the school, director of the children’s center or director of the park.
For more information go to [www.InjuryFree.org](http://www.InjuryFree.org) | 1,393 | 696 | {
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1 Thermodynamics: Equations and constants
• Energy, speed, wavelength and frequency
– Speed of light \( c = 299,792,458 \) meters/second \( = 3 \cdot 10^8 m/s \)
– Wavelength \( \lambda \), frequency \( \nu \):
\[ c = \lambda \cdot \nu \]
– Energy E, Planck’s constant \( h = 6.63 \cdot 10^{-34} \) Joule-seconds
\[ E = h \cdot \nu. \]
Example: The energy of a single photon in a microwave (wavelength \( 10^{-2} \) meters, frequency \( 3 \cdot 10^{10} \) Hertz) is
\[ E = h \cdot \nu = (6.63 \cdot 10^{-34}) \cdot (3 \cdot 10^{10}) = 2 \cdot 10^{-23} J \]
a very, very small amount of energy. Kitchen microwaves have to put out billions of billions of photons to be able to heat up your food.
• Planck’s law of radiation: The intensity of radiation with frequency \( \nu \) coming from an object of temperature \( T \) is
\[ I(\nu, T) = \frac{2h\nu^3}{c^2} \frac{1}{e^{h\nu/kT} - 1} \]
where \( k = 1.38 \cdot 10^{-23} \) Joules per Kelvin is the Boltzmann constant.
• Wien’s displacement law: The wavelength of the maximum amount of radiation is
\[ \lambda_{max} = \frac{b}{T} \]
where \( b = 2.9 \) millimeters-Kelvin is another constant.
Example: The sun emits light in the visible part of the spectrum, with a wavelength around 502 nanometers, or .0005 millimeters. From Wien’s law, the temperature of the sun is about
\[ T = b/\lambda_{max} = 2.9/.0005 = 5777 K \]
Example 2: Mammals have body temperatures around 310 Kelvin (37 degrees Celsius, 98.6 degrees Fahrenheit). From Wien’s law, most of the radiation coming off of us has wavelength
\[ \lambda_{max} = b/T = 2.9/310 = .00936 mm \]
or about \( 10^{-5} \) meters. This corresponds to infrared radiation.
• Stefan-Boltzmann law: The total amount of power radiated by an object at temperature \( T \) is
\[ P = \epsilon \sigma \cdot T^4 \]
where \( \sigma = 5.67 \cdot 10^{-8} \) watts per square meter per \( K^4 \) and \( \epsilon \) is called the emissivity of the object.
Example: If the sun were a perfect radiator (\( \epsilon = 1 \)), then
\[ P = \sigma \cdot T^4 = (5.67 \cdot 10^{-8}) \cdot (5777)^4 = 6.3 \cdot 10^7 \]
is the power output per square meter. The radius of the sun is about 696,000 kilometers, so its surface area is $6.1 \cdot 10^{12}$ square kilometers. The total energy output of the sun is
$$3.8 \cdot 10^{26} \text{ Watts}.$$
This is about 25 trillion times the total amount of power consumed worldwide ($474 \cdot 10^{18}$ Joules per year, or $2.53 \cdot 10^{13}$ Watts).
Example 2: The average temperature of the surface of the earth is about 15 degrees Celsius (59 degrees Fahrenheit), or 288 Kelvin. The earth is not a perfect radiator, but instead has an emissivity of $\epsilon = .6$. The power output is
$$P = (5.67 \cdot 10^{-8}) \cdot (288)^4 = 390$$
Watts per square meter. (Recall that the incoming energy is on average 250 Watts per square meter.) The earth has a surface area of $5 \cdot 10^8$ square kilometers, so the total output of the earth is
$$2 \cdot 10^{17} \text{ Watts}$$
or 8,000 times the worldwide power consumption. | 1,754 | 972 | {
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The basic unit of the Chinese language is the zi (字), i.e. a Chinese word. Each zi has a written form (called a character, made up of strokes), a sound (made up of consonant and vowel) and a meaning (or multiple meanings). When we speak or write Chinese, we string zi together to form terms, phrases and sentences.
In Putonghua (the spoken form of Modern Standard Chinese) each zi is pronounced in one of four tones:
1st tone: 1 = diacritical mark — pitch: 5 to 5, highest prolonged
2nd tone: 2 = diacritical mark / pitch: 3 to 5, middle to high
3rd tone: 3 = diacritical mark U pitch: 2 to 1 to 4, low to lowest to high
4th tone: 4 = diacritical mark \ pitch: 5 to 1, highest to lowest)
To pronounce each zi below, follow its pinyin and the given tone number. Light-sound words, which have no definite pitch, carry no diacritical mark and are marked by 0.
This week: Words about Moses crossing the Red Sea
出
Putonghua pronunciation: chu1
Cantonese pronunciation: chut1
Meanings: emerge, exit, out, leave
Ideogram 出 indicates sprouting/emerging plants. 出現 (chu1 xian4 = emerge~show) = appear. 出發 (chu1 fa1 = out~leave) = depart. 出差 (chu1 chail1 = depart~errand/mission) = away on business trip. 出入 (chu1 ru4 = exit~enter) also means account/calculation’s discrepancy.
出身 (chu1 shen1 = come-out~body) means person’s social position at birth. 出版 (chu1 ban3 = bring-out~edition) = publish. Monk/nun 出家 (chu1 jia1 = leave~home, join monastery/ convent).
Christianity’s 舊約聖經 (jiu4 yue4 sheng4 jing1 = old~contract~holy~scripture = Old Testament Bible) recorded 以色列 (yi3 se1 lie4 = “Israel”~transliterated)’s history. In 出埃及記 (chu1 ai1 ji2 ji4 = out~“Egypt”-transliterated~record) = Book of Exodus, 先知 (xian1 zhi1 = previous~know = prophet) Moses led Israelites 逃出 (tao2 chu1 = escape~out-of) Egypt.
by Diana Yue | 988 | 554 | {
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Nearly half a century later, the educator and revolutionary Li Dazhao 李大釗 (1889–1927) lived and worked not far from the Yuan Ming Yuan. In the early Republic, perhaps in a mood of reverie, he penned the following lines:
Jade-like balustrades and lustrous pavilions sleep forever
in the embrace of greening grasses and windswept sands;
Terraces and gazebos are frequented now only by the footprints of animals and the passage of birds.
Broken stelae lie buried in the dirt, while the palace attendants of yesteryear have grown old.
Sifting aimlessly in the long grasses, what do they search for in the rubble of the past?60
The Summer Palace
In the early 1870s, there was a fitful attempt by the Court to restore parts of the palace, and rebuild some precincts of the original Yuan Ming Yuan. The construction work was ostensibly aimed at providing the Regent Empresses, “exhausted by the labour of many years,” as the Tongzhi Emperor put it when he reached his majority, with a garden retreat. In reality, Tongzhi’s mother the Empress Dowager Cixi 慈禧, who had first lived in the Yuan Ming
Yuan as the main concubine of Xianfeng, was anxious to have the much-beloved pleasance rebuilt for herself. To this end elaborate plans were drawn up, models (tangyang 燙樣) of pavilions were made by the Imperial architects, the Lei Family 雷氏, and the restoration begun in 1873. Officials concerned by the political chaos and natural catastrophes facing the empire strenuously protested that such extravagance could not be justified. Although the reconstruction was eventually called to a halt in 1874, it was not before a number of buildings had been restored and much debris cleared from the area around the emperor's quarters.
Following this short-lived attempt at resuscitation, a second wave of destruction was unleashed on the grounds by the imperial house when it was decided to refurbish instead the Qingyi Yuan (Park of Clear Rippling Waters, now renamed Yihe Yuan, the Garden of Harmonious Old Age) to accommodate Cixi's 'retirement' in the 1890s. To carry out this project given the strictures on imperial finances and resources, the Yuan Ming Yuan became the object of exploitation. Thence began its long career of supplying other gardens and retreats of Peking with the wherewithal for their own existence. Most of the remaining buildings in the Yuan Ming Yuan were torn down for the bricks, tiles, wooden columns and stone-work required for the construction of the new Summer Palace.
In the Service of the Revolution
The third great sacking of the gardens began shortly thereafter, in 1900, when trees (numbered in their thousands) and the wooden pillars in the few extant structures, as well as the surviving wooden bridges, were cut or pulled down and stored in the township of Qinghe 清河 for sale or for the manufacture of charcoal.
Added to this was the ruinous confusion of the Boxer Rebellion. Following the occupation of the imperial capital by foreign troops, soldiers were also billeted in the imperial gardens. Bannermen, whose villages surrounded the Yuan Ming Yuan, having found themselves defeated and without effective leadership, now formed marauding gangs and ransacked the grounds in search of profit. They reportedly destroyed all of the remaining trees and buildings of the gardens in the space of a month.
After the 1911 Revolution it was the stones, bricks and rockeries of the palaces that came under threat. The administrators of the Summer Palace, overseen by the Bureau of Household Affairs (Neiwu fu 內務府), who also had jurisdiction over the Yuan Ming Yuan, deprived of their former emoluments now relied for a considerable portion of their income on the proceeds of the sale of materials taken from the old palace grounds. It was not until 1924 that the Bureau even determined the exact area covered by the Yuan Ming Yuan gardens, when Reginald F. Johnston, English tutor to the Xuantong 宣統 Emperor Puyi 溥儀, was put in charge of the western pleasances.
For six generations dating from the mid-Kangxi period the Lei Family (Yangshi Lei 樣式雷) were the imperial architects commissioned to design buildings for the Yuan Ming Yuan. The Leis were reduced to poverty following the founding of the Republic and sold the models and materials related to the gardens to the Beiping Library, now the Peking National Library. See Zhang Enyin, Yuan-mingyuan bianqian shitanwei, p.178.
Qingdai dang'an shiliao: Yuanmingyuan, vol.1, p.743.
For the details of which Bannermen groups destroyed the various sections of the palace see Zhao Guanghua, "Yuanmingyuan jiqi shuyuande houqi pohuai liju," p.14.
For details see Qin Guojing, Xun Qing huangsbi yishi [Anecdotes from the former imperial family of the Qing] (Beijing: Zijincheng Chubanshe, 1985), pp.87-8.
Reginald F. Johnston, Twilight in the Forbidden City, reprint ed. (Hong Kong: Oxford University Press, 1985), p.358. | 1,971 | 1,135 | {
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SpeedLabs
MATHS
CBSE 7th
TEEVRA EDUTECH PVT. LTD.
Q.1 Construct $\Delta XYZ$ in which $XY = 4.5 \text{ cm}$, $YZ = 5 \text{ cm}$ and $ZX = 6 \text{ cm}$.
Sol: The rough figure of this triangle is as follows.
The required triangle is constructed as follows.
(i) Draw a line segment $YZ$ of length $5 \text{ cm}$.
(ii) Point $X$ is at a distance of $4.5 \text{ cm}$ from point $Y$. Therefore, taking point $Y$ as centre, draw an arc of $4.5 \text{ cm}$ radius.
(iii) Point $X$ is at a distance of $6 \text{ cm}$ from point $Z$. Therefore, taking point $Z$ as centre, draw an arc of $6 \text{ cm}$ radius. Mark the point of intersection of the arcs as $X$. Join $XY$ and $XZ$.
$XYZ$ is the required triangle.
Q.2 Construct an equilateral triangle of side $5.5 \text{ cm}$.
Sol: An equilateral triangle of side $5.5 \text{ cm}$ has to be constructed. We know that all sides of an equilateral triangle are of equal length. Therefore, a triangle $ABC$ has to be constructed with $AB = BC = CA = 5.5 \text{ cm}$.
The steps of construction are as follows.
(i) Draw a line segment $BC$ of length $5.5 \text{ cm}$.
(ii) Taking point $B$ as centre, draw an arc of $5.5 \text{ cm}$ radius.
(iii) Taking point $C$ as centre, draw an arc of $5.5 \text{ cm}$ radius to meet the previous arc at point $A$.
(iv) Join $A$ to $B$ and $C$.
ABC is the required equilateral triangle.
Q.3 Draw $\Delta PQR$ with $PQ = 4 \text{ cm}$, $QR = 3.5 \text{ cm}$ and $PR = 4 \text{ cm}$. What type of triangle is this?
Sol: The steps of construction are as follows.
(i) Draw a line segment $QR$ of length $3.5 \text{ cm}$.
(ii) Taking point $Q$ as centre, draw an arc of $4 \text{ cm}$ radius.
(iii) Taking point $R$ as centre, draw an arc of $4 \text{ cm}$ radius to intersect the previous arc at point $P$.
(iv) Join $P$ to $Q$ and $R$.
$\Delta PQR$ is the required triangle. As the two sides of this triangle are of the same length ($PQ = PR$), therefore, $\Delta PQR$ is an isosceles triangle.
Q.4 Construct $\Delta ABC$ such that $AB = 2.5 \text{ cm}$, $BC = 6 \text{ cm}$ and $AC = 6.5 \text{ cm}$. Measure $\angle B$.
Sol: The steps of construction are as follows.
(i) Draw a line segment $BC$ of length $6 \text{ cm}$.
(ii) Taking point $C$ as centre, draw an arc of $6.5 \text{ cm}$ radius.
(iii) Taking point $B$ as centre, draw an arc of radius $2.5 \text{ cm}$ to meet the previous arc at point $A$.
(iv) Join $A$ to $B$ and $C$.
$\Delta ABC$ is the required triangle. $\angle B$ can be measured with the help of protractor. It comes to $90^\circ$. | 1,530 | 824 | {
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Skills for Reading
**Bedtime books**—these books are for you to share together. Some skills to help develop your child’s reading could include:
- Encourage your child to join in with any repetition.
- Help your child spot any tricky words that they know.
- Ask questions about who, what, where, why, how.
- Encourage your child to retell the story to you, using the pictures and what parts of the story they
Top tips for bedtime books (reading for pleasure)
Choose a book together, that YOU will read to the child.
Talk about the pictures and what is happening in the story.
Read with expression e.g. putting on character voices.
Make it a relaxed and happy time—the aim of this type of reading is to show children that reading is fun.
Bedtime Book
*Bedtime Books* will be sent home with your child each week. These will be available for you to change whenever you like. Please be sure to return your bedtime book before swapping it for another.
Skills for Reading
**Phonics based books**— these books will match what sounds your child already knows and are intended to build fluency. Some skills to help develop your child’s phonics reading could include:
- Allow your child time to spot the sounds throughout the book before reading the story.
- Encourage them to read any tricky words without sounding out.
- Once your child has read the book once, keep reading it and encourage them to remember the words, rather than having to sound them out again.
Top tips for reading a phonics book
1. Encourage child to use pure sounds e.g. ‘b’ not ‘buh’
2. Re-read the book many times to improve fluency.
3. Encourage children to say ‘tricky words’ such as ‘the’ without sounding out.
4. If children are stuck, they need to break down the word using the sounds e.g. c-a-t and then blending them back together “c-a-t, blend the sounds together, cat”.
5. Ask children simple questions about the book, to check
Phonics Based Reading
A weekly *phonics book* will be sent home for your child, by teachers. This is for children to read themselves, at their level, with an adult.
The book will be chosen according to what sounds they are already confident in to help build fluency.
Please note that your child will not be sent a new Phonics book home until the previous one has been
A useful link to how to say the ‘pure sounds’: [https://www.youtube.com/watch?v=BqhXUW_v-1s](https://www.youtube.com/watch?v=BqhXUW_v-1s) | 932 | 557 | {
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STOPWASTE SCHOOLS PRESENTS THE 6TH ANNUAL
MAY THE 4RS BE WITH YOU
ART & MEDIA CONTEST
CALLING ALL ACTION HEROES AND AMBASSADORS!
Join youth and families across Alameda County in sharing your stories of action and community that represents how you are part of the (Re)Generation – an intergenerational collective identity for people committed to building a regenerative earth. Through any storytelling medium that you choose (i.e. video, photography, illustration, written or oral stories, and more), showcase how you use the 4Rs (Reduce, Reuse, Recycle & Rot) or come up with your own "R" actions to inspire others.
SUBMISSION & JUDGING CRITERIA
Build on the popularity of May the 4th - May the 4Rs Be With You - Star Wars reference or choose your own fun theme!
Promote environmental awareness of the 4Rs or choose your own "R"s that spotlight upstream solutions to preventing waste in the first place.
Showcase yourself and how you are part of the (Re)Generation – a collective identity for people committed to rebuilding a regenerative earth.
Get creative and share your story in any medium you choose in visual arts, performing arts, literary arts, culinary arts and more!
All participants must sign a photo release and maintain appropriate school media guidelines. Use of copyrighted material is prohibited.
WINNING CATEGORIES
Awards will be given to both individuals and groups in four age-based categories – elementary, middle, high school & adult. Placement considerations are based on the submission & judging criteria
| INDIVIDUAL | GROUP/FAMILY |
|------------|--------------|
| $100 first place | $150 first place |
| $50 second place | $100 second place |
| $25 third place | $50 third place |
OVERALL GRAND PRIZE: $200
The Celebration is open to all but monetary awards will only be given to those who reside, live, or work in Alameda County.
TO ENTER THE CONTEST & LEARN MORE
1. Complete and upload your submission
https://bit.ly/maythe4rsbewithyou2022
If you have any trouble uploading your submissions, contact us at firstname.lastname@example.org.
2. Download and fill out the photo release form and email it to email@example.com
http://bit.ly/stopwastephotorelease
https://bit.ly/permisodefoto
DEADLINE FOR SUBMISSIONS IS MONDAY, MAY 30, 2022
Learn more about the contest at www.StopWaste.org/Maythe4RsBeWithYou
Questions? Email firstname.lastname@example.org
Click the links below to the stories and resources that may help inspire your own "R" actions.
Watch the video that inspired our Earth Day Actions in 2020.
"Together we can support a (Re)Generative Recovery by rethinking what is possible... We are not Boomers, Gen X-ers, Millennials, Gen Z, or whatever comes after Gen Z. We are living at this pivotal moment, we are all part of the (Re)Generation."
Video: Regenerative Recovery
https://bit.ly/regenerativerecovery
Reflect on how you are part the (Re)Generation in this activity pulled from the full "We are the (Re)Generation" Toolkit.
What "R" actions do you take that makes you part of the (Re)Generation?
Activity: I am Part of the (Re)Generation
https://stopwaste.org/regenerationactivity
2020 & 2021 CONTEST SUBMISSIONS & STORIES
Read Satyam's Story
www.stopwaste.org/saytams4rs
Read Isabelle's Story
www.stopwaste.org/isabelles4rs
Read Seah's Story
www.stopwaste.org/seahs4rs
Watch the Greenkeeper's Mini-Documentary – Fast Fashion
https://bit.ly/greenkeepersfastfashion
Watch Bahia's How-To Tutorial - Reuse Box (in Spanish)
https://bit.ly/bahiavideo
Watch the Eco Club's Music Video - Save the earth
https://bit.ly/slshecoclubmusicvideo
LEARN MORE ABOUT THE CONTEST AND READ MORE STORIES AT
WWW.STOPWASTE.ORG/MAYTHE4RSBEWITHYOU
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Some manuscripts are missing and your task is to find them. Robert Louis Stevenson included lots of references to Edinburgh in his writing so Edinburgh seems a good place to piece together some clues and find the missing manuscripts.
1. Chart your path
Go to www.litlong.org. On the filter menu, select author (Robert Louis Stevenson), maximum (date range and number of locations).
Use the clues over the page to find each excerpt. Select ‘Make a Path’ for the first excerpt, then ‘Add excerpt to Path’. Select ‘Finish path’ (Filter menu) to complete your path.
TIP
If you’re not already familiar with Edinburgh, why not run a map application alongside LitLong?
2. Follow clues
Use the clues below to create a path of RLS excerpts. You must create your path of excerpts in the correct order otherwise the cipher will not work in Part 3.
1. Lothian Road – fairyland
2. Princes Street (east), published in 1897 – a myth and a risk
3. Edinburgh Castle - inheritance
4. Lauriston Place – hard up, a journey
5. Chalmers St– yarn craft
6. Horse Wynd- unusual bubblebath
7. Drummond Street – a vision
8. Queen Street – martial arts view
9. Ravelston – desiring camouflage
The Misadventures of John Nicholson
...The rooks were awake in Randolph Crescent: but the windows looked down, discreetly blinded, on the return of the prodigal. John’s pass-key was a recent privilege; this was the first time it had been used, and, oh! with what a sickening sense of his unworthiness he now inserted it into the well-oiled lock and entered that citadel of the proprieties! All slept; the gas in the hall had been left faintly burning to light his return; a ...
- Robert Louis Stevenson, 1887
3. Decipher location
Using the path you’ve created and the cipher below, decrypt the location of the missing manuscripts. Codes reveal a single letter that will spell out a placename.
| Code | Letter |
|--------|--------|
| W5L3 | |
| W7L11 | |
| W10L4 | |
| W6L3 | |
| W12L4 | |
| W6L1 | |
| W11L3 | |
| W2L4 | |
| W15L1 | |
4. Send us your answer
Email your answer to:
firstname.lastname@example.org
Delight in the regard of your peers on Twitter:
@litlong #RLSFOUND
..just don’t broadcast your answer!
Deadline for entries:
Friday 17th November (5pm)
Winner announced:
24th November
About Litlong
LitLong is a unique map of literary Edinburgh. Behind it sits a database of 50,000 excerpts from around 550 books (novels, short stories, letters, memoirs). Excerpts feature the use of an Edinburgh place name, allowing each to be given a set of coordinates and pinned to the map. The database was created using state of the art text-mining tools by a project team involving researchers in both English Literature and Informatics at The University of Edinburgh. | 1,401 | 698 | {
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DIRECTIONS FOR MONTHLY CASH FLOW Plan
Cash flows in and out each month. Make sure you tell it where to go!
Yes, this budget form has a lot of lines and blanks. But that’s okay. We do that so we can list practically every expense imaginable on this form to prevent you from forgetting something. Don’t expect to put something on every line. Just use the ones that are relevant to your specific situation.
1. LIST YOUR MONTHLY TAKE HOME PAY.
This is the amount you have for the month to budget. So far so good, huh?
2. START AT THE TOP AND WORK DOWN.
Within each main category, such as Food, there are subcategories, like Groceries. Start at the top and work your way down, filling out the Planned column first. Add up each subcategory and put that number in the Total box. Also, pay attention to Dave’s recommended percentages. This will help you keep from budgeting too much for a category.
3. DO THE MATH FOR A ZERO BALANCE.
Finally, enter your take-home pay in the top box at the end of the page, then add up all Planned categories and place that total in the Category Totals box. Then subtract your Category Totals amount from your Take-Home Pay. You should have a zero balance. Doesn’t that feel great?
4. LIST WHAT YOU ACTUALLY SPENT.
When the month ends, put what you actually spent in the Spent column. That will help you make any necessary adjustments to the next month’s budget.
MONTHLY CASH FLOW PLAN
Cash flows in and out each month. Make sure you tell it where to go!
Monthly Take-Home Pay
**GIVING**
| Category | Planned | Spent |
|--------------|---------|-------|
| Church | | |
| Charity | | |
| **Total (10-15%)** | | |
**FOOD**
| Category | Planned | Spent |
|--------------|---------|-------|
| Groceries | | |
| Restaurants | | |
| **Total (5-15%)** | | |
**SAVINGS**
| Category | Planned | Spent |
|--------------|---------|-------|
| Emergency Fund | | |
| **Total (10-15%)** | | |
**TRANSPORTATION**
| Category | Planned | Spent |
|--------------|---------|-------|
| Gas | | |
| Maintenance | | |
| **Total (10-15%)** | | |
**HOUSING**
| Category | Planned | Spent |
|--------------|---------|-------|
| Mortgage/Rent| | |
| Water | | |
| Natural Gas | | |
| Electricity | | |
| Cable/Internet| | |
| Other | | |
| **Total (25-35%)** | | |
**PERSONAL**
| Category | Planned | Spent |
|--------------|---------|-------|
| Clothing | | |
| Phone | | |
| Fun Money | | |
| Hair/Cosmetics| | |
| Other | | |
| **Total (5-10%)** | | |
*Dave’s Recommended Percentages*
Once you have completed filling out each category, subtract all category totals from your take-home pay.
Use the “income sources” form if necessary.
Add up totals from each category.
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Red Lake Red Currant
*Ribes rubrum 'Red Lake'*
Height: 4 feet
Spread: 3 feet
Sunlight: ☀️ ☀️
Hardiness Zone: 3a
Other Names: R. sativum
**Description:**
A medium-sized shrub grown for its tasty red berries in summer, good for jam; quite stiff and upright, becoming looser with age; best for a reserved spot in the orchard or fruit garden, can be susceptible to mildew so allow for good air movement.
**Edible Qualities**
Red Lake Red Currant is a small shrub that is commonly grown for its edible qualities, although it does have ornamental merits as well. It produces clusters of red round berries which are usually ready for picking from early to mid summer. The berries have a tart taste and a juicy texture.
The berries are most often used in the following ways:
- Preserves
- Wine-Making
**Features & Attributes**
Red Lake Red Currant has rich green deciduous foliage on a plant with an upright spreading habit of growth. The lobed leaves turn yellow in fall. It features an abundance of magnificent red berries in early summer.
This is a dense multi-stemmed deciduous shrub with an upright spreading habit of growth. Its relatively fine texture sets it apart from other landscape plants with less refined foliage. This plant will require occasional maintenance and upkeep, and is best pruned in late winter once the threat of extreme cold has passed. It is a good choice for attracting birds to your yard. Gardeners should be aware of the following characteristic(s) that may warrant special consideration;
- Disease
Aside from its primary use as an edible, Red Lake Red Currant is suitable for the following landscape applications;
- Orchard/Edible Landscaping
**Planting & Growing**
Red Lake Red Currant will grow to be about 4 feet tall at maturity, with a spread of 3 feet. It tends to fill out right to the ground and therefore doesn't necessarily require facer plants in front. It grows at a medium rate, and under ideal conditions can be expected to live for approximately 20 years. This is a self-pollinating variety, so it doesn't require a second plant nearby to set fruit.
This shrub is quite ornamental as well as edible, and is as much at home in a landscape or flower garden as it is in a designated edibles garden. It does best in full sun to partial shade. It prefers to grow in average to moist conditions, and shouldn't be allowed to dry out. It is not particular as to soil type or pH. It is somewhat tolerant of urban pollution. This is a selected variety of a species not originally from North America. | 1,019 | 569 | {
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