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Too much sodium (salt contains sodium) in our diet can lead to high blood pressure. One-in-five Canadians has high blood pressure, which is a significant risk factor for stroke, heart attack and kidney disease.
There are no obvious signs or symptoms, which is why it is often labeled ‘the silent killer.’ The only way to determine whether you have high blood pressure is to measure it.
Making lifestyle changes and reducing your daily intake of sodium can help significantly reduce high blood pressure and related health problems.
Health Canada’s sodium targets for the average Canadian is 2,300 mg by 2016 and 1,500 mg as a long range goal. The average Canadian currently consumes more than double the 2016 target.
\(^1\) Hypertension Canada (www.hypertension.ca)
TOO MUCH SODIUM IN OUR DIET CAN LEAD TO HIGH BLOOD PRESSURE
www.chicken.ca
WANT TO BE HEALTHIER AS PER EATING WELL WITH CANADA’S FOOD GUIDE?
Start with a healthy, well-balanced diet.
- Eat three meals per day and ensure that each includes a protein source, a few vegetables sources (fruit at breakfast) and a grain source.
- Try to eat protein snacks between meals to avoid being overly hungry. This will help keep your meal portion sizes in check.
- Keep your eye on processed foods, as they may contain high levels of sodium. Read the label carefully.
TIPS TO KEEP YOUR BLOOD PRESSURE IN CHECK:
- Plan your meals! Most people who do not plan their meals may choose quick, convenient and easy foods to prepare which are usually loaded with sodium.
- Cook more and reduce sodium! Weekend batch cooking is a great time saver for the busy week. In making homemade soups, casseroles and entrees, you can reduce the amount of sodium and salt-containing ingredients used.
- Use natural flavour enhancers like lemon juice, garlic, herbs or onions. Premixed herb products naturally low in sodium are available. Condiments such as mayonnaise, ketchup and dips are loaded with sodium (and fats).
- Eat fresh food! Salt is often added to food to increase its shelf life. Try to eat as close to the farm as possible and enjoy fresh foods more often. Keep the ingredients simple.
- Read the “Nutrition Facts” panel found on most packaged foods.
Try to choose foods with less than 200 mg of sodium. If you choose a food higher in sodium, make sure your total meal contains no more than 800 mg of sodium.
- Be active! Regular activity and exercise have been proven to prevent and/or reduce many health challenges, especially high blood pressure. Try to be active more than 4 times per week. Exercise increases your metabolism and helps with cardiovascular fitness.
- Maintain a healthy weight! Being at a healthy weight with less body fat is helpful for your heart, as it does not have to work so hard. Having less weight around your midsection will also significantly reduce your risk of high blood pressure, heart problems and diabetes.
- Avoid excess alcohol! Alcohol can increase your blood pressure. Women should have no more than 1 alcoholic drink per day. Men should have no more than two drinks per day.
CHICKEN IN APPLE MUSTARD SAUCE
Serves: 4
Nutritional content per serving:
calories 470 | protein 62 g | total fat 10 g |
saturated fat 5 g | carbohydrate 28 g | fibre 3 g |
cholesterol 170 mg | sodium 165 mg | potassium 28% |
calcium 4% | iron 10% | vitamin A 25% | folate 4% |
vitamin C 25% | vitamin B12 51%
Visit www.chicken.ca for this recipe and more nutritious meal ideas. | 1,664 | 776 | {
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Positive Parenting
Give your child the best start in life
All parents want the very best for their children. Positive parenting can help by increasing parents’ confidence and improving their relationships with their children. This leaflet tells you about:
- Positive parenting and how it encourages better behaviour
- Why smacking can be harmful to children
**If you fail to prepare, prepare to fail.**
Children are amanat (trust) from Allah. We are required to protect them for the sake of Allah.
It is the responsibility of all parents and carers to nurture and educate their children so that they receive the best start in life.
It is the responsibility of all adults to protect and respect children so that they grow up to feel valued and important.
**Parental love is mercy from Allah**
Prophet Muhammad peace be on him said, “Show mercy to those on earth, and Allah will show mercy to you.”
Hazrat Anas (Prophet’s companion) said, “I never saw anyone who was more compassionate towards children than the Messenger of Allah.”
*Children are watching their parents all the time. Sometimes even small actions can make BIG and lasting impressions.*
**How parents can encourage their children**
- Provide lots of love and affection from the very start
- Show good behaviour by remaining calm and consistent
- Recognise, praise and reward their children when they have done well
- Talk with their children and listen to their problems
- Involve their children in family decisions
- Take special interest in their children’s lives
*Praise and encouragement are more effective in achieving good behaviour than criticism and punishment.*
**Controlling anger**
It is important for parents to control their anger and frustration.
Prophet Muhammad peace be on him said, “The strong is not the one who overcomes people by his strength, but the strong is the one who controls himself while in anger.”
If occasionally parents do end up shouting or smacking their children, it is better to say sorry. It will help children learn to say sorry too.
What smacking can do to children
- Smacking makes children resentful and angry
- Smacking makes children defiant and challenging
- Smacking makes children feel humiliated and undermines their self-confidence
- Smacking can cause serious injuries to children
‘If smacking works, why do you have to keep on doing it?’ (NSPCC)
For more information, please telephone:
Social Services Information Points:
Cleckheaton 01274 335072
Dewsbury 01924 325070
Huddersfield 01484 223000
Email email@example.com
NSPCC Asian Child Protection Helpline:
Freephone 0800 096 7719 (Mon-Fri 11am-7pm)
For further copies of this leaflet, please contact:
Kirklees Parenting Support Forum, Ground Floor, Oldgate House,
2 Oldgate, Huddersfield, HD1 6QW. Tel 01484 225353
Email firstname.lastname@example.org
Visit our website www.kirklees.gov.uk/parenting
© Shakeel Hafez, Child Protection & Review Unit,
Westfields, Mirfield, WF14 9PW.
Tel 01924 483749 | 1,329 | 681 | {
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The Challenge
The purpose of the Beat the Stress Challenge is to find new ways to manage your stress. Try a different activity each week and see what suits you best. Track your weekly participation on this worksheet for six weeks to complete the challenge!
The Goal
Choose one stress-reducing activity each week from the list provided and write it in on the tracker below. Complete each activity three times in that week to earn one point. Check the box to mark it complete. Earn six points by the end of the campaign to complete the challenge.
| Week | Activity | Complete |
|------|----------|----------|
| 1 | | □ |
| 2 | | □ |
| 3 | | □ |
| 4 | | □ |
| 5 | | □ |
| 6 | | □ |
Turn in your completed activity tracker to ________________________ by ________.
Choose a stress-reducing activity to complete each week!
- Listen to relaxing music. Go to an online radio station like Pandora.com or Radionomy.com to find relaxing sounds.
- Take a warm bath before bed.
- Share a meal with friends or family. Spending time with others and building relationships reduces stress long-term.
- Walk each day for 30 minutes. This can be broken up into three 10-minute increments.
- Try progressive muscle relaxation. This technique reduces tension in your muscles and relaxes your entire body.
- Start by tensing and relaxing the muscles in your toes, then work your way up to your neck and head.
- Tense your muscles for at least 5 seconds and then relax for 30 seconds. Repeat.
- Get 7-9 hours of sleep each night. Getting regular sleep is one of the best ways to reduce stress.
- Watch a funny video clip on YouTube.com or your favorite comedy. Laughter is good medicine!
- Go on a hike or visit a park. Being outside reduces anxiety and promotes relaxation.
- Make a to-do list for the week and each day. Keeping organized is a great way to reduce stress.
- Turn on your favorite tunes and dance in your living room. Who doesn’t love to bust a few moves?
- Meditate for 10 minutes. Get in a comfortable position, close your eyes, and focus on your breathing. You can find more information and tips at MeditationOasis.com.
- Volunteer at a local organization or simply go out of your way to help someone else this week.
- Fill the room with a relaxing scent for an aromatherapy experience. Scents such as rosemary, lavender, and lemon have been known to have calming effects that can help promote a positive mood.
- Go for a long walk and leave your iPod at home. Enjoy the sounds of nature!
- Move! Dance, take a walk, or go to the gym.
- Smile. Smiling releases stress-reducing hormones.
- Use the Calm.com app to relax your mind. | 1,260 | 622 | {
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Transits of Venus
The transits following 2012, June 5 will be:
- 2117, December 10
- 2125, December 8
- 2247, June 11
- 2255, June 8
- 2360, December 12
- 2368, December 10
↓
3818, Christmas Day
Were the orbits of Venus and the Earth in the same plane, a transit would occur at every inferior conjunction.
However, the orbit of Venus is inclined to ours at the small, but significant, angle of $3^\circ 4'$; this is enough to ensure that transits are rare.
Represent the orbits of the Earth and Venus by two hoops, crossing each other at an angle of $3^\circ 4'$. The points where the two hoops are known as the nodes. Half of the orbit of Venus is North of the orbit of the Earth and the other half below.
Venus takes 224.7 Earth-days to go revolve around the Sun. For a transit to occur, Venus must be at, or very near, a node, when it is between the Earth and the Sun. The plane of the orbit of Venus passes through that of the Earth twice each year, June 6 and December 7. This means that a transit can occur only on, or very near, one or other of these dates. There is a certain amount of leeway, but not much, because the orbit of Venus is...
nearly circular; the eccentricity is only 0·007, whereas that of the orbit of the Earth is 0·017.
It so happens that eight Earth years are very nearly equal to thirteen Venus years, so that after eight years the two planets and the Sun are in nearly the same relative positions (the vital word here is "nearly"). A transit is likely to be followed by another transit eight years later, as happened in 1874 and 1882. But in 1889, when the relative positions were again nearly the same, the alignment was no longer exact enough for a transit to occur, and observers had to wait patiently for the next pair, due in 2004 and 2012.
To summarize: at the present epoch, transits occur in pairs, each pair being separated from the next by over a century. At least a transit of Venus is a leisurely affair. For example, the transit of 2004, June 8 began at 05:13 (G.M.T.) and ended at 11:25.
The first transit predictions were made by Johannes Kepler. In 1627 he finished what proved to be his last work, a set of new and more accurate tables of planetary motions, named the "Rudolphine Tables",
in honour of his old benefactor, Rudolph II. From these, he was able to calculate that both Mercury and Venus would transit the Sun during 1631, Mercury on November 7 and Venus on December 6.
Kepler predicted no more transits of Venus before 1761; apparently, (and most surprisingly) he missed the fact that they occur in pairs, separated by eight years.
DF
2011, May 1 | 1,108 | 663 | {
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What is a GMO? GMOs are the product of a specific type of plant breeding where precise changes are made to a plant's DNA to give it a characteristic that cannot be achieved through traditional breeding methods (such as selective or advance breeding).
01 Trait Identification
Scientists conduct research to identify the specific genes responsible for traits that make crops resistant to disease, pests or drought.
Fun fact: For every one trait that is brought to market, more than 6,000 others are screened and tested.
02 Transformation
Once the desired gene has been identified, scientists transfer the gene into a plant seed. The result is a genetically modified organism or GMO.
Researchers can also turn off or move a gene within a plant to create a GMO.
Fun fact: There are many ways to transform a cell. One common method uses agrobacterium - a natural bacteria that can pass on genes to plants.
03 Greenhouse Testing
After a GMO is developed in the lab, the seedlings are moved to greenhouses where further tests are performed.
Fun fact: Only after several years of rigorous testing are the top performing plants and traits selected to advance to field testing and regulatory review.
04 Regulatory Science
More than 75 different studies are performed on each new biotech product before commercialization to ensure that they are safe for people, animals and the environment.
Fun fact: A new biotech seed product takes an average of 13 years and $130 million in R&D before coming to market.
75+ different studies are conducted to demonstrate each new GMO is:
- Safe to grow
- Crop gives the same or better yields
- Crop exhibits expected characteristics (e.g., insect resistance)
- Safe for the environment and beneficial insects
- Safe to eat
- Same nutrients as non-GM crops
- No new dietary allergens
05 Field Testing
Field trials are an important part of developing new products. They provide critical scientific and performance data and information.
Fun fact: More than 90 government bodies globally review and approve GMOs. In many countries, multiple agencies are involved in the regulation of GMOs.
06 Getting Seeds to Farmers
Farmers choose seeds that are best for their farms and businesses. Both GM and non-GM seeds are available options for farmers.
Fun fact: In 2013, more than 18 million farmers globally chose to plant GMO seeds for higher yields, improved crop quality and the ability to use sustainable farming practices such as no-till.
Source: http://croplife.org/biotech-crop-development/ | 1,145 | 513 | {
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Why Eat Fish?
Pregnant or nursing women, who eat fish that is high in omega-3 fatty acids, will pass these nutrients to their babies and support healthy brain and eye development.
How Much Fish to Eat?
Health experts recommend that women eat 8-12 ounces per week and children (ages 2-6) eat 2-4 ounces per week. Three ounces of fish is about the size of a deck of cards.
Before Eating Fish That You Catch
Check your State’s Health Department advisory at www.fish4health.net and get information on locally caught fish in order to avoid eating unsafe fish.
Do Not Eat Raw Fish
When pregnant, avoid eating raw oysters, raw fish (sushi), or refrigerated smoked fish. Do not feed raw fish to infants or children.
Visit our Website
www.fish4health.net
Monitor your seafood and healthy fat intake along with your mercury exposure by using our free iPhone or Android apps.
fish4health
Winner of 2011 Babble Award for top 25 pregnancy iPhone apps.
Charles R. Santerre, Ph.D.
Purdue University
firstname.lastname@example.org
Copyright 2014
Graphics by Sara Wislocki
Advice for Pregnant or Nursing Women, Women Who May Become Pregnant & Children (2-6 years)
Best Choices
Lowest in Mercury & Highest in Healthy Fats
anchovy
herring
lake whitefish (Great Lakes)
mackerel (Atlantic, jack, chub)
rainbow trout (farm raised)
salmon (wild or farm raised)
sardine
shad (American)
Eating 8 ounces per week of these fish will provide the recommended amount of healthy omega-3 fatty acids.
Lowest Mercury 12 ounces per week
catfish, pangasius, swai, basa
clam
cod
crab
flatfish (flounder, plaice, sole)
haddock
herring
lake whitefish (Great Lakes)
mackerel (Atlantic, jack, chub)
mullet
oyster (cooked)
pollock
rainbow trout (farm raised)
salmon (wild or farm raised)
sardine
scallop
shrimp
squid
tilapia
tuna (canned Skipjack or Light)
Moderate Mercury 4 ounces per week
bass (saltwater, black)
buffalo fish
carp
grouper
halibut
jack, California yellowtail
lobster(northern, Maine, Atlantic)
mahi mahi (Dolphin-fish)
perch (saltwater)
Pompano (Florida)
sablefish
sea trout (weakfish)
snapper
Spanish mackerel (S. Atlantic)
tilefish (Atlantic)
tuna (canned or fresh Albacore, Yellowfin, or canned White)
walleye (Great Lakes)
white croaker (Pacific)
High Mercury / PCB* Do Not Eat
bass (striped)*
bluefish*
Chilean sea bass
golden snapper
jack, amberjack (Gulf of Mexico)
jack, crevalle (Gulf of Mexico)
king mackerel
marlin
orange roughy
sea lamprey
shark
Spanish mackerel (Gulf of Mexico)
swordfish
tilefish (Gulf of Mexico)
tuna (all other fresh or frozen)
wahoo, ono
*PCB (polychlorinated biphenyls) are higher in these species
Excessive mercury can pass through the placenta or mother’s milk and harm your baby. Do not eat fish from the high mercury category. If you eat 4 ounces from the moderate category, don’t eat any more fish from this category until the next week. | 1,466 | 782 | {
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The joyful years
Cathy Braithwaite, recently appointed as head of Gresham’s prep school in Holt, explains her passion for prep education.
I have the utmost respect for early years teachers who play such a vital role in nurturing the youngest pupils as they develop basic skills and behaviours, taking crucial steps in their formal learning. Equally, I have great admiration for colleagues who teach GCSE, IB and A-Level courses, with the associated pressures of public examinations and league tables.
I believe that the years in between are formative and magical, making this the most joyful period in education. Prep and junior schools welcome children aged seven into Year 3, who are likely to have come from a pre-prep or infant school where the emphasis has been on play-led learning.
A key difference between prep schools and junior schools is the length of time children have during this next phase of their education – junior and primary schools send children on to secondary education at the end of Year 6 (aged 11), but most prep schools cater for children up to the age of 13. We believe that these additional two years offer a precious opportunity for 11, 12 and 13-year-olds to remain as children for a little longer – happy to play, away from many of the pressures associated with secondary education.
We are able to provide a broader and more flexible offering in a six-year time frame. We have chosen to build our own rigorous curricular and assessment programmes which focus on opportunities to equip pupils with the knowledge, skills and experiences required to become adaptable, competent and resourceful adults.
We cannot be sure precisely what hurdles today’s children will face as a result of the fast pace of technological change. In fact, a recent report highlighted that many young practitioners entering the surgical profession no longer have the required level of manual dexterity, because of a national decline in young people using their hands in activities which develop tactile general knowledge. Ideally, educators must inspire children to be inquisitive and to develop skills for the future, but we must also strive to preserve more traditional competencies too, for example with practical, hands-on skills.
Our pupils enjoy taking things apart to understand how they work; in design and technology lessons they tweak, tinker, or totally turn something on its head in order to fix or improve it, or to make a better alternative. Pupils learn a different foreign language in the first four years at prep school before choosing two to study in depth during Years 7 and 8; our intention is to inspire confidence and adaptability in our young linguists in readiness for a global marketplace.
With 14 subjects on our core curriculum, we certainly promote breadth across pupils’ learning, but it is important to empower children with a degree of control over their learning, interests and activities. Preparation for GCSE option decisions begins with simple choices of hobbies and I am really excited about plans we are exploring to create further opportunities for pupils to choose certain elements of their curriculum.
To let children really be children, while making sure they are being equipped for a future that becomes less and less predictable, a prep education offers a unique space for them to become problem solvers, out of the box thinkers, and global citizens of the future – whilst revelling in the joy of childhood.
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Adaptive Optics Demonstrator for Education and Basic Research
Mark Ammons, UC Santa Cruz
Don Gavel, UC Santa Cruz, Laboratory for Adaptive Optics
Brian Baumann, LLNL, Laboratory for Adaptive Optics
Claire Max, LLNL, UC Santa Cruz
Abstract: We have constructed an enclosed, standalone adaptive optics system (the AO Demonstrator) that uses a deformable mirror to correct a distorted input beam. It is designed and built primarily for educational purposes, but also has scientific value as a research tool for testing deformable mirror control algorithms. It has a simple red laser to serve as the test light, a 37-actuator bimetallic deformable mirror for correcting aberrations, a Shack-Hartmann wavefront sensor for sensing the aberration in the light, a control computer, several high-voltage drivers, and a TV for viewing the focused laser point in real time. The system has a modular C++ graphical user interface to simplify operations. The complexity of interaction with the system ranges from simple concept exhibition to high-order source code modification.
What is Adaptive Optics (AO)?
In many signal-processing applications, the natural, linear propagation of light is hampered by atmospheric turbulence. This occurs in astronomy (the turbulence of the atmosphere), laser communications (the turbulence of the Earth's atmosphere and aqueous humor), and laser surgery (the turbulence of the eye). If light is bent by the varying indices of refraction in the medium, the light rays become distorted. This blurring effectively reduces the amount of information in the light.
Adaptive Optics is the science of mechanically correcting this distortion with special flexible optics called "deformable mirrors." A deformable mirror is a mirror whose surface can be made to change shape, thereby correcting a distorted wavefront. In this type, an array of small lenses is inserted into the beam. The beam first passes through a lenslet array, which creates an image of the wavefront in that lens. A CCD camera can be placed at the focal plane of the lenslet array to sense the wavefront. The computer can be used to reconstruct the wavefront shape. Only part of the light is sent to the mirror; the rest is sent through normal analytic optics.
System Design
The AO Demonstrator is designed to be compact (~80 cm) and easily transportable, with no components hidden from view:
1. The 1 mW 632 nm laser provides source light for a guide star beam that is used to sense the wavefront of the input beam.
2. The "phase aberrator" can be a phase plate, a hot plate, a piece of glass, or any other device that distorts the input beam.
3. The lens relay, which are just pairs of lens of lens of different focal lengths, are used to magnify the input beam so that it simulates the astronomical primary and secondary mirrors.
4. The deformable mirror is a bimetallic mirror. It is a 37-actuator continuous face-sheet MEMS Al-coated device with a 6 mm diameter and 150 microns of stroke.
5. The lenslet array in the Shack-Hartmann wavefront sensor has 192 lenslets, each 100 microns in diameter and 10 microns thick.
6. The Genie2 CCD camera, for the Shack-Hartmann wavefront sensor, has 1024 x 1024 pixels and 10 microns per pixel.
7. The viewing TVs allow the Shack-Hartmann spots and the return shot to the input laser to be viewed simultaneously.
Demo Brainstorming
The AO Demonstrator was designed to have three levels of interaction:
- **Basic**
- Show the basic operation of the system.
- Show how the wavefront is sensed and corrected.
- Show how the control system works.
- **Intermediate**
- Show how the control system works.
- Show how the wavefront is sensed and corrected.
- Show how the control system works.
- **Advanced**
- Show how the control system works.
- Show how the wavefront is sensed and corrected.
- Show how the control system works. | 1,780 | 849 | {
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$A$, $B$ and $C$ are points on a circle, centre $O$.
$AB$ is a diameter of the circle.
$PC$ is a tangent to the circle.
$ABP$ is a straight line.
Angle $BAC = 21^\circ$.
Work out the size of angle $APC$.
$AB$ is a diameter of a circle.
$CD$ is a chord of the circle.
$AB$ and $CD$ intersect at $E$.
$BE = 4 \text{ cm}$, $CE = 16 \text{ cm}$ and $DE = 5 \text{ cm}$.
(a) Calculate the length of $AE$.
(b) (i) Find the radius of the circle.
(ii) Calculate the size of angle $AED$.
Give your answer correct to 1 decimal place.
A, B, C and D are points on a circle, centre O.
Angle $ABC = 58^\circ$.
(a) (i) Calculate the size of angle $AOC$.
(ii) Give a reason for your answer.
(b) (i) Calculate the size of angle $ADC$.
(ii) Give a reason for your answer.
$A$ is a point on a circle with centre $O$ and radius 4.7 cm.
$AB$ is the tangent to the circle at $A$.
$AB = 5.9$ cm.
$OB$ intersects the circle at $C$.
Calculate the length of $BC$.
Give your answer correct to 3 significant figures.
A, B, C and D are points on a circle.
ABE and DCE are straight lines.
AT is a tangent to the circle.
DCE is parallel to AT.
Angle EAT = 47°. Angle BAD = 56°.
(a) (i) Find the size of angle AED.
(ii) Give a reason for your answer.
(b) Find the size of angle BCD.
(c) (i) Find the size of angle ADB.
(ii) Give a reason for your answer.
A, B, C and D are four points on the circumference of a circle. The chords AC and BD intersect at E. AE = 3.6 cm, CE = 2.8 cm, DE = 2.4 cm and AD = 4.9 cm.
(a) Calculate the length of BE.
(b) Calculate the size of angle AED. Give your answer correct to 3 significant figures.
$Q, R, S$ and $T$ are points on the circumference of a circle.
$PU$ is a tangent to the circle at $T$.
$PQR$ is a straight line.
Angle $PQT = 108^\circ$.
Angle $STR = 44^\circ$.
Work out the size of angle $STU$.
You must give a reason for each step in your working. | 1,046 | 612 | {
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Eustachian Tube Dysfunction
What is eustachian tube dysfunction?
The eustachian tubes are small passageways that connect the upper part of your throat (pharynx) to your middle ears. When you sneeze, swallow or yawn, your eustachian tubes open, allowing air to flow in and out. But sometimes a eustachian tube might get plugged. This is called eustachian tube dysfunction. When this happens, sounds may be muffled and your ear may feel full, or you may have ear pain.
What causes eustachian tube dysfunction?
The most common cause of eustachian tube dysfunction is excessive mucus and inflammation of the tube caused by a cold, the flu, a sinus infection or allergies.
Who is at risk for eustachian tube dysfunction?
Children are at greater risk of eustachian tube dysfunction because their tubes are shorter and straighter than those of an adult. This makes it easier for germs to reach the middle ear and for fluid to become trapped there. Also, children’s immune systems are not fully developed, so it’s harder for them to fight off infections.
Smoking and obesity are also risk factors. Smoking damages the cilia (the tiny hairs that sweep mucus from the middle ear to the back of the nose). This can allow mucus to gather in the tubes. In people who are obese, fatty deposits around the tubes can also lead to eustachian tube dysfunction.
How will my doctor know I have eustachian tube dysfunction?
Your doctor will be able to tell if you have eustachian tube dysfunction by talking to you about your symptoms and by examining you. Your doctor will examine your ear canals and eardrums, and your nasal passages and the back of your throat.
How is eustachian tube dysfunction treated?
Symptoms of eustachian tube dysfunction usually go away without treatment. Eustachian tube exercises, such as swallowing, yawning or chewing gum, can help open the eustachian tubes. You can help relieve the “full ear” feeling by taking a deep breath and blowing with your mouth shut and your nostrils pinched closed.
If you think your baby may have eustachian tube dysfunction, give him or her a bottle or a pacifier to encourage the swallow reflex.
If these strategies don’t help, your doctor may suggest other options. These can include:
- Using a decongestant to reduce the swelling of the lining of the tubes.
- Taking an antihistamine or using a steroid nasal spray to reduce the allergic response if allergies are a factor.
- Implanting pressure equalization tubes (PETs) in your eardrums to maintain equal ear pressure.
- Making a tiny incision in the eardrum and suctioning out the fluid in the middle ear. This gives the eustachian tube lining time to shrink while the eardrum is healing (usually 1 to 3 days).
How can I avoid eustachian tube dysfunction?
Treating the underlying cause of the mucus or blockage—such as symptoms of allergies, a cold or the flu—can help reduce your risk of developing eustachian tube dysfunction. | 1,190 | 668 | {
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The man in the photograph is smoking a cigarette and appears to be engaged in a conversation or interaction with someone off-camera. The setting seems to be outdoors, possibly in a park or garden, given the presence of trees and natural light. The man is wearing a casual outfit, which includes a t-shirt and a jacket, suggesting a relaxed environment. The overall atmosphere of the image conveys a sense of everyday life and social interaction.
The music of the world is a rich and diverse tapestry, woven from the threads of various cultures and traditions. Each culture has its own unique musical heritage, which reflects the history, customs, and values of that society. In this section, we will explore some of the most significant musical traditions from around the globe.
One of the most iconic figures in world music is Caetano Veloso, a Brazilian singer-songwriter who has been at the forefront of the bossa nova movement since the 1960s. Bossa nova is a style of Brazilian popular music that emerged in the late 1950s and early 1960s, characterized by its smooth, jazz-influenced rhythms and melodic lines. Veloso's music often incorporates elements of samba, jazz, and other Brazilian genres, creating a sound that is both distinctive and universally appealing.
Another notable figure in world music is the Argentine tango singer and songwriter, Carlos Gardel. Gardel was one of the most influential figures in the development of tango, a genre that originated in Buenos Aires in the early 20th century. His music, which combined elements of European classical music with African rhythms, helped to popularize tango worldwide. Gardel's recordings, which were released on shellac records, have become classics of world music.
In addition to these two figures, there are many other musicians and artists from around the world who have made significant contributions to the field of world music. Some of these include the Indian sitar player, Ravi Shankar, who helped to introduce Indian classical music to Western audiences; the Japanese shamisen player, Toshio Hosokawa, who has performed and recorded extensively with various world music ensembles; and the American folk singer, Pete Seeger, who has been a champion of folk music and social justice for over six decades.
Overall, the music of the world is a vibrant and dynamic force that continues to inspire and influence people around the globe. Whether through traditional instruments and melodies or contemporary compositions and arrangements, world music offers a window into the rich cultural diversity of our planet. As we continue to explore and appreciate the music of different cultures, we can gain a deeper understanding of the human experience and the universal language of music. | 1,096 | 540 | {
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The "Wrong Rock" in Coal Mine Reclamation
Larry L. Larson
The Game
Many people in childhood, play a game called "wrong rock." The game consists of a child, a dog, and a variety of rocks. "Wrong rock" begins with the child throwing a rock and encouraging the dog to go fetch. When the dog returns with the rock, the child simply says "wrong rock" and throws another rock, continuing the game until the dog tires. There is an analogy that exists between this game and the coal regulatory program. Regulatory requirements are rarely described to the extent a mine operator knows or understands what is needed by a regulatory agency to approve a permit application. The regulator simply encourages the operator to obtain a permit, while stating the regulations in song and verse. The operator then proceeds to develop a permit application based on his interpretation of the regulations. Returning, he finds that the rock he has provided is not the right color or shape and the game of "wrong rock" begins. "Wrong rock" can be found throughout the system forming a circle between federal, state, and private groups. The game began with the politicians, but a review of the game rules demonstrates the extent of the dilemma.
The Rules
Within the framework of the Surface Mining Control and Reclamation Act of 1977 (SMCRA) the game of "wrong rock" is the breeder of the inconsistencies in the interpretation and implementation of reclamation programs. Each of the SMCRA players whether politician, civil servant, or mine operator has a rock that he is fetching at all times. The political rock was initially tossed by the mine lobbyist and special interest groups in their attempt to define reclamation. The rock that was retrieved (SMCRA) contained veins of environmental and economic concerns. The politician thinking he had found the right rock in SMCRA sent the regulators out to locate a rock called regulations. This in turn was passed on to industry by the regulatory agencies so they could also find a rock (reclamation plans) that matched the political and regulatory rocks. As the mine operators became disgruntled with the search for the perfect rock, their frustrations were again voiced in the lobbyist scream of "WRONG ROCK!!". The cycle begins anew.
The Dilemma
The Surface Mining Control and Reclamation Act emphasizes the reduction of federal regulatory involvement and the transfer of regulatory responsibility to state and local government (PL 95-87 Sec. 101). The present cosmetic attempt to improve the federal regulatory program is delaying and diverting the intent of the Act through regulatory inconsistency and will result in the creation of more "wrong rocks" not less. It is inconceivable to expect anything but chaos when you realize that federal regulatory agencies are being reorganized, federal regulations are being rewritten, state programs are being reviewed, and mine permits are being approved, all at the same time.
The Surface Mining Control and Reclamation Act of 1977 is a law, and like many other Acts passed by Congress it has games being played around it. The games occur because of short sightedness that focus on extreme interpretations of regulations rather than the achievement of the original intent of the Act. Regulations when left to individual interpretation by regulators and mine operators produce right rocks some of the time and wrong rocks most of the time. It is not until guidelines accompany regulations that clarity and consistent interpretations of the Act are realized. Federal regulations direct reclamation by providing a framework of minimum federal requirements (PL 95-87 Sec. 201). These requirements include phrases such as productive landuse, diverse effective and permanent vegetation cover, proper management, and good husbandry practices to name but a few. Each of these phrases represent different types and methods of land management, depending on your location within the nation. Yet these regional differences must comply with the federal regulation and meet the intent of the Act. Thus it is the role of the guidelines rather than the federal regulations to emphasize local needs and demands, while maintaining the accuracy and integrity of the program. It is time to direct our concerns away from the political games and back to the national goal of reclaiming mined land to a state that will be beneficial to the nation in future generations. This can only be achieved when guidelines are provided at the state and local level, but guidelines cannot be developed while the rules for the right rock are constantly being changed.
The author is the former regional statistician/plant ecologist for the Western Region (V) of the Office of Surface Mining (U.S. Department of Interior), and is currently an assistant professor of range science at the Faculty of Forestry, The University of British Columbia, Vancouver, B.C. Canada V6T 1W5. | 1,928 | 947 | {
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63. Did you do Marathon Kids this year?
☐ Yes
☐ No
☐ No, I’ve never heard of Marathon Kids.
☐ I don’t know.
64. This year, did you complete the Marathon Kids Mileage Log by walking or running 26 miles?
☐ Yes
☐ No
☐ I didn’t do Marathon Kids this year.
65. This year, did you complete the Marathon Kids Fuel Log by eating 5 fruits and vegetables a day for 26 days for one month?
☐ Yes
☐ No
☐ I didn’t do Marathon Kids this year.
66. This year, did you go to the Marathon Kids:
a. Kick Off Celebration in October?
☐ Yes
☐ No
b. Final Mile Medal Celebration in February?
☐ Yes
☐ No
67. How much do you like Marathon Kids?
☐ A lot
☐ A little
☐ Not very much
☐ I don’t know. I’ve never done Marathon Kids
68. Do you want to do Marathon Kids next year?
☐ Yes
☐ No
☐ I don’t know
69. I usually walk or ride my bike **to** school.
☐ Always or Almost Always
☐ Some of the time
☐ Never or almost never
70. I usually walk or ride my bike **from** school.
☐ Always or Almost Always
☐ Some of the time
☐ Never or almost never
71. This year, did you receive postcards about healthy eating and physical activity (exercise) from your classroom teacher?
☐ Yes
☐ No
72. How many postcards did you receive?
☐ None
☐ 1-5
☐ 6-8
☐ 9-10
73. My family put the postcards on the refrigerator.
☐ Never
☐ Some of the Time
☐ Always
☐ I didn’t get any postcards
74. My family talked about the postcards.
- Never
- Some of the Time
- Always
- I didn’t get any postcards
75. My family did activities because of the postcards.
- Never
- Some of the Time
- Always
- I didn’t get any postcards
76. I liked the postcards.
- Agree
- In between
- Disagree
- I didn’t get any postcards
77. During this past month, how often did you hear health messages in your school’s morning announcements? For example, messages on exercise, healthy eating, or other health habits.
- Every day or almost every day
- 1 or 2 times a week.
- 1 or 2 times in the past month
- Never
78. During this past month, where did you see posters or signs about physical activity (exercise) or eating healthy in the following areas of your school?
a. Classroom
- Yes
- No
b. Hallway
- Yes
- No
c. Gym
- Yes
- No
d. Cafeteria
- Yes
- No
For office use only:
Survey ID: _____ _____ _____ _____ _____
Date of Administration: ____/____/____
School ID: 227 9 ___ 1___ | 1,222 | 691 | {
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LEAVING YOUR PET IN A PARKED CAR CAN BE A DEADLY MISTAKE
With only hot air to breathe, your pet can quickly suffer brain damage or die from heatstroke. Signs of heat stress: heavy panting, glazed eyes, rapid pulse, dizziness, vomiting, deep red or purple tongue.
If your pet gets overheated, you must lower his body temperature immediately!
- Get him into shade and apply cool (not cold) water all over his body.
- Apply ice pack or cold towels to head, neck and chest.
- Let him drink small amounts of cool water or lick ice cubes
- Get your pet to a veterinarian right away, it could save his life.
ON A HOT DAY, YOUR PET IS SAFER AT HOME!
Caring is our business
Contact 011 435 0672
FLASH FLOODING & YOUR ANIMALS
Flash flooding has become a frightening problem in recent years. We need to be extra vigilant for our own safety and that of our animals. Your companion animal will be just as defenceless and vulnerable when faced with rapidly rising water and could be swept away or drown if kept on a running chain or is tied up outside of the home. The following advice could be a way of preventing a dangerous situation for your pet:
- Never chain or tie up pets.
- Pets must be able to move to higher ground away from the rising water, so pet owners should note where water accumulates on their property during storms and avoid keeping pets in these areas.
- Ensure that the pet has a shelter or kennel that is raised off the ground (on a pallet, slab of concrete or bricks).
- Avoid placing kennels or enclosing animals in an area where there is a chance of a fence or wall collapsing onto the animal.
- Swimming pools can also be hazardous for pets. Make sure your dog can get out by himself or she may accidentally fall in the water. A safety net over your pool can save your pet’s life.
- Any draining pipes or holes in fences should be meshed across to allow water to escape, but will stop an animal from being swept away.
- Pets should have collars and tags as well as microchips.
- If you happen to see a stray animal that is scared and will not approach you, contact AAOL or your local shelter for assistance. As the animal may be far removed from home, it may be very frightened and require special training and equipment to capture. The AAOL Inspectors/Officers are ready and willing to assist and can be contacted on 011 435 0672. Our website below is another good source of information and legislation for further information and as a reference regarding the law and what to do in the event of finding a stray animal. | 1,048 | 559 | {
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indictment
noun
1. countable, usually singular ~ (of/on sb/sth) a sign that a system, society, etc. is very bad or very wrong
- The poverty in our cities is a damning indictment of modern society.
- This research is a terrible indictment on the medical profession.
2. countable (especially NAmE) a written statement accusing sb of a crime
3. uncountable (especially NAmE) the act of officially accusing sb of a crime
- This led to his indictment on allegations of conspiracy.
Word Origin:
Middle English enditement, inditement, from Anglo-Norman French enditement, from enditer, based on Latin indicere ‘proclaim, appoint’, from in- ‘towards’ + dicere ‘pronounce, utter’.
Example Bank:
- He faces indictment for perjury.
- Her speech was a scathing indictment of the government’s record on crime.
- She was convicted on an indictment for conspiracy.
- The federal district court dismissed the indictment.
- The government announced a federal indictment against him.
- They issued an indictment against them.
- This is a rather too sweeping indictment of the field of evolutionary psychology.
- Two men were named in the indictment.
- War crimes indictments were handed down by a UN-backed court.
- a trial on indictment
- an indictment charging theft
- There is sufficient evidence against him to support an indictment for murder.
indictment
noun
1. be an indictment of something to be a very clear sign that a system, method etc is very bad or very wrong:
- The fact that these children cannot read is a damning indictment of our education system.
2. [countable] especially American English law an official written statement charging someone with a criminal offence
3. [uncountable] especially American English law the act of officially charging someone with a criminal offence
THESAURUS
- accusation a statement saying that you believe someone is guilty of a crime or of doing something bad: The army has faced accusations of racism.
- allegation a public statement accusing someone of doing something although it has not been proved: He denied allegations that he received a bribe. | Police are investigating allegations of corruption.
- charge an official statement by the police accusing someone of a crime and saying that they must go to court, or a statement saying that someone has done something bad, made by anyone: He appeared in court on a murder charge. | She denied the charge that the article had been misleading.
- indictment law especially American English an official written statement accusing someone of a crime so that they will be judged under the American legal system: He is under indictment for credit card fraud. | 1,156 | 554 | {
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wart
1. бородавка
to paint smb. warts and all - а) писать портрет со всеми бородавками (приказ Кромвеля своему портретисту); б) изображать без прикрас
2. нарост, наплыв (на дереве), кап
3. пренебр.
1) «прыщ» (о человеке)
2) воен., мор. новоиспечённый офицер или мичман
4. недостаток порок, несовершенство
with no warts at all - безупречный
wart disease of potatoes - с.-х. рак картофеля
wart
wart [wart warts] BrE [wɔːt] NAmE [wɔːrt] noun
1. a small hard lump that grows on your skin and that is caused by a virus
2. (NAmE) = verruca
I diom †warts and all
Word Origin:
Old English wearte, of Germanic origin; related to Dutch wrat and German Warze.
wart
wart /wɔːt/ wɔːt BrE * AmE * noun [countable]
[Language: Old English; Origin: wearte]
1. a small hard raised part on someone’s skin ⇒ verruca
2. warts and all informal including all the faults or unpleasant things:
• Well, you married him – warts and all.
—warty adjective:
• warty skin
THESAURUS
■ a mark on your skin
• blemish a mark on your skin that spoils its appearance: John grew a beard to hide the blemishes on his chin.
• mole a small dark, sometimes raised, mark on your skin: Some moles may become cancerous. | Helena found a mole on her arm which had definitely not been there before.
• freckles small light brown marks on your skin, especially on your face but also on your arms, shoulders etc: She had a light sprinkling of freckles across her nose.
• birthmark a permanent mark on your skin that you have had since you were born: There was a small birthmark on her left cheek.
• bruise a purple or brown mark on your skin that you get because you have fallen or been hit: Her legs were covered in cuts and bruises.
• scar a permanent mark on your skin, caused by a cut or by something that burns you: The injury left a small scar on his forehead.
• pimple/zit (also spot British English) a small raised red mark or lump on your skin, which usually appears when a child is between 12 and 18 years old: When I was a teenager I had terrible spots. | The boy had a few pimples under his chin.
• wart a small hard raised mark on your skin caused by a virus: His face was covered in hairy warts.
• blister a small area of skin that is swollen and full of liquid because it has been rubbed or burned: There was a blister on his arm where the boiling milk had splashed him.
• rash an area of small red spots on your skin, caused by an illness or an allergy: I can’t eat strawberries - they give me a rash.
wart
8079 MCW
9639 COCA
RANGE: 6k WART 767
wart 235
warts 494
warty 38
wartier 0
wartiest 0
COCA 500k Unlemmatized
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Instructions:
1. Attempt all questions.
2. Make suitable assumptions wherever necessary.
3. Figures to the right indicate full marks.
Q.1 (a) You are working as “assistant chef” in hotel writes an application letter to executive chef for leave of 15 days. 10
(b) Fill in blanks with suitable preposition
1. Our vacation begins _______ 20th June. [at, on]
2. He is suffering ______ cholera. [of, from]
3. We must return ______ 11. p.m. [by, at]
4. Nirav died ______ his family. [for, of]
(c) Fill in blanks with suitable verbs
1. Tomorrow ______ Wednesday. [be]
2. He ______ to Chennai. [go]
3. We ______ institute last year. [leave]
4. Sagar ______ milk every morning. [drink]
Q.2 Answer the following questions 07
(a) What are the barriers to communication?
(b) What is non verbal communication?
OR
(b) How can you overcome from the barriers to communication? 07
Q.3 Write an essay 14
(a) The game I like most.
OR
Q.3 (a) A perfect holiday 14
Q.4 (a) Apply for the post of housekeeping supervisor 10
(b) Insert A/AN or THE
1. _____ Rose is beautiful flower.
2. I am _____ Indian
3. Copper is _____ useful metal.
4. _____ Narmada is _____ Holy River.
(c) Match the following synonym 02
1. cheerful - imprison
2. intoxicated - eatable
3. edible - unconscious
4. banish - happy
OR
Q. 4 (a) Apply for the post of F & B manager 10
(b) Give the antonyms of 02
1) host 2) fresh 3) juicy 4) hard
(c) Correct the sentences 02
1. Eaten two breads he has and sleep.
2. A chair offering was I.
Q.5 Write short notes on following 07
(a) Postures & Gestures
(b) Body language
OR
Q.5 (a) Write NOTICE as a head clerk directing to students for paying remaining fees 05
(b) Discuss the types of listening 05
(c) What should we keep in mind before going for an interview? 04
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Pennsylvania iron
Pennsylvania has been a center for the iron industry since the early eighteenth century, and some of the most beautiful American ironwork was, and still is, produced there. In the early days the region was rich in the materials needed to make iron: timber, limestone, and iron ore. In Jeannette Lasansky’s seminal study *To Draw, Upset, and Weld: The Work of the Pennsylvania Rural Blacksmith, 1742–1935* (1980), she writes that in Philadelphia alone in 1788 there were 214 blacksmiths, and nearly 800 blacksmiths are recorded as working in Union County between 1780 and 1890. She relates that farm owners frequently had a blacksmith’s shop on their land to make repairs and create nails, tools, and the all-important shoes for oxen, mules, and horses. Indeed, making shoes required blacksmiths to learn the anatomy, behavior, and diseases peculiar to these animals. These versatile rural blacksmiths were called on to fashion or repair edge tools, augers, scythes, plows, shovels, railings, pots, pans, cutlery, kitchen utensils, and building and furniture hardware. In cities, foundries and forges were large commercial affairs often employing up to forty or fifty men. Ironworkers in both urban and rural settings made all kinds of lighting devices, from the simplest betty and kettle lamps to more complicated, multitiered chandeliers.
The great early collector Henry Francis du Pont was drawn to American cast and wrought iron from the beginning. Understanding that iron products—architectural hardware, fireplace tools and utensils, and lighting devices—were an integral part of early American households, he purchased his first pieces of antique iron, what he called floor lights, at an auction in Connecticut in 1924. He was attracted to all forms of early metalwork, and in 1945 he even purchased about 150 handwrought nails from Charles F. Montgomery, then a dealer in base metals. Today du Pont’s legacy, the Winterthur Museum in Delaware, has a collection of cast-, wrought-, and sheet-iron objects that is astonishing for its breadth and depth. Many of the objects in the museum have a Pennsylvania origin.
Some of the iron artifacts were displayed in the handsome and extensive gardens at Winterthur, including a pair of European armillary spheres dating from the nineteenth century. They stood outside the conservatory until they so deteriorated that they were retired to a barn. There they were spotted by George A. “Frolic” Weymouth, who offered to underwrite the creation of reproductions to use in the gardens. A search for craftsmen able to replicate the spheres led to a relatively new metalworking concern in Downingtown, Pennsylvania, called Heritage Metalworks. The collaboration proved to be a happy one because each party maintains exacting standards. For example, the company frequently uses lost-wax casting, which is more faithful, but also more expensive, than sand casting. Last spring the museum entered into a licensing agreement with the firm.
Heritage Metalworks is owned by the brothers Matt and Jon White. Matt is a gifted craftsman who can fashion all types of metalwork objects, and Jon oversees the business side of the operation. The company employs a blacksmith, a pattern maker, and a metalsmith, who work in bronze, brass, iron, tin, copper, and stainless steel, as can be seen in the handsome lighting devices they currently reproduce from originals in the Winterthur Museum. The company has a Web site (www.heritage-metalworks.com) and may be contacted at 610-518-3999.
Selection of iron chandeliers made by Heritage Metalworks, Downingtown, Pennsylvania, from nineteenth-century American originals in the Winterthur Museum. The armillary sphere is a reproduction of a nineteenth-century European original in the museum. | 1,554 | 803 | {
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12 Spies Answer Key
1. How many spies were sent to check out the land of Cannan? 12
2. How long were the spies gone? 40 days
3. How did the spies describe the people of Canaan? Giants
4. How did the spies describe the land? It flows with milk and honey
5. What information were the spies supposed to find out? Land, people, cities
6. How did the spies describe themselves compared to the people of Canaan?
We are like grasshoppers
7. What did they say about the cities? Very large with strong walls
8. What are the names of the spies who thought God would help them conquer the land?
Joshua and Caleb
9. How many spies had NO FAITH God would help them conquer the land? 10
10. What fruits did they bring back? Pomegranates, figs, and grapes
11. How many men had to carry the huge cluster of grapes? 2
12. How did God kill the spies who gave a bad report? 40 years of wandering in the wilderness
1. How many spies were sent to check out the Land of Canaan?
2. How long were the spies gone?
3. How did the spies describe the people of Canaan?
4. How did the spies describe the land?
It flows with milk and honey.
5. What information were the spies supposed to find out?
Land, people, cities
6. How did the spies describe themselves compared to the people of Canaan?
We are like grasshoppers.
7. What did they say about the cities?
Very large with strong walls
8. What are the names of the spies who thought God would help them conquer the land?
Joshua and Caleb
9. How many spies had NO FAITH that God would help them conquer the land?
10
10. What fruits did they bring back?
Pomegranates, figs, and grapes
11. How many men had to carry the huge cluster of grapes?
2
12. How did God kill the spies who gave a bad report?
40 years of wandering in the wilderness
Instructions
1. Print all pages onto letter size white card stock.
2. Cut out cover image and answer key along the lines.
3. Glue answer key to the back of the cover image before laminating it.
- I recommend Elmer’s Rubber Cement because it is acid free.
- Let it dry completely before laminating.
4. Laminate everything including double-sided cover and answer key for long-term durability.
Instead of laminating, you may use clear Contact paper.
5. Cut out each piece.
6. Trim the edges of the cover page.
7. I recommend the use of 3/8” Velcro Dots instead of magnets. They are self-sticking and will last a very long time on laminated items. Notice that half of the Velcro Dots are clear, and half are white.
- Remove one clear 3/8” Velcro Dot.
- Attach the CLEAR DOT to the question piece so the words are not obstructed.
- Place each one in roughly the same place for uniformity.
- The white Velcro Dot will be used on the back of the answer where it is not visible.
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9. Before adhering the velcro to the answer piece, adjust the placement so it does not cover the question text.
- Attach all answers to the questions in roughly the same way for uniformity.
10. Place everything in a 3-ring binder pencil pouch that has a clear plastic window.
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Focus on Fruit and Vary your Veggies
Fruits and vegetables are a key part of the 2005 Dietary Guidelines for Americans. Fruits and vegetables are high in nutrients and low in calories—helping us get the most nutrition for our calories. Eating plenty of fruits and vegetables as part of a healthy diet will help people feel better today, and stay healthy for tomorrow.
**Focus on Fruit**
- Eat 2 cups of fruit each day.
- Eat a variety of fruit.
- Choose whole or cut up fruit.
- Go easy on the fruit juice.
**Vary your Veggies**
- Eat 2 1/2 cups of veggies each day.
- Include dark green veggies.
- Include orange vegetables.
- Include dried beans and peas.
http://www.health.gov/dietaryguidelines/dga2005/document/html/brochure.htm
---
Make the most of farmers market checks
It’s that time of year to enjoy the bounty of fresh produce.
- Arrive early at the market for the best selection.
- Ask for samples of unfamiliar fruits and vegetables.
- Ask the grower for suggestions on how to prepare the fresh produce they are selling.
- Plan several trips at different times in the season so you can use all of your checks and enjoy seasonal variety.
- Contact the staff that gave you the checks if you have questions or problems.
What’s in at the market in July?
Beans
Beets
Broccoli
Cabbage
Carrots
Cauliflower
Greens
Kohlrabi
Lettuce
Onions
Spinach
Peas
Potato
Summer Squash
Apricots
Blueberries
Cherries
Gooseberries
Marionberries
Peaches
Raspberries
Rhubarb
Strawberries
Vary Your Veggies
Fresh Spinach and Strawberry Salad
Makes 3 - 1 cup servings.
1/3 cup low fat mayonnaise
1/4 cup unsweetened orange juice
1 teaspoon sugar
1 teaspoon poppy seeds, (optional)
2 cups spinach, washed and torn
1 cup strawberries, sliced
♦ Combine mayonnaise, orange juice, sugar and poppy seeds, if using, in a bowl, stir well and set aside.
♦ Gently toss spinach and strawberries in a large bowl; arrange on plates.
♦ Drizzle 1 tablespoon dressing mixture over salad.
Per serving: 69 calories, 4 g fat, 60 mg sodium, 8 g carbohydrate, 1 g protein, 2 grams fiber
Focus on Fruits
Frosted Melon Wedge with Berries
Place a scoop of your favorite sherbet in the center of a melon wedge, top with 1/4 cup berries.
Try:
Honeydew melon with lemon sherbet and raspberries.
Cantaloupe with orange sherbet and blackberries.
Crenshaw melon with lime sherbet and blueberries.
Per Serving: 137 calories, 1 g fat, 32 mg sodium, 33 g carbohydrate, 2 g protein, 2 g fiber
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FACT SHEET: Viruses and Bacteria Swimming in our Local Streams
The cause, the effect, and what municipalities can do to reduce the source.
THE CAUSE
Many of our local streams are full of harmful pathogens: viruses, bacteria, fungi, and/or parasites to name a few. When swimming, these microorganisms can enter your body through open wounds or by accidentally swallowing water. The most common sources of pathogens are raw sewage from failing sewer systems, livestock manure from agricultural fields, and pet waste.
Municipalities with streams impaired by pathogens must implement the following pollutant control measures to reduce the source of such in their municipality:
- Develop an inventory of suspected and known sources of bacteria in stormwater.
- Investigate each suspected source.
- Enforce ordinances that prohibit illegal connections of sewage systems to the MS4.
- Enact an ordinance that requires proper management of animal wastes on property owned by the municipality.
THE EFFECT ON WATER QUALITY
- Excess nutrients from human and animal waste cause algal blooms and can kill fish by removing oxygen from water.
- High nitrogen/nitrate levels in drinking water can cause blue baby syndrome (potentially fatal) by starving the baby of available oxygen in the blood.
- Elevated toxins and bacterial growth can make humans sick (drinking water or consuming contaminated seafood), even at low levels in groundwater.
- Pathogens create foul odor and taste.
- Viruses and bacteria can hurt swimming and boating activities.
WHAT CAN YOU DO?
- Clean up after pets and dispose of waste properly.
- Contain manure properly in structures instead of open piles.
- Apply manure as required in nutrient management/manure management plans.
Did You Know
America’s 83 million dogs produce 10 million tons of waste per year.
“It has been estimated that a single gram of dog waste can contain 23 million fecal coliform bacteria, which are know to cause cramps, diarrhea, intestinal illness, and serious kidney disorders in humans.” (DoodyCalls)
“EPA even estimates that two or three days’ worth of droppings from a population of about 100 dogs would contribute enough bacteria to temporarily close a bay, and all watershed areas within 20 miles of it, to swimming and shell fishing.” (DoodyCalls)
WE CAN HELP!
- Jim Caldwell
Municipal Team Lead
(717) 431-3740
firstname.lastname@example.org
- Kara Kalupson, RLA, ASLA, CPMSM
Senior MS4 Coordinator
(1/717) 431-3706
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The lion, a traditional symbol of Bavaria, is part of a sculpture in Munich, Germany titled *Bavaria*. A female personification of the Bavarian homeland is accompanied by a sitting lion. She is depicted as an Amazon in bearskin with a wreath of entwined oak leaves in her left hand and her right hand on a sword.
Leo von Klenze, court architect to King Ludwig I of Bavaria, proposed the original design in 1824.
On May 28, 1837, a contract to produce the statue was signed. Ludwig Michael Schwanthaler would be the sculptor and Johann Baptist Stigmaier and Ferdinand von Miller the metal founders.
Because of its size, *Bavaria* was produced in several parts and considered a technological masterpiece. The 61-foot statue (~19 meters) weighs about 87 tons.
An internal circular stairway leads up to a platform in the head, where four openings in the helmet provide a view of the Theresienwiese area of Munich.
The official unveiling of the statue took place on October 9, 1850, a part of an architectural ensemble which also includes the Hall of Fame (Ruhmeshalle).
Fortunately plans by the Nazis to demolish the Hall of Fame and the *Bavaria* statue were thwarted in the 1930s.
---
**Bavaria Lion Statue**
**Preliminary Checklist**
By Greg Balagian, 2011
| Country | Year | Scott | Notes |
|------------------|------|-------|------------------------|
| Equa. Guinea | 1972 | 7248 | |
| Germany | 1970 | B462 | |
| | 1987 | 1525 | |
| | 1991 | 1661 | booklet |
| Germany-Berlin | 1987 | 9N549 | |
| Haiti | 1972 | 1211 | |
| Hungary | 1969 | 1958 | s/s* |
| Liberia | 1971 | 557 | |
| Ras Al Khaima | 1972 | -- | Mic. 725 |
| | 1972 | -- | Mic.900 |
| | | | silver foil, also issued as a s/s |
| | 1972 | -- | Mic. 901 |
| | | | gold foil, also issued as a s/s |
| Sharjah | 1966 | -- | Mic. 267, strip/3 |
| Yemen (North) | 1970 | -- | Mic. 1248 |
| | | | gold foil |
| | | | s/s, souvenir sheet; Mic., Michel catalogue | | 1,650 | 606 | {
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Communications Team
This team works very well with one team member in Mission Control and one team member in Spacecraft. Team members need to speak clearly and have good organizational skills. A high frustration tolerance is helpful. (Critical team for mission).
2
Data Team
2
This team works very well with one team member in Mission Control and one team member in Spacecraft. Team members need some basic keyboarding ability. A high frustration tolerance is helpful. Special needs students make excellent messengers. (Critical team for mission).
Navigation Team
2 - 4
This team works very well with two team members in Mission Control and two team members in Spacecraft. Team members will utilize computers to locate proper latitudes and longitudes and use math skills to triangulate position. Informational reading skills very helpful. (Critical team for mission).
Probe Team
This team works very well with two team members in Mission Control and two team members in Spacecraft. Informational reading skills necessary. Higher level reading and communication skills are necessary. Mechanical skills are helpful. (Critical team for mission).
Medical Team
2 - 4
2 - 4
Team members will require math skills (averaging), analytical skills, recording and researching skills. Preflight information needed about vision, hearing and the cardiovascular system, i.e., blood pressure, pulse. Keyboarding skills are helpful.
Isolation Team
The isolation team members will require a vocabulary knowledge about mass, changes in states of matter, micrometeoroids, solar array and its purpose and radioactivity. The isolation team member should have good hand-eye coordination, mathematics skills, reading of scales in grams, and high frustration tolerance. Kinesthetic learners do well on this station;; this is a station that allows students with reading difficulties to excel.
Life Support Team
4 - 6
2 - 4
The Life Support Team members will require a vocabulary background that includes humidity, air pressure and temperature. The team members need to know what hygrometers, barometers, and thermometers measure. Background information about lab appliances is necessary: test tube, beaker, graduated cylinder, eye dropper, etc. Observation, math and higher level reading skills are prerequisites for this position.
Remote Team
2 - 4
Remote team members will require the ability to observe, analyze and record data. Good written communications using descriptive phrases is helpful. Team members will need to be familiar with vocabulary that includes mass, volume, density and magnetism. Students will need some background information about classifying items according to shared characteristics, specifically rock samples. (If preparing for moon, this team is critical).
Preparation Tips
1. Place a good reader with a student who might need help with written directions.
2. Place a student with descriptive writing skills with a weak writer.
3. ISO supports special needs students well.
4. ISOLATION and LIFE SUPPORT can support 6 team members if necessary.
5. Consider if you want to challenge a student to participate on a team that emphasizes individual strengths or weaknesses. | 1,949 | 1,429 | {
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The total number of pages in the book is 49712. The number of pages in the first part is 10051, and the number of pages in the second part is 39661.
Let's denote the number of pages in the first part as \( x \) and the number of pages in the second part as \( y \). According to the problem, we have:
\[
x + y = 49712
\]
We also know that the number of pages in the first part is 10051 more than half the number of pages in the second part. This can be written as:
\[
x = \frac{y}{2} + 10051
\]
Now we have a system of two equations:
1. \( x + y = 49712 \)
2. \( x = \frac{y}{2} + 10051 \)
We can substitute the second equation into the first equation to solve for \( y \):
\[
\left( \frac{y}{2} + 10051 \right) + y = 49712
\]
Combine like terms:
\[
\frac{y}{2} + y + 10051 = 49712
\]
Multiply every term by 2 to clear the fraction:
\[
y + 2y + 20102 = 99424
\]
Combine like terms:
\[
3y + 20102 = 99424
\]
Subtract 20102 from both sides:
\[
3y = 79322
\]
Divide both sides by 3:
\[
y = \frac{79322}{3} = 26440.6667
\]
Since the number of pages must be a whole number, we round \( y \) to the nearest whole number, which is 26441. Now we can find \( x \) using the second equation:
\[
x = \frac{26441}{2} + 10051 = 13220.5 + 10051 = 23271.5
\]
Again, since the number of pages must be a whole number, we round \( x \) to the nearest whole number, which is 23272. Let's verify our solution:
\[
x + y = 23272 + 26441 = 49713
\]
There seems to be a small discrepancy due to rounding, but the closest whole numbers that satisfy the original conditions are:
\[
x = 23272 \quad \text{and} \quad y = 26441
\]
So the number of pages in the first part is 23272 and the number of pages in the second part is 26441. | 903 | 558 | {
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Helping With Chores: 16-‐24 Months
Helping with household chores will help your child:
* Build self-‐esteem
* Feel like he is an important part of the family
* Practice steps needed to complete a goal
Ideas to try with your child:
* Provide a place for your child to store toys. Baskets are great for books, balls, and small toys so your child can be independent.
* Play the "Pick-‐up Game" with your child. Say: "Let's see who can pick up the most toys and put them away first."
* Ask your child for help. Say, "Can you pick up the doll and put her in the toy box, please?" or "Where does the book go?" Then, thank him for his help and say: "You are learning so fast."
* Other tasks your child can help with:
o Carry clean dish towels to the drawer. (He may drop a few!)
o Putting his dirty clothes into the clothes hamper.
o Wash off his play table with a small wet rag.
o Put his shoes in the closet or near the door.
If your child is struggling:
Going further:
* Find a toy that needs to be put away and ask your child to help you put it where it belongs, such as finding a book and putting it on the shelf.
* Give your child a choice about which toy he would like to pick up; the doll or the truck. You pick up the other toy and praise his efforts in picking up the room.
PARTNERSFOREARLYLEARNING.ORG
* Help your child learn to stack clean towels and assist in putting them away.
* Work together to match pairs of socks.
* Read stories about working together. The series booksCurious George by H.A. Rey orClifford, the Big Red Dog by Norman Bridwell show these characters as helpers.
The WA State Department of Early Learning and the Richland School District believes that parents, families, and caregivers are young children's best teachers. This resource guide, part ofStrong Foundations for School: Resource Guides for Parents of Young Children, highlights a key developmental skill forchildren ages 16 to 36 monthsthat parents can help improve at home.
Adapted fromWA State Early Learning and Development Guidelines, 2012: "Help with simple chores in the family or classroom community." Building Relationships, Ages-‐16-‐36 months, pg. 45 | 840 | 1,812 | {
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Suggested Summer Reading Listfor Students Entering 4 th Grade
Note: The following books are only suggestions. Please feel free to add any books that are appropriate for your child. The staff in the children's section of the local library will also have many wonderful suggestions for you.
Research has shown that the single greatest factor in predicting reading success is time spent reading. Here are some titles to get your child started! Please note that the reading level of the books suggested varies. To see if a book is a good fit, have your child read a page of the book aloud to you. If they struggle with more than a few words on the page, it is probably too difficult for them to read independently, however, the book would still be a great book to read aloud with your child.
Books About School
Award Winning Books
* Ramona and Her Father by Beverly Cleary
* Sideways Stories from Wayside School by Louis Sachar
* The Best School Year Everby Barbara Robinson
Books About Animals
* Catwings by Ursula K. Le Guin
* Rain on the Roof and Other Stories by James Marshall
* Fantastic Mr. Foxby Roald Dahl
* The Mouse and the Motorcycleby Beverly Cleary
* Stone Foxby John Reynolds Gardiner
Books About Friendship
* Freckle Juice by Judy Blume
* The Hundred Dresses by Eleanor Estes
* The Kid in the Red Jacketby Barbara Park
* Dr. De Soto by William Steig
* The Ox-‐‑Cart Manby Donald Hall
* The Village of Round and Square Housesby Ann Grifalconi
* The Story of Jumping Mouseby John Steptoe
* The Sweetest Fig by Chris Van Allsburg
Series Books Kids Love
* Boxcar Childrenseries by Gertrude Chandler Warner
* Encyclopedia Brownseries by Donald J. Sobol
* Julianseries by Ann Cameron
* The Babysitter's Clubby Ann M. Martin | 787 | 1,327 | {
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Prove that the Steinhaus method is always fair for N = 3
Find the errors in these three proofs from former students:
Proof 3:
Easy case: A, B, C all make a bid list. N = 3. Each player is then given a piece from their bid list (which is composed of preferences that would give a fair share).
Hard case: B and C both only want S1. We give A S2 or S3, say S3, and have A and B do I cut you choose on the recombined S1+ S2. A and B both value S1 > 2/3, because S2 and S3 would not be fair to them. When they perform I cut you choose, each is guaranteed at least 1/2 of 2/3 which is 1/3, a fair division.
Proof 5:
Easy case: Everyone gets a piece on their bid list.
Hard case: Let's say B and C both want S1 and only S1. Let's say D wants S2 (or S3). D gets S2 -‐ fair share. B and C believe S1 > 1/3 S2 < 1/3 S3< 1/3. Recombine S1 and S3 (or S2) and divide -‐ "I cut, you choose". Both B and C will get half of piece that they believe is > 1/3 -‐ so it is fair to B and C too.
Proof 7:
Easy case: Each player get piece of their bid list, so each gets at least 1/3. Fair.
Hard case: -‐ D divides 3 equal pieces, guaranteed to get at least 1/3.
-‐ B and D both only value S1
-‐This means they see S1>2/3, while S2 & S3both <1/3.
-‐ Each guaranteed 1/2 of 2/3, which is 1/3.
-‐ Therefore, fair. | 607 | 1,405 | {
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TWO WEEK SLEEP DIARY
INSTRUCTIONS:
1 Fill in the date and the day of the week and Type of day: Work, School, Day Off, or Vaccation.
2 Place the letter "C" in the box when you have coffee, cola, tea or other cafinated beverage. Put "A" when you dring alcohol. Put "E" when you exercise.
3 Place an arrow down (↓) to show when you go to bed. Shade in the box when you think you are asleep and use slash marks (//) when you are tired.
4 Place an arrow pointing upward (↑) when you get out of bed.
5 Indicate if you used a sleep aide with the word "Yes" or "No" if you didn't.
6 Indicate how you woke up. ( "Naturally", with an "Alarm" or with "Other" stimulus such as baby crying, garbage truck out side etc.)
around midnight, woke at 3am, not tired but stayed in bed. Woke at 6 am, felt sleepy until about 9 am, had coffee at 6am. No sleep aide, woke by alarm clock. Sample Entry: Monday, work day, exercised during lunch hour, had wine with dinner, fell asleep in front of TV at 7pm, went to bed at 10 pm, read for an hour, felt sleepy, fell asleep | 436 | 1,048 | {
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Keeping All Students Safe Act of 2014 (S. 2036, H.R. 1893) Talking Points on Restraint and Seclusion
The Human Cost
* Students are subjected to traumatic, dangerous, and dehumanizing procedures for challenging behaviors.
* These practices can result in lasting emotional and physical trauma, serious injury and even death.
Violation of Civil Rights
Disproportionately used on minority students
* Black students represent 19% of student with disabilities, but 36% of those who are mechanically restrained.
Disproportionately used on students with disabilities
* Students with disabilities are 12% of the student population but 58% of those secluded and 75% of those physically restrained at school.
Used mostly for non-‐threatening situations
* Most often used for convenience or punishment – and not as a response to an emergency.
* A published study on teacher reports found that students' physical aggression triggered restraint in only 3.8% of the cases; physical aggression triggered seclusion in only 2.8% of the cases.
* Mostly small, younger children are being restrained or secluded. One study reported that 69% of children restrained were students 6-‐10 years old.
Ineffectual/Counterproductive
* There is no evidence of the therapeutic or educational value of restraint and seclusion.
* In fact, research shows that restraint and seclusion can be physically and psychologically harmful.
* Restraint and seclusion can escalate a student's agitation.
* Experts generally view restraint and seclusion as a "treatment failure"
Proven Alternatives
* There are many alternatives, including positive behavioral interventions and supports and other de-‐ escalation techniques.
* They have been shown to reduce problem behaviors and increase classroom learning. | 828 | 1,285 | {
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Protein structure
Homework for video (3) Solutions in video (4)
1. A solution is 5×10 -‐6 M butyric acid. The Ka of butyric acid is 1.55×10 -‐5 . What is the pH of the solution?
2. A solution is 5×10 -‐6 M HCl acid. What is the pH of the solution?
3. What is the difference between pH and pKa?
4.From memory, write down all the ballpark pKa's.
5. What are the names of the three types of "weak interaction"? What is the name of the one "strong interaction" we have studied? Rank all four from strongest to weakest.
6. (a) What is an electrostatic interaction? Draw an example of an electrostatic interaction between two amino acids in separate positions on a peptide. (b) What is a hydrogen bond? Draw an example of a hydrogen bond between two amino acids in separate positions on a peptide. (c) What is a van der Waals interaction? Draw an example of a van der Waals interaction between two amino acids in separate positions on a peptide.
7. What is the hydrophobic effect?
8. (a) What force or interaction maintains the shape of anα-‐helix? (b) What is the value of the "rise" of anα-‐helix? (c) How many residues are in one turn of anα-‐ helix? (c) How long is one turn of anα-‐helix?
9. (a) What is an angstrom? What is the symbol for "angstrom"?
10. Anα-‐helix is 30Å long. Approximately how many residues and how many turns does it contain?
11. Anα-‐helix has 30 residues. Approximately how long is it and how many turns does it contain?
12. Anα-‐helix has 14 turns. Approximately how long is it and how many residues does it contain?
13. Name some of the functions of proteins.
14. (a) What type of molecule is -‐keratin? (b) What is the function of -‐keratin?
α α (c) Describe the structure ofα-‐keratin.
15. (a) What type of molecule is collagen? (b) What is the function of collagen?
(c) Describe the structure of collagen. | 871 | 1,620 | {
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'Being' verbs worksheet
Part 1 -singular
‐
Cut out thesingular La0n 'being' verbs on the right hand side and use them to complete the sentences below. Then translate, i.e. say what your sentence means in English. Use the words on your reference sheet to help. The first one has been done to give you an idea
es
1. equus
transla0on: You are a horse.
Part 2 - plural
Cut out the plural La0n ‘being’ verbs on the right hand side and use them to complete the sentences below. Then translate, i.e. say what your sentence means in English. Use the words on your reference sheet to help. The first one has been done to give you an idea.
2. medicus
transla0on:
s"ck verb here!
3. maga
transla0on:
s"ck verb here!
4. stella
transla0on:
5. aqua
transla0on:
s"ck verb here!
6. porcus
transla0on:
s"ck verb here!
s"ck verb here!
sumus
1. magae
transla0on: We are witches.
2. stellae
transla0on:
s"ck verb here!
3. medici
transla0on:
s"ck verb here!
4. porci
transla0on:
5. gladii
transla0on:
s"ck verb here!
6. reginae
transla0on:
s"ck verb here!
s"ck verb here!
Cut out and use these singular 'being' verbs in part 1.
sum sum
es es
est est
Cut out and use these plural 'being' verbs in part 2.
sumus sumus
es0s sunt
es0s sunt
© Charlie Andrew 2016 | 650 | 826 | {
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Think About Thinking
Directions – With your assigned partner, alternate asking each other the following questions. One person asks the first questions, listens for answer and then the person who just answered asks the same question of their partner. And so forth. Be prepared to share your partner's answers with the class.
1. What happened to you one year ago that you can remember right now?
2. What is your earliest memory?
3. What is one memory that you cannot forget?
4. Have you ever wondered why you remember?
5. Which do you prefer, wondering or remembering?
6. What have you wondered about today?
7. Have you ever wondered why you wonder?
8. Right now, what are you thinking?
9. Do you have a favorite thought?
10. Are your thoughts in color, or in black and white?
11. Can you take a thought apart the way you can take a clock or a sentence apart?
12. When you're unhappy, are your thoughts also unhappy?
13. Do you ever think about your own thinking?
14. Right this minute, can you completely stop thinking?
15. Do you think when you're asleep, or only when you're awake?
16. When is it easier to think, when you're taking a test or listening to music?
17. Do you sometimes think of more than one thing at the same time?
18. Do you sometimes have strings of connected thoughts that move through your mind like connected railroad cars?
19. Is there a difference between having thoughts and thinking?
20. Which do you prefer, to read about reading, to write about writing, to talk about talking, or to think about thinking?
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Tapeworms (Taenia)
The oncosphere hatches in the intermediate host and differentiates into a metacestode
Adult tapeworm in
The host becomes infected by eating an
Diagnostic Plan
infected intermediate host
History Physical examination Detection of tapeworm segments in the stool
Therapeutic Plan
Dewormers Control of patient's hunting and eating habits
Nutritional Plan
Nutrition based on individual patient evaluation including body condition and other organ system involvement or disease
the small intestine
Taenia (te'-ne-ah) tapeworms are parasites found in the small intestine of dogs and cats. Deworming and restricting your pet's access to wild animals and contaminated meat will eliminate Taenia infections. Should you be concerned about your pet having a tapeworm infestation, please consult your veterinarian.
What You Should Know About Tapeworms (Taenia):
Adult Taenia tapeworms live in the small intestine of dogs and cats where they produce eggs that are passed in the stool. The eggs are contained in segments called proglottids that detach from the rest of the tapeworm. These eggs contaminate the food supply of rodents, wild rabbits, sheep, cattle and pigs. Once ingested by a suitable host, the tapeworm egg hatches and develops in the host's tissues. Dogs and cats acquire Taenia tapeworm infections when they eat contaminated meat from one of these sources.
Signs
Normally, infections with Taenia tapeworms are not especially harmful to adult dogs and cats. Severe infections in young animals may cause nonspecific signs such as an unhealthy appearance and diarrhoea. Occasionally, proglottids may crawl out of a dog's anus and irritate the surrounding tissues. A dog affected in this manner may drag its bottom (scoot) on the ground.
Diagnosis
Taenia infections are diagnosed when your veterinarian identifies proglottids or eggs. Taenia proglottids are white and rectangular or bell-shaped and may be found in your pet's stool, on its coat near the anus or on your furniture. Fresh proglottids may be seen crawling about in these locations.
Pets with Taenia infections have usually had access to rodents or rabbits or they have been fed raw meat.
Treatment and Home Care
Dewormers designed to eliminate Taenia infections are highly effective but reinfection may occur unless measures are taken to control your pet's hunting habits. Rabbits, mice, rats and raw meat from sheep, goats, cattle and pigs should not be fed to your pet.
Nutritional Plan
After your pet has been treated for Taenia infection, your veterinarian may suggest a dietary change based on your pet's age and body condition and on the presence or absence of disease in other organs and body systems. Optimal nutrition should provide for a pet's needs during each stage of its life and reduce the health risks associated with feeding excessive amounts of sodium, calcium, phosphorus, protein and fat. Foods that avoid these harmful excesses and provide proper nutrition for each life stage include the Hill's TM Science Plan TM brand of pet foods for dogs and cats.
Transitioning Food
Unless recommended otherwise by your veterinarian, gradually introduce any new food over a seven-day period. Mix the new food with your pet's former food, gradually increasing its proportion until only the new food is fed.
If your pet doesn't readily accept new food, try warming canned food to body temperature and hand feeding for the first few days or mixing dry food with warm water (wait ten minutes before serving).* Finally, be patient but firm with your pet.
* Please note. We do not recommend adding water to cat food.
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Barnyardgrass Management
in Soybeans
Barnyardgrass Distribution and Biology
* Barnyardgrass (Echinochloa crus-galli) is a summer annual weed commonly found throughout the Midwestern and Southern soybean-producing areas.
* Jungle rice (Echinochloa colona), an awnless form, also called awnless barnyardgrass, is the most prevalent barnyardgrass species in the mid-South.
* Both species can be more difficult to control than other summer annual grass weeds because of greater natural tolerance to postemergence herbicides and prolonged emergence.
* Differentiating barnyardgrass (Echinochloa spp.) from other grasses in both the seedling and mature stages is relatively simple. Barnyardgrass is one of the few grass weeds that does not have a ligule (hairs or membranes) at the leaf collar.
* This weed is also more tolerant of saturated soils and flooded conditions than most summer annual grass weeds that infest soybeans.
* Barnyardgrass germinates from early spring to early summer and can mature in as little as 42 days. It flowers from June-October and produces seeds in the fall — as many as 40,000 seeds per plant.
Herbicide Resistance in Barnyardgrass
* Herbicide-resistant barnyardgrass is widespread in rice-growing regions of the United States. Soybean is also a major crop in these areas.
* Resistance to propanil (group 7), fenoxaprop (group 1) and quinclorac (group 4) has been well-documented in Louisiana and other Southern states.
* Many resistant populations are known to have resistance to more than one of the herbicide sites of action mentioned above.
* Glyphosate-resistant jungle rice (awnless barnyardgrass) has been confirmed in Mississippi and Tennessee.
* Researchers are now investigating glyphosate-resistant jungle rice populations for clethodim resistance.
Continued
Management of Barnyardgrass in Soybeans
Follow the steps below to manage barnyardgrass populations in soybeans. Best management practices include the following:
3. Use Multiple Herbicide Sites of Action. Both preemergence and postemergence herbicide applications should contain multiple sites of action, where possible, to improve control and slow the development of herbicide resistance.
1. Start Clean! Control existing barnyardgrass plants with tillage or burndown herbicides prior to crop emergence. Use an appropriate residual chloroacetamide (group 15) or dinitroaniline herbicide (group 3) to provide several weeks of residual control and build flexibility into the postemergence application window.
4. Scout 14 Days After the Initial Postemergence Application. Scouting two weeks after applying herbicide helps identify any additional weeds that may have emerged and allows time for followup applications to control late-season escapes that could contribute to the weed seed bank.
2. Apply Postemergence Herbicides Early. Applying herbicides when plants are small (4 inches or less in height) will reduce the risk of plants surviving treatment. For populations resistant to ACCase (group 1) or ALS (group 2) herbicides, postemergence herbicide programs should include glyphosate (group 9) or glufosinate (group 10). Add a group 15 herbicide with your postemergence herbicide to provide additional residual control during the growing season. Apply higher rates of glufosinate to small weeds on a hot sunny day for best results, and follow with a second application as necessary where control is incomplete.
5. Eliminate Plants That Will Produce Seed. To reduce barnyardgrass problems in future years, do not let escaped plants go to seed. Hand weed or treat with herbicides to reduce or eliminate seed production.
6. Pay Attention to Patches of Barnyardgrass That Appear More Difficult to Control. You might have a resistance problem developing in your field. Look for mixtures of live and dead plants that are early indications of resistance. Implement alternative strategies in these fields to deal with resistant populations before the infestation increases and spreads.
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Respect Campaign Ideas
Forest Grove High School
Sherwood High School
>>Respect Week
Forest Grove had 4 classes that went to local elementary schools and did presentations on respect. They handed out students the respect challenge asking students to make a respect chain. A week later they went back to follow up with the elementary schools to see how their respect chains were!
They also had people signing the pledge banner at the high school during lunches in the first week of March. Students handed out stickers and sold respect t-shirts. Students put up empowering respectful quotes around the school and started a month long respect campaign. Calendars were hung up around the school with different ways to show respect every day, there were also daily announcements about the activity for the day.
>>Respect – O – Grams
Students made and sold Respect-o-grams, which were little cards with candy that people could give to someone they respected.
>>Unity Week
During lunch Sherwood High School had students walk around to encourage students and staff to sign the pledge banner. While they were walking around they were promoting inclusive language. The banner was then hung up in the cafeteria to remind students and staff members of their commitment to promote an inclusive learning environment.
Sherwood High School leadership is also bringing back a "Unity Week" that is dedicated to promoting a respectful environment.
Clear Lake Elementary School
>> Respect Day
Clear Lake had students signing the pledge banner during lunches. After they signed the banner they received a Respect Sticker. At the end of the day the pledge banner was hung up on a bulletin for students, families, and staff to see. During this day all of the staff was wearing their Respect t-shirts.
Clear Lake followed up with their Respect Pledge by tying it into their Kindness Challenge that their feeder middle school included them in.
Roseburg High School
>>Disability Awareness Parade
Roseburg participated in a community St. Patrick's Day parade. In Roseburg there is a disability awareness parade, the students were in the parade with the pledge banner and encouraged the community to learn about the Respect Pledge while also taking the pledge.
Sutherlin High School
>>Respect Week
Monday:
Sold Special Olympics Oregon Respect t-shirts and spread awareness about why the R-Word is not acceptable.
Tuesday:
Celebrated their school’s Unified Sports program and educated students about what Unified means.
Wednesday:
Sutherlin’s Unified basketball team played a game in front of their student body.
Thursday: Student's signed the pledge banner.
Athey Creek Middle School
>>Disability Awareness Week
To kick off their Disability Awareness Week Athey Creek organized an all-school assembly to get their student body excited for a fun, educational and inspiring week of activities that included:
- Unified dodgeball game
- R-Word t-shirt design contest
- Pledge banner
- Pizza and bingo party
The Saturday after their Disability Awareness Week they had a Zumba fundraiser that was open to the community. This helped with the costs associated with their weeklong activities.
French Prairie Middle School
Ten student leaders worked together to create a short presentation about their upcoming Respect Campaign. They presented to classes and also spoke during morning announcements to make students aware of the campaign and why it was important.
During lunch students had the opportunity to sign a pledge banner that the leaders had created and everyone that signed was given a pledge sticker. To wrap up their campaign they made a short presentation at an assembly to thank everyone for participating, pledging and raising awareness about respectful language. | 1,563 | 710 | {
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New name for New Zealand
September 18, 2021
In news– Recently, the Maori Party of New Zealand has launched a petition to officially change the country's name to "Aotearoa", which means "land of the long white cloud" in the indigenous Te Reo Maori language.
Why such a campaign?
As per the Maori Party, only 3 percent of the people living in the country currently speak the Te Reo Maori language language.
Hence the Maori Party has demanded to rename New Zealand as well as restore the Maori names for all towns, cities and place names.
History of the name Aotearoa-
New Zealand's tribal population believes the name Aotearoa was first given by Kupe, an East Polynesian explorer who figures in Maori tales somewhere around 1200-1300 AD.
As per legends, when Kupe, his wife Kuramarotini, and crew were sailing to find out what lay beyond the horizon, they spotted a large landmass shrouded in white cloud in the distance.
It was then Kuramarotini shouted '"He ao! He ao! He Aotea! He Aotearoa (A cloud, a cloud! A white cloud! A long white cloud!)".
Earlier Māori names for New Zealand included Nu Tirani, which was used in Te Tiriti o Waitangi, along with Nu Tirene, used in the He Whakaputanga Declaration of Independence.
Aotearoa was originally used by the Māori people in reference to only the North Island but, since the late 19th century, the word has come to refer to the whole archipelago.
History of the name- New Zealand-
The history behind the country's present name goes back to the 1640s when Abel Tasman, a Dutch explorer with the Dutch East India Company (VOC), sighted the South Island.
The country then subsequently appears on Dutch maps as "Nieuw Zeeland", named after the Dutch province of Zeeland.
A century later, English navigator Captain James Cook set foot on the Island and in his map he mentioned the country as "New Zealand".
About New Zealand-
New Zealand is a wealthy Pacific nation dominated by two cultural groups – New Zealanders of European descent, and the Maori, who are descendants of Polynesian settlers.
It is bordered by the South Pacific Ocean and the Tasman Sea.
It gained full independence from Britain in 1947.
It is made up of two main landmasses—the North Island (Te Ika-a-Māui) and the South Island (Te Waipounamu)—and more than 700 smaller islands.
Around three-quarters of the population lives on the North Island, which is also home to the capital, Wellington.
Its most populous city is Auckland.
While the vast majority of New Zealanders speak English, Maori, New Zealand Sign Language also has official language status in the country.
Currency: New Zealand dollar.
The endemic flightless Kiwi is a national icon of New Zealand.
Agriculture is the economic mainstay, but
manufacturing and tourism are important.
It has a largely temperate climate and as it lies in the Southern Hemisphere, the average temperature decreases as you travel south.
Major tribes:
The status of Māori as the indigenous people of New Zealand is recognised in New Zealand law by the term tangata whenua.
Maori races are all subdivided into hapus, or tribal families, bearing often a different appellation to that of the parent tribe. | 1,474 | 829 | {
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Mathematics steps 25 to 27
I can count in
I can find 1000
I can count
I know the place
I can order
I can round any
I can read Roman multiples of 6, 7,
more or less than backwards from
value of each numbers beyond
number to the numerals to 100 (I
| +and - | I can add 4 digit numbers using column addition | I can subtract 4 digit numbers using column subtraction | | I can estimate answers to a calculation. | | I can use inverse operations to check answers to calculations | | I can solve addition and subtraction two- step problems and can explain my working | |
|---|---|---|---|---|---|---|---|---|---|
| | I know the multiplication and division facts for multiplication tables up to 12 x 12. | I can multiply a number by 0 and 1 | | I can divide a number by 1 | | I can multiply together 3 numbers | | I can use factor pairs | I can use a formal written method to multiply a two digit or three digit number by a one digit number |
| Fractions (including decimals) | I can recognise equivalent fractions. | I can count up and down in hundredths | | | I know that a | I can solve problems involving fractions of quantities, | | I can add and subtract fractions with the same denominator. | I know the decimal equivalents of any number of tenths or hundredths. |
| | | | | | hundredth means | | | | |
| | | | | | dividing into 100 | | | | |
| | | | | | equal parts or is | | | | |
| | | | | | the same as a | | | | |
| | | | | | tenth divided by | | | | |
| | | | | | 10 | | | | |
| | I understand what happens when a number is divided by 10 and 100 | I can round decimals with one decimal place to the nearest whole number | | | I can compare | | I can solve | | |
| | | | | | numbers with the | | problems | | |
| | | | | | same number of | | involving measure | | |
| | | | | | decimal places up | | and money when | | |
| | | | | | to two decimal | | 2 decimal places | | |
| | | | | | places. | | are involved. | | |
| | I can convert between different units of measure | I can measure and calculate perimeter of a rectangle in centimetres and metres | | I can find the area of a rectangle by counting squares. | | I can estimate, different measures, | | I can, compare different measures, | I can calculate different measures, |
| | I can solve problems involving time | | Statistics | I can present discrete data using bar charts | | I can present continuous data using a line graph | | I can interpret discrete data on a bar chart | I can interpret continuous data on a line graph |
| | I can compare and classify quadrilaterals, based on their properties and sizes. | I can compare and classify triangles, based on their properties and sizes. | | I can identify acute and obtuse angles | | I can compare and order angles up 180° | | I can identify lines of symmetry in 2-D shapes | Geometry; position and direction | | 1,519 | 855 | {
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20 Bird-Attractive Plants
In designing a garden for birds, you'll want to include dense planting and a number of layers to provide food, shelter and nesting materials for many types of birds. Don't forget grasses, a valuable food supply for seed-eaters, and a supply of clean water at all times.
| Provides | Birds |
|---|---|
| seed, nectar, insects | pigeons, parrots, cockatoos, rosellas, thornbills, babblers |
| nectar, fruit | honeyeaters, lorikeets, silvereyes, fruit doves, pigeons, parrots |
| nectar, insects | honeyeaters, wattlebirds, bees, insect-eaters |
| nectar | honeyeaters, spinebills, wattle- birds |
| nectar, insects, shelter, fruits | lorikeets, honeyeaters, wattle- birds, silvereyes, wrens, Eastern rosellas |
| nectar, shelter | honeyeaters, small birds |
| hard fruits, insects, nesting | cockatoos, rosellas, mallee ring- necks, whistlers, robins, silver- eyes, finches, wattlebirds |
| fruit, seed, insects, nesting | cockatoos, lorikeets, finches, silvereyes, thornbills, Willie Wag- tails, robins, butcherbirds |
| nesting, nesting materials | small birds, including finches |
| nectar | small honeyeaters, spinebills |
| blue berries | cockatoos, parrots, currawongs |
| nectar, fruit | honeyeaters, silvereyes, emus |
| nectar, seeds | honeyeaters, cockatoos, rosellas, thornbills, pardalotes |
| nectar, shelter, fruits, insects | honeyeaters, spinebills, wattle- birds, parrtots, rosellas, silvereyes |
| fruits, shelter, nesting site | cockatoos, small honeyeaters, thornbills, finches |
| nectar, insects | honeyeaters, insect eaters, also bees and butterflies |
| nectar | honeyeaters, rosellas |
| insects, shelter | insectivorous birds |
| nectar, blossom, insects | honeyeaters, lorikeets, insect- eating birds |
| nectar, seed, insects | honeyeaters, lorikeets, rosellas, insect-eating birds |
mobile:
043 828 4448
email:
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Fourth Grade Vocabulary Flashcards Flashcards Language Arts
Fourth Grade Vocabulary Flashcards Flashcards Language Arts
Summary:
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4th Grade Vocabulary - Free, Printable Word List - Flocabulary This 4th grade vocabulary word list is free and printable and comes from an analysis of commonly taught books and state tests. 4th Grade Vocabulary Word List This fourth grade vocabulary list was built from an analysis of difficult words that appear in basal readers and other books commonly taught in the 4th grade. 4th Grade Vocabulary List Flashcards | Quizlet These words commonly appear in many state standardized tests. The word list originates from "The Word Up Project. Fourth Grade Vocabulary Worksheets - k5learning.com Grade 4 vocabulary worksheets including words and their meanings, match phrases, context clues, sentences, paragraphs, word lists, synonyms and antonyms, apostrophes, jumbled words, and other 4th grade vocabulary topics. Improve vocabulary and word usage with these free vocabulary worksheets from K5 Learning.
4th Grade Spelling Words - Fourth Grade Spelling Lists ... 4th Grade Vocabulary and Spelling Word Lists Vocabulary is an important component in the 4th grade curriculum, as students expand their word knowledge through a variety of text. By the end of the year, fourth graders should recognize figurative language, integrate knowledge and ideas, and read and comprehend informational text. Grade 4 National Reading Vocabulary - Boone County Schools Grade 4 National Reading Vocabulary The following list contains 900 “new― reading words that students need to master by the end of Grade 4. Fourth Grade Reading Vocabulary VocabularySpellingCity Fourth Grade Reading Vocabulary VocabularySpellingCity has 4th grade vocabulary lists designed to support all of the students in your classroom as they explore Common Core State Standards literature selections, classic literature, and other 4th grade books.
4th grade Building Vocabulary Resources | Education.com With these fourth grade vocabulary resources, teachers and parents can support blossoming reading and writing skills. Play our vocabulary bingo activity or download our prefixes and suffixes worksheet. With clear instruction on grammar rules and engaging subject matter, these resources make teaching. Fourth Grade Vocabulary Games Fourth Grade Vocabulary Learning Games. Although by the time they reach fourth grade students have a fairly substantial vocabulary, they are still learning new words as well as new usages for words they already know. Academic vocabulary words for 4th graders - Parenting Academic vocabulary words for fourth graders include many terms that are used often and across all subjects, so knowing them will be useful when reading, listening to lectures, writing reports, and making presentations to the class.
Grade 4 National Vocabulary List - ReadingKEY Free of over 800 new words introduced in this 4th grade vocabulary list (including heading titles) and is designed as a continuation from our Grades 1- 3 Reading Vocabulary Lists which contain the 2000 Most Common Reading Words used in average reading.
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GRADE 7
MATH ASSIGNMENT
https://www.engageny.org/resource/new-york-state-common-core-sample-questions
GRADE 7 ASSIGNMENT: Click on the link above, select the Grade 7 Mathematics Annotated 2014 State Test
Questions. Do the Questions in the Boxes through page 53. Then work on the problems on pages 54, 64, 74, 84, and 94. Then, number the 12 problems you had the most trouble with – starting with “1” the most difficult to “12”.
Then, answer the following on a sheet of paper.
1) Mrs. Hamilton worked for a real estate agency. She sold a house for $175,000. The agency’s fee for the sale was 4% of the sale price. Mrs. Hamilton received $4,725 of the agency’s fee as her commission. What percent of the agency’s fee did Mrs. Hamilton receive? Round your answer to the nearest tenth of a percent. Show your work.
2) Mr. Gonzales has only $42.50 to spend at a clothing store. He wants to buy a shirt that costs $29, including tax, and some bracelets that cost $4.50 each, including tax.
Write an equation to determine x, the maximum number of bracelets Mr. Gonzales could buy. Equation _______________________
Solve the equation to determine the number of bracelets Mr. Gonzales could buy. Show your work.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
You may also view the 2013 State Test at the website above for additional help.
GRADE 8 MATH STATE TEST PREP ASSIGNMENT
https://www.engageny.org/resource/new-york-state-common-core-sample-questions
GRADE 8 ASSIGNMENT: Click on the link above, select the Grade 8 Mathematics Annotated 2014 State Test Questions. Do the Questions in the Boxes through page 48. Then work on the problems on pages 49, 59, 68, 78, 88-89. Then, number the 12 problems you had the most trouble with – starting with “1” the most difficult to “12”.
Then, answer the following on a sheet of paper.
Bert’s cab company charges $1.00 plus an additional $3.00 per mile for a ride. Madeline’s cab company charges $3.00 plus an additional $2.00 per mile for a ride. Write a system of linear equations that shows the cost in dollars, y, for a cab ride of x miles for each cab driver.
Bert's __________________________________ Madeline's _____________________________
At what distance, in miles, will the cost be the same for both companies? Show your work.
Answer ___________________ miles
Which cab driver's charge will be less for a ride that is 10 miles in distance?
Answer ___________________
Use words and numbers to explain how you determined your answer
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
You may also view the 2013 State Test at the website above for additional help.
MATH HELP | 1,301 | 628 | {
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View finder charcoal and pencil
I can create a picture using a view finder.
Information
Using reference photos.
Paper – 12 x 18 Charcoal - vine, stick or pencil Spray – Krylon workable fixative Pencil View finder
Artists sometimes use reference photos to create art. One should take their own photos for this. If you decide to use a photo from a magazine or the internet, realize that these images are copyrighted. Therefore one should not use the photo as it is. One should change the image and make it your own. One way to do this is to use a view finder to crop the picture so that only a part of the original photo is being used. This assignment makes use of a view finder and a photo.
1. Take a photograph of something that you want to render. If you can't take your own photographs, then find a photograph from a magazine or from the internet.
2. Look for photos that have five values: black, white, three grays, texture and detail. No drawings or cartoons.
3. The photo should be printed off so that it is large. Enlarge the photograph to fill up the page but still have clear detail.
4. Using your view finders, crop the photograph to isolate the most interesting part of the photo that has the criteria in number 2.
5. Tape down the view finder.
6. Draw the image from the view finder on to a 12 x 18 piece of paper. This will require enlarging the area within the view finder so that it fits onto the larger paper.
7. Render the gray areas in pencil. The black areas should be rendered in charcoal.
8. Spray your work between layers with "Workable fixative".
9. Work light to dark, pencil first. Spray the work when you feel that the pencil area is finished. This should save the whites from the charcoal. Blacks should be rendered last as they may smear onto the pencil areas. Spray between layers of charcoal.
Tip: Make sure you don't spray your work until you are sure you don't want to erase anything as the spray will not allow easy removal of pencil or charcoal.
Grading:
Craftsmanship: All surfaces are smooth. No sloppy edges. No hard scribbling. Effective use of charcoal and pencil together. Does the piece look professional and that care and time were put into the project.
Value: Were five values used. Are there white highlights? Was charcoal used for the blacks?
Texture: The use of texture techniques are visible in the work and help delineate the detail.
Format space: Does the piece feel comfortable in the format?
Cropping: How effective was the view finder in getting the best and most interesting part of the photograph? Shading: Shading is smooth. | 1,023 | 577 | {
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Elementary School Pilot
Shelly Clay - Elementary School Assistant Principal/4K Director June 14, 2017
It is no surprise that children learn in different ways and at different rates. The hard part is trying to accommodate those many needs each and every day for all students. We have done an amazing job at adapting to the children's needs the best we can thus far. However, as a district, and as educators, we feel that we can always continue to do better.
After much research, observation and asking questions about how we can continue to improve this we have been driven by the children to change how we teach. As a school district that desires to be respected by others and strives to prepare our students to thrive in their ever changing world, we as educators are compelled to "change with the students." Some ask why and some ask how. I say "because kids deserve it and the rest we will learn together!"
In an effort to "change with the children" and meet students where they are at and stretch them based on their abilities we plan to pilot a multi-age classroom next year. What is a multi-age classroom? It is a classroom that is made up of placing together a balance of numbers of students of different age groups with a range of achievement levels in an effort to reach all students at their ability and grow them as individuals. The teacher plans instruction and assessment expecting and celebrating diversity within the class. A multiage classroom puts learners at the center, both socially and academically. On the social side, younger children look for guidance to older students who know the ropes, while the older students in the classroom organically learn about mentoring, leadership, and collaboration. It gives students an advantage of being responsible for their own learning and allows for them to take risks. Research shows that students in a multi-age classroom, or one that personalizes learning, proves that without the need to have all children be at the same place at the same time without regard for ability, teachers can focus on regarding each child as a unique individual that they are. Those who are stronger in one subject may assist others and then be on the receiving end of support in another area. Such opportunities in the classroom result in students learning and excelling in THEIR area of excellence along with creating students that have more empathy for one another, a trait that carries over to their daily social lives.
The multi-age classroom we plan to pilot at the elementary will be comprised of approximately eleven third graders and eleven fourth graders with two teachers. These children have been chosen randomly and will be contacted to discuss such placement for their child. This will be completely optional but have already found that several families are interested. It will be my promise that this classroom, as well as all classrooms, will be providing some form of personalized learning in order to continue helping all children. | 1,083 | 585 | {
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Sampling in the lower Niagara River
Remote sensing plays an important role in our everyday life. It's used in GPS navigation, air traffic control, and observing large-scale algae blooms in the Great Lakes. But how can remote sensing be applied to understanding the benthic invertebrate community distribution in the Niagara River?
To answer this question, scientists from the Great Lakes Center received a three year grant from the Ecological Greenway Fund to study the benthic invertebrate community composition in the lower Niagara River. Using side scan sonar images obtained from the U.S. Fish & Wildlife Service together with video and sediment data, different types of bottom substrates were classified to create benthic habitat maps for the entire lower Niagara River. Then, benthic samples from each substrate were taken to assess the diversity and structure of the benthic invertebrate community. The results of this study will help to assess valuable habitats for conservation and identify critical habitats as feeding grounds for higher trophic levels. For instance, the occurrence of threatened lake sturgeon (Acipenser fulvescens) in some parts of lower Niagara River might be related to more abundant food resources in these areas.
Lower Niagara Sturgeon Study Gets Going
by Eric Bruestle
Your first encounter with the largest freshwater fish in North America is quite an experience. Adult lake sturgeon (Acipenser fulvescens) can reach up to 2 m in length and live up to 150 years. It is hard not to feel deep respect for a fish that has a longer lifespan than all of us. However, lake sturgeon populations sizes are just of a small fraction of what they were historically. An ongoing study by the Great Lakes Center and the U.S. Fish & Wildlife Service (USFWS) is examining the movement patterns and diet of the recovering lake sturgeon population in the lower Niagara River.
This study, funded by the Niagara Greenway Ecological Fund, utilizes acoustic telemetry technology to identify critical habitats and diet analysis to determine the prey base vital to this recovery. Findings from this study will inform future conservation efforts to preserve these resources.This summer, researchers
Knut Mehler collecting benthic samples from the lower Niagara River (left). Common substrate and associated benthic fauna from lower Niagara River (above).
In total, 257 sites were chosen along the lower Niagara River based on the habitat map and sampled throughout July and August with 124 benthic samples obtained. Additionally, 80 videos were taken and analyzed to describe the substrate in areas which could not be sampled due to strong currents or rocky substrates. 60 sediment samples were taken to determine the grain size distribution and the organic matter content of the substrate
under Dimitry Gorsky from USFWS have tagged 30 adult lake sturgeon with acoustic transmitters. These tags emit ultrasonic pulses that are detected by 39 stationary passive receivers that have been strategically deployed throughout the lower river and at the mouth of Lake Ontario. The acoustic array tracks the movements of sturgeon up and down the river, identifies areas where they spend the majority of their time, and documents when sturgeon exit the river for Lake Ontario.
Another part of this study is to describe diet of lake sturgeon and identify important prey as both variables effect the invertebrate community.
"It's a great study for two reasons," says Knut Mehler, Research Scientist at the Great Lakes Center. "First, it uses an interdisciplinary approach that draws from many different fields and second, it proves that remote sensing can be an important tool in benthic ecology."
items using stomach content analysis and stable isotope analysis. These two techniques, when used in conjunction, can recreate the short and long term diet history of lake sturgeon. So far, 34 stomach samples and over 100 stable isotope samples have been collected.
Once thought to be on the road to extinction, the lake sturgeon is making a remarkable recovery. By furthering our understanding of this recovery we help ensure that future generations have their shot at meeting a lake sturgeon face to face. •
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Severoural'sk
11.02.2007 ã.
Zip code - 624480 Area phone code - (+7) 34380 Reference phone number - 2 23 32Time zone: GMT + 05:00 (summer time: GMT + 6 hrs)Geographical Coordinates - 60°09' N Latitude, 59°57' E LongtitudePopulation of the town is 34673 (46.3% male, 53.7% female), region population is 46 th. people.Severoural'sk is a small town located 470 km (about 300 miles) north of Yekaterinburg. Geographically Severoural'sk is sited on the Eastern slope of the Northern Urals, on the banks of rivers Vagran and Kolonga. The town is surrounded by mines and settlements. The foundation of Severouralsk was connected with the foundation of Petropavlovskiy iron foundry factory. Then it was called Petropavlovskoe, reflecting the name of the local church of St. Paul and St. Peter. In 1931 a rich layer of bauxite was discovered on the banks of Vagran, and it was named Krasnaya Shapochka (Little Red Riding Hood). Later more bauxite deposits were revealed nearby and gave birth to a large bauxite mine named Severoural'skiy.The name Severouralsk was given to Petropavlovskoe settlement in 1944, after it was united with several miming settlements located nearby. Severoural'ksiy Mine is currently the key business institution of the town and a large supplier of bauxite and lime stone for metallurgy. The town homes the Museum of Natural History. More than a half of the county (raion) territory is occupied be the Federal Nature Preserve (Zapovednik). «Denezhkin Kamen» Denezhkin Kamen (1492 m) is a mountain located on the Eastern slope of the Ural Ridge in the upstream of river Sos'va, 40 km (23 miles) North-West of Severoural'sk. It is named after Mansi (name of the local tribe) Andrei Denezhkin, the local dweller, who lived on the banks of Sos'va in the XVIII century. The Mansi names of the mountain are Os'-Tagt-Talyah-Ner-Oika, which can be translated as "The Master of the Mountains of the Upstream of River Sos'va", and Os'-Tagt-Talyah-Yalpyng-Ner-Oika, "The Sacred Master of the Mountains of the Southern Sos'va".Denezhkin Kamen was a very popular hiking area before the mountain and the surrounding territory became of limits for visitors due to organization of a strict nature preserve. Currently the region provides many possibilities for tourism. Glavnyi Ural'skij Hrebet (Main Ural Ridge) can become a good hiking trail; rivers Sos'va, Uls, Vagran are great for rafting and kayaking.More Information http://letopisi.ru/index.php/Severouralsk/English_version | 1,217 | 686 | {
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What are the three most basic rights a person should have?
Think Pair Share
Set-up Notes 2, titled Jefferson (D.o.I) and Locke (Two Treatises of Government)
Open up the document: John Locke Influence on D.o.I.
Read the excerpt from Two Treatises of Government as a class, stopping to clarify after each sentence.
In teams, read the background information.
What were the main ideas in the documents that influenced the Constitution? Make a list.
What are the main ideas of Locke's writing? Make a list
Constitution influences + Locke's ideas = D.o.I.
(America's breakup letter with England)
Declaration of Independence
When, in the course of human events, it becomes necessary for one people to dissolve the poliBcal bands which have connected them with another, and to assume among the powers of the earth, the separate and equal staBon to which the laws of nature and of nature's God enBtle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separaBon.
We hold these truths to be self-‐evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. -‐ That to secure these rights, Governments are insBtuted among Men, deriving their just powers from the consent of the governed, -‐ That whenever any Form of Government becomes destrucBve of these ends, it is the Right of the People to alter or to abolish it, and to insBtute new Government, laying its foundaBon on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness
Homework: One Paragraph
According to Jefferson and Locke, why should a revolt be allowed?
Use three pieces of evidence from the documents they authored to support your answer.
Remember, all the rules of academic writing apply. | 794 | 1,111 | {
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For Parents
1. Don't lecture your teen, have a conversation. When parents complain "my teenager doesn't want to talk to me," what they're really complaining about is "my teenager doesn't want to listen to me." Conversation involves at least two people.
2. Don't attack. The conversation between any two people will break down if one of the two is put on the defensive and made to feel he's being accused of something.
3. Show respect for your teen's opinions. Teenagers can be surprisingly easy to talk with if parents make it clear that they're listening to the teen's point of view.
4. Keep it short and simple. Remember the "50% rule": Almost every parent says at least 50% more than he or she should. Remember when you were a teen and your parents lectured at you? And you thought, 'Will you please stop; I already got the point!' Stop before your teen gets there.
5. Be yourself. Don't try to talk like your kids or their friends.
6. Seize the moment. A spontaneous conversation in the car or at home late at night -- any time when you're not rushed -- can make for some of the warmest, most rewarding moments,
For Teenagers
1. Try to understand the situation from your parents' point of view. If your goal is to be allowed to stay out later on Saturday night, for example, try to anticipate what they are concerned about, such as your safety and your whereabouts.
2. Address their concerns honestly and directly. Try saying something like, "If I am allowed to stay out later, I will tell you in advance where I'm going to be so you know how to reach me," or "I'll call you to let you know what time I'm going to be home, and that way you won't have to worry about it."
3. Don't go on the defensive. If you feel deeply about the subject of the conversation -- clothes, friends, politics, sex, drugs, whatever -- stick to your guns, but listen to what your parents have to say.
4. Don't criticize or ridicule their viewpoints. Show them and their opinions the respect you want them to give you.
5. Make requests. Don't issue a list of demands.
6. Make "I" statements. Explain your concerns by saying things such as "I feel you're not being fair." Or, "I feel like you're not listening to my side." Avoid "you" statements, such as "You don't know what you're talking about." | 797 | 524 | {
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Eruption! Volcanoes and the Science of Saving Lives by Rusch
R.2 Central Ideas/Themes
The difficulty of predicting eruptions and the importance of getting it right.
R.3 Development/interaction of people, events, or ideas
Discuss the role Andy Lockhart plays in the book. Compare it will John Pallister's role. How does the book move from a small group of scientists to an international effort?
R.4 Word Choice
How did the author make the work of the scientists more exciting though her word choice? What quotations did she choose and why?
R.5 Structure
Why does the author tell the stories of several eruptions? Why those eruptions? What does each add?
R.6 Point of View
The eruption stories are told through the scientists who are monitoring the volcanoes. What does this point of view offer? How would the book be different if it was told from the point of view of ordinary people nearby? Or of government officials?
R.7 Diverse Media/Formats/Pair with:
Smithsonian's Global Volcanism Program gives information on volcanic activity all over the world. What currently active volcanoes might VDAP be working on? http://www.volcano.si.edu/
R.9 Multiple Texts/Pair with:
Will It Blow? AND Volcano Rising by Elizabeth Rusch Any volcano title – the library probably has several!
Primary sources:
_X_ used in book
Teaching resources available at:
www.elizabethrusch.com on the Eruption book page or For You/For Teachers
Eruption! Volcanoes and the Science of Saving Lives by Rusch
R.2 Central Ideas/Themes
The difficulty of predicting eruptions and the importance of getting it right.
R.3 Development/interaction of people, events, or ideas
Discuss the role Andy Lockhart plays in the book. Compare it will John Pallister's role. How does the book move from a small group of scientists to an international effort?
R.4 Word Choice
How did the author make the work of the scientists more exciting though her word choice? What quotations did she choose and why?
R.5 Structure
Why does the author tell the stories of several eruptions? Why those eruptions? What does each add?
R.6 Point of View
The eruption stories are told through the scientists who are monitoring the volcanoes. What does this point of view offer? How would the book be different if it was told from the point of view of ordinary people nearby? Or of government officials?
R.7 Diverse Media/Formats/Pair with:
Smithsonian's Global Volcanism Program gives information on volcanic activity all over the world. What currently active volcanoes might VDAP be working on? http://www.volcano.si.edu/
R.9 Multiple Texts/Pair with:
Will It Blow? AND Volcano Rising by Elizabeth Rusch Any volcano title – the library probably has several!
Primary sources:
_X_ used in book
Teaching resources available at: www.elizabethrusch.com on the Eruption book page or For You/For Teachers | 1,314 | 636 | {
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SCHOOL REPORTING 2016/2017 and PLANNING 2017/2018
Identification
Name of School Division Beautiful Plains School Division
Name of School Acadia Colony School
Name of Principal
Eberhard Hofer
Date (yyyy/mm/dd) 2017/10/20
School Profile
(Complete the following using FTE as of Sept 30 th .)
Number of Teachers2
Number of Students27
Grade LevelsK-12
There is an Educational for Sustainable Development (ESD) plan for the school. Yes/No? Yes
What is your mission statement?
To provide quality education in a positive environment where students can develop and achieve the skills required to be successful contributors in their community.
Year Revised 2016
SCHOOL REPORT – 2016/2017
School Priorities
1. To improve math literacy, with a focus on mental math skills and strategies for students in all grades.
2. To improve literacy and interest in reading for all students.
3. To encourage Student engagement
4.
5.
1.
2.
3.
School Report 2016/17 and School Plan 2017/18
List or describe factors that influenced your priorities.
SCHOOL PLAN – 2017/2018
Planning Process
Divisional directives, School directives, Community directives, Provincial mandated priorities, Improved outcomes for all learners, Students academic needs and learning styles.
Describe the planning process and the involvement of students, staff, families and the community.
Who was involved?
Principal met with the staff to develop the school plans in an effort to support the planning process. Community interests were considered as well and community resources were depended on, as they made some of the goals possible. We had a parent meeting evening where parents could give specific feedback.
How often did you meet?
We had several informal and formal meetings.
What data was used?
Past history and problems were used to promote the need of the some of the goals.
Other highlights?
Parents were very engaged during our parent meeting and where happy to contribute to the school direction.
School Priorities ( Ideas )
1. To improve math literacy, with a focus on mental math skills and strategies for students in all grades
2. To improve English language comprehension.
3. To incorporate and celebrate our cultural history. Student work should reflect their cultural fluency.
School Plan
1.
2.
| Strategies What actions will you take? | Indicators How will you know that learning is improving? |
|---|---|
| - Students will participate in a daily mental math program. The program will cover the same type of math in which the students are instructed on a daily basis. - Teachers will attend PD focused on mental math. - Students in K-8 will use an online program, Essential Skills, to supplement the skills that teachers are working on. - New strategies will be introduced and implemented to demonstrate how to effectively do mental math. | Teachers will assess student progress and inform the student about it. Students will develop independence as they gain confidence in their mental math skills. Students will be able to apply their mental math skills to their daily math activities. Essential Skills provides instant feedback and milestones are noted. |
| Leveled readers or books will be sent home with students on a daily basis. Students will be given class time to read interest based books to develop an enjoyment for reading. Students will read to their classmates and to the teacher. Ongoing PD in the areas of literacy and reading strategies. Students will be provided with a wide range of books and multimedia, especially interest level books. | Teachers will conference with individual students to assess and monitor student progress. Motivation towards reading will be improved. Students will be able to read independently for extended periods of time. |
School Report 2016/17 and School Plan 2017/18 | 1,752 | 787 | {
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MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
The suggested donation is $3.00 per meal. Thank you for investing in this resource!
Key for Symbols: Cal: Calories
1
Understanding Osteoporosis
Osteoporosis is a disease that consists of weakened bones and increased fracture risk. It's sometimes called a "silent disease" with few, if any, noticeable changes to your health to indicate you have it. In fact, the first indication of osteoporosis often is when a bone breaks.
Although it can strike at any age, osteoporosis mostly occurs in people over age 50. According to the National Osteoporosis Foundation, half of women and one in four men over the age of 50 will break a bone due to osteoporosis.
Taking steps to build bone health while you are young can literally make or break what will happen to your bones as you age. However, at every age, a healthful diet and regular weightbearing exercise are important, helping to ensure bone tissue continues to build.
Bone Health and Diet
Bone-Building Nutrients
Bones may seem dry and dull, but they are far from it. They are constantly under construction; certain cells break down bone tissue and other cells use the calcium and nutrients from foods you eat to build new bone. If you are not physically active or getting the nutrition you need, bones will suffer — becoming less dense, weaker and more likely to fracture.
Calcium, the major nutrient needed to form new bone cells, is vital for bone health. Bones store more than 99% of the calcium in your body. Some calcium-rich foods include milk, yogurt and cheese, and calcium-fortified soy milk and fruit juice. Other good sources include soybeans, dark green leafy vegetables and calcium-fortified tofu.
Calcium needs for older adults: Adults ages 19 to 50 need at least 1,000 milligrams of calcium a day.
Women over age 50 and men over age 70 need at least 1,200 milligrams of calcium a day.
Calcium cannot build bones alone. It works with other nutrients including vitamin D, vitamin K, potassium and magnesium to increase bone density and strength.
Foods vs. Supplements
Supplements can't duplicate what foods offer naturally. If you are not able or prefer not to drink milk, make sure you're eating plenty of non-dairy calcium-rich and calcium-fortified foods and beverages. Consult with your doctor about taking a calcium supplement with vitamin D, especially if you are a woman in menopause or post-menopause.
Meal reservations/cancellations MUST be made 48 hrs. in advance.
For information about the meals program, please call your local Community Dining Center.
Source: https://www.eatright.org/health/wellness/preventing-illness/understanding-osteoporosis
By: Kelly Slattery, RDN, LDN | 1,189 | 607 | {
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English
Key Text:
Samuel Pepys Diary, The Queen's Hat, The Queen's Knickers, traditional tales, The Way Back Home
Genres:
We will be learning to write diaries, and letters
We will be learning to write stories based on familiar stories and tales We will be learning about explanation texts
Science
We will be learning about materials and their everyday uses through naming them, sorting them and identifying their properties
We will also be learning about how materials can be changed
Willow Class Spring 2018
Art and DT
We will be learning to create individual and group collages.
We will be learning about Matisse and the various techniques that he utilised.
We will be learning to make wheeled vehicles.
Maths
R
We will be thinking about belonging, with a focus on the Jewish religion.
We will be looking at the Easter story thinking about being happy and sad.
We will be learning where a number appears in the number system and what this means. We will be learning how to partition numbers in different ways. We will be learning the four rules—how to add, subtract, multiply and divide. The children will also be learning about fractions, units of measurement including time, and problem solving.
Computing — Word processing and Internet Safety
We will be learning how to create simple presentations.
PSHE
PE
We will be learning about digital literacy within our world.
We will be learning how to use technology safely and respectfully.
We will be learning about how we can work well together.
We will be learning hockey skills.
Outcomes: We will be creating a simple PowerPoint Presentation about Space
We will be learning about how other people are special too.
We will be learning to put moves together to create a dance.
Trips and activities
Drama workshop — 11th January - Children will be taking part in a variety of activities lead by an external expert!
Fire Brigade school visit— 2nd February -
Children will be taking part in a variety of activities
Mobile Planetarium school visit—date in March TBC
History —The Great Fire of London and Space
We will be learning to recount historical facts from significant events and to put events in order
We will compare historical artefacts.
We will be looking at the similarities and differences between life during a time in the past and life today.
Geography
Outcome: Perform at School Dance Festival
Follow our adventures in learning on our class blog! https://wackywillow.wordpress.com/
We will be learning to identify the continents We will be learning to identify key areas in the UK, eg London.
End of Year Expectations can be found in the Parent Guides downloadable from our school website | 1,073 | 550 | {
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Skyview Student Work Expectations
Work Completion
Assignments serve a valuable purpose and promote a deeper understanding of classroom concepts. Accountability is necessary for progress. Students are expected to complete and hand in work all of the time.
Dealing With Incomplete Work
When work is not completed, teachers may have students:
a. Stay in from recess and complete the work
b. Assign the incomplete work as homework
c. Have students lose a privilege
d. Dispense other consequences as deemed appropriate by the teacher
Late Work
Late work is not accepted without a penalty. Penalties may include but are not limited to:
a. Staying in from recess to complete the work
b. Assigning the work as homework
c. Losing points each day the assignment is late
d. After one warning, receiving a zero for that assignment
Work Quality
We want Skyview students to demonstrate their best work at all times. Therefore, poor quality work is not accepted. If demonstration of learning is unsatisfactory and does not meet set standards and criteria, students will be expected to redo the assignment. Students will be expected to redo sloppy work in-line with the expected standard. Sloppy work will not be accepted so as to discourage minimal effort from becoming a habit. (At the intermediate level, the grades of the two papers will be averaged. Doing this gives students an opportunity to improve their score while serving as a reminder that they need to do their best the first time on any assignment.)
Homework Grades
Skyview teachers view completion of homework as essential for a student's success. The quality and completion of homework is reflected on student report cards.
Unsatisfactory Grades
When a student receives an unsatisfactory or failing grade on an assignment, due to a lack of understanding, the content is retaught at school before requiring the student to redo it. According to classroom teacher's discretion, work may be redone in school or assigned as homework with the expectation that it is the student's responsibility to make corrections.
If a student's work merits an unsatisfactory or failing grade because of low quality or unfinished assignments, teachers may choose to:
a. Have the student stay in from recess and complete the work
b. Assigning the work as homework
c. Dock points from the assignment
d. Have the student redo the assignment and average the two grades
e. Assign a zero for that assignment
Report Card Grades
When it comes to report card grading, primary (K-2) reflect hard work and completion of tasks in "Citizenship" and "Participation" as well as in academic grades.
Skyview intermediate teachers (3 rd -5 th ) grade on a normal grading scale "A-F". Students will receive an "F" if the average of their grades warrants this grade.
At all levels, quarterly mid-term progress reports will inform students and parents of areas that need attention in advance to the formal report card.
Lack of effort or participation in art, music, or physical education will be reflected in the grades on the report card.
Interventions For Problems With Incomplete or Low- Quality Work
Classroom interventions may include:
a. Loss of recess
b. Loss of privilege
If classroom interventions result in no improvement of quality of work or completion, students will be assigned a "Working Lunch" in the principal's office.
If students show no progress in mediating the problems of late, missing or low- quality work on assignments after one "Working Lunch," students will receive "High Expectation Overtime." In "High Expectation Overtime," students will be expected to come in before school a ½ hour early, or stay a ½ hour after school to complete or redo work. This time is not a tutor time for students. An aide will monitor the student's attendance but this will be an independent work time for the student. If a student does not show up to a scheduled "High Expectation Overtime" twice, the next step will be suspension. | 1,654 | 814 | {
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Wooden Bridges
Procedure
1. Imagine a blueprint for your bridge
a. Generally, a truss bridge has:
i. Crosswise floor beams and struts.
ii. A deck, that forms the walkway or road of the bridge.
iii. Longways laying stringer beams beneath the deck.
iv. An external frame, composed of squares divided into triangles for better integrity.
v. Cross bracing forming an X along the top sections of the bridge.
2. Draw the blueprint of just the sides of the bridge. Measure how long to make the side of the bridge using a popsicle stick as a reference.
Image/ Result Sample
3. Plan out your truss beam layout in finer detail. Allow your general blueprint to guide you, but now you have to get down to arranging your popsicle sticks for actual construction. The trusses are the four beams that will run the length of the top and bottom of your bridge. Later, you'll add triangles to these for improved support. Use your blueprint to guide you as to how long to construct your beams.
i. Lay out four rows of Popsicle sticks with each row being at least three sticks wide. Each row should be equal in length.
ii. Cut four popsicle sticks in half. Place each of the halved popsicle sticks at both ends of each of the truss beams, in the middle position of the three-wide popsicle sticks.
4. Stack the three section of each row on top of each other and glue the stacks together to form 4 big rows.
a. Hot glue dries very quickly! For best results, press your popsicle sticks together as soon as the glue has been applied.
b. Press the popsicle sticks together and apply firm pressure so your trusses are securely glued.
5. From your blueprint, lay out the popsicle sticks on top of your drawing for the triangle set up. The triangle portions are called the cross supports. For the purposes of this model, you will be using two sticks side by side in a W pattern
a. The more bracing you have, the stronger your bridge will be. However, too many popsicle sticks might make it difficult to see anything move across the deck of your bridge.
6. Unite the beams of your trusses. With the W pattern marked out, you should be able to determine how many popsicle sticks you will need. Count out the appropriate number to have at the ready, and:
a. Position your popsicle sticks along the truss beams before gluing to verify the final structure of the wall truss.
b. Use hot glue, or another suitable glue, to adhere the popsicle stick cross
braces to the truss beams.
7. Lay out the deck of your bridge. Set your two trusses flat on your workspace so that each lay parallel. Then, take your popsicle sticks, laying several between each of your trusses. These will form the deck, or the road, that runs the length of your bridge between the truss walls. Lay out popsicle sticks until your deck stretches the distance of the trusses. You can choose how wide you want to make your bridge! See picture for clarification.
a. Be sure that all of your popsicle sticks are even, otherwise the deck leading over your bridge will look irregular.
b. Glue the deck after you have finished laying it out!
8. Optional: To make the deck of the bridge stronger glue popsicles sticks to the back in an irregular pattern. Make sure it is flat! Then glue them on the deck.
9. To add cradle supports, measure how wide you want your bridge.
10. Multiply the width of your truss measurement by two to account for the width of both trusses and then add the width of the deck
11. With glue, join the Popsicle sticks in a straight line. Make sure it's a bit longer than the width of your bridge.
12. Finally, glue the cradle support to the sides of the bridge. Do it on both sides and in the middle!
13. Add the deck of your bridge on top of the cradle supports
14. Finally add upper support beams. This will be done by placing popsicles sticks at the top of the bridge to join your side frames. Add as many support beams you feel are necessary!
Instructions and photos adapted from: "How to Build a Bridge with Popsicle Sticks." WikiHow Creative Commons, n.d. Web. 18 Nov. 2016.
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ECHUNGA PRIMARY SCHOOL
ECHUNGA PRESCHOOL SUN PROTECTION POLICY
Aims
The aims of the Echunga Preschool Sun Protection Policy are to promote among children, staff and parents:
- Positive attitudes towards skin protection.
- Lifestyle practices that can help reduce the incidence of skin cancer and the number of related deaths.
- Personal responsibility for and decision making about skin protection.
- Awareness of the need for environmental changes in our centre to reduce the level of sun exposure when the UV radiation level is 3 and above.
Implementation
This policy is for implementation from 1 September to 30 April. Outside of this time care should also be taken when the ultraviolet radiation level is 3 (moderate) and above.
The purpose of the policy is to ensure that all members of our Preschool are protected from skin damage caused by the harmful rays of the sun.
It is an expectation that all staff, children and parents of the Echunga Preschool will use the following skin protection strategies:
1. Wear appropriate clothing that protects the skin.
- Children, staff and parents will be expected to wear a broad-brimmed hat, legionnaire style hat, or a bucket hat whenever they are involved in outside activities.
- Children are required to wear shirts with covering over the shoulders.
2. Take care to protect the skin when the ultraviolet radiation level is 3 (moderate) and above. Extra care should be taken after 10.00am when UV radiation levels are highest.
- Families are asked to apply sunscreen to children prior to their Preschool session.
Principal: Alex Ponury 802 Echunga Road Echunga S.A. 5153
Telephone: 8388 8306
OSHC: 8388 8563
Fax: 8388 8451
- Staff will assist children to independently re-apply Preschool supplied sunscreen after lunch, as required (unless alternate arrangement has been organised with parent/caregiver).
- Outdoor activities scheduled after this time will be provided in the shaded areas of the service to minimise exposure to UV radiation in the middle of the day.
3. Reinforcing the Sun Smart message in all service activities and in general service procedures is an important strategy in the adoption of skin protection behaviours.
- Staff will be encouraged to role model appropriate Sun Smart strategies in all service activities.
- Skin cancer prevention will be included in appropriate teaching activities.
- Staff will be encouraged to keep up to date with new information and resources from Cancer Council SA.
- Information about the Centre's Sun Smart Policy will be made available to all new staff, students and families via the website.
4. The Echunga Preschool Sun Protection Policy will be evaluated on a two yearly basis.
- Policy issues will be discussed at staff and Governing Council meetings.
For more information please don't hesitate to contact: Cancer Council Helpline 13 11 20 or visit www.sunsmart.org.au | 1,326 | 604 | {
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EMOTIONAL DEVELOPMENT (6 th – 8 th Grade)
Understand and manage one's emotions
| CASEL Domain | Grades 6–8 |
|---|---|
| Self-Awareness | Learners will be able to recognize and label a variety of complex graded emotions in self and others. |
| Self- Management | Learners will be able to express their emotions in an appropriate and respectful manner using a variety of modalities (e.g., verbal and nonverbal). |
| Self- Management | Learners will be able to identify what triggers a strong emotion and apply an appropriate calming or coping strategy to defuse the emotional trigger. |
| Focus Attention | Learners will be able to independently use organizational skills and strategies to focus attention in order to work toward short-term personal and academic goals. |
|---|---|
| Social Awareness | Learners will be able to provide support and encouragement to others through perspective taking, empathy, and appreciation for diversity. |
| Social Awareness | Learners will be able to recognize expressions of empathy in society and communities. |
SELF-CONCEPT (6 th – 8 th Grade)
| CASEL Domain | Grades 6–8 |
|---|---|
| Self-Awareness | Learners will be able to use optimism and a “growth mind set” to recognize strengths in self in order to describe and prioritize personal skills and interests they want to develop. |
| Self-Awareness | Learners will be able to self-reflect on their values and beliefs and how their behaviors relate to those values and beliefs. |
|---|---|
| Self-Awareness Social-Awareness | Learners will be able to identify how family and culture impact their thoughts and actions. |
| Self-Management | Learners will be able to consistently set attainable, realistic goals, and persist until their goals are achieved. |
| Self-Awareness Self-Management | Learners will be able to identify successes and challenges, and how they can learn from them. |
|---|---|
SOCIAL COMPETENCE (6 th – 8 th Grade)
Establish and maintain positive relationships by respecting others, practicing social skills, and making responsible choices while recognizing and connecting to the community at large
| Social Awareness | Learners will be able to show respect for other people’s perspectives. | |
|---|---|---|
| Social Awareness | | Learners will be able to reflect how cross-cultural experiences can |
| | | influence their ability to build positive relationships. |
| Social Awareness | Learners will be able to identify discrimination of individuals and groups based upon perceived differences. |
|---|---|
| Relationship Skills | Learners will be able to recognize the emotional, physical, social, and other costs of negative relationships. |
| Relationship Skills | Learners will be able to use active listening and assertive, clear communication when expressing thoughts and ideas. |
| Relationship Skills | Learners will be able to recognize and respond appropriately to constructive feedback. |
| Relationship Skills | Learners will be able to work cooperatively and productively in a group and overcome setbacks and disagreements. |
| Relationship Skills | Learners will be able to apply negotiation skills and conflict resolution skills to resolve differences. |
|---|---|
| Decision Making | Learners will be able to generate a variety of solutions and outcomes to a problem with consideration of well-being for oneself and others. |
| Social Awareness | Learners will be able to identify how social norms for behavior vary across different settings and within different cultures. |
| Decision Making Relationship Skills | Learners will be able to identify the impact of their decisions on personal safety and relationships. |
| Social Awareness Relationship Skills | | Learners will be able to advocate for themselves. |
|---|---|---|
| | Decision Making | Learners will be able to, with adult guidance, create an action plan that addresses a need in the classroom, school, or community. |
| | Social Awareness | |
| | Relationship Skills | | | 1,903 | 911 | {
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Dartmoor is the largest open space in Southern England.
Years 1 and 2
Carrots grow under the ground.
This week in MATHS: Fractions
All: Recognise, find and name a half as one part of two equal parts of a shape, a quantity or a set of objects
Recognise , find and name a quarter as one part of four equal parts of a shape, a quantity or a set of objects
Year 2s: You also need to be able to write the fractions eg ½ ¼ and know that 2/4 (two quarters) is the same as ½ (half).
AND be able to find 1/3 (one third) and ¾ (three quarters) of shapes, numbers (quantities) and a set of objects.
This week in Phonics/Spelling:
This week in ENGLISH:
Year 1s – find words with wh, ph, qu in them – list at least 5 words for each and write them in a sentence.
Year 2s – silly rhymes help you remember tricky spellings.
Think of some for 'because', 'beautiful' 'people', 'children' and other words you find tricky. Share your ideas on Tapestry.
I wonder what animal you decided your artist was going to make in the sand? Were you pleased with your plan? We made 7 changes: where the artist lived, who they lived with, what they put on the sand to collect the coins, what they made in the sand, which creature came to talk to the sculpture, what did the sculpture hear out at sea, and … where did the sculpture go when it got sucked into the sea.
Now put all your ideas together and write your own story based on 'The Sand Horse'. Don't forget to include lots of fantastic verbs.
Art/Design Technology:
Food
You may have helped your adult with food shopping but do you know where the food comes from before it reaches the shops? Have you noticed what crops the farmers are growing in their fields at the moment and what animals they keep?
Find out what crop is used to make flour and how it is made. You could perhaps try and make a loaf of bread or some rolls yourself. Plan a picnic. What food would you choose? Include your bread with a healthy, tasty filling. What other healthy foods can you include? Write an invitation to someone to join you on your picnic.
Instead of using sand to sculpt a creature, let's use coloured sand and glue to create colourful fish. The Mandarinfish and Flowerhorn cichlid are two of the most colourful fish. Draw a large fish shape, apply glue and then sand. If you don't have coloured sand, you can dye It before you use it or when it's glued on with food colouring. Have fun!
Have fun!
READING
Useful websites:
Change for Life is an excellent website full of facts, great recipes and easy ways to eat well and move more.
Reading books are made much more interesting when you use different voices for different characters. Think how the character would speak and use this voice to read out loud. Or you could read your book as if you are a fish. How do you think a fish would talk, if it could?
Physical activity:
Play the game 'Port/Starboard' with all the actions including climb the rigging, Captain's coming etc. Try 'Simon Says' making sure you choose big actions like "Simon says jump up and down." | 1,166 | 718 | {
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TOP 10 BENEFITS OF VEGETARIANISM
A vegetarian diet has several benefits when properly balanced and nutrient-dense. However, just because a diet is "meat-free" doesn't necessarily mean it's healthy. Benefits can be negated when the diet isn't paired with a healthy lifestyle. In contrast, a diet containing meat is not always unhealthy. For example, eating a salad isn't enough if you're sedentary, eat a lot of high-fat junk food, or smoke cigarettes! Consuming an adequate amount of calories and eating a variety of healthful food is just as important. Below is a list of 10 health benefits one can obtain from a properly-balanced vegetarian diet.
Note: Vegetarian diets may not be for everyone; it's all about bio-individuality.
BETTER MOOD
SAVING THE PLANET
Research shows information suggesting vegetarians may be happier than their meat-eating counterparts. It was found that vegetarians had a lower chance of depression and were happier overall compared to fish and meat-eaters. 1
DISEASE FIGHTING
When done right, lacto-vegetarian, lacto-ovo-vegetarian, or vegan diets are naturally low in total fat, saturated fat, and cholesterol and have been shown to reduce heart disease risk. Epidemiologic data has shown vegetarians suffer less disease caused by a modern Western diet (e.g., coronary heart disease, hypertension, obesity, type 2 diabetes, diet-related cancers, diverticulitis, constipation, and gallstones, among several others 2 ). This can be attributed to a higher intake in fiber, phytonutrients, antioxidants, flavonoids, and carotenoids.
LEAN FIGURE
Vegetarians typically weigh less as a result of a diet made up of fewer calories in the form of grains, legumes, nuts, seeds, fruits, and vegetables. 3
LESS TOXICITY
A plant-based diet is better for the planet as it requires less energy and farmland to feed a vegetarian.
SIGHT
4
Vegetarians tend to have better vision and less macular degeneration.
MONEY SAVING
Plant foods tend to be less expensive, except for a few delicacies, saving on overall costs.
BETTER ATHLETIC PERFORMANCE
While most active people focus on protein intake, they should be advised that, when done right, a high-carbohydrate, low-fat, and vitamin and mineral-rich vegetarian diet may be optimal for sports performance. Conflicting studies exist, but the number of world-class vegetarian athletes continues to rise.
SUPPORTING ANIMAL RIGHTS
Ethical reasons can be a consideration when choosing a vegetarian diet.
Foodborne illnesses, antibiotics, bacteria, parasites, and chemical toxins are more common in commercial meat, poultry, and seafood when compared with plant foods, particularly organic fruits and vegetables.
LONGEVITY
Vegetarians have been found to enjoy longer and healthier lives when compared to meat-eaters. 5
1. Restriction of meat, fish, and poultry in omnivores improves mood http://geti.in/15vBl8k
2. Health aspects of vegetarian diets http://geti.in/WMAXCm
3. Weight gain over 5 years in 21,966 meat-eating, fish-eating, vegetarian and vegan men and women in EPIC-Oxford http://geti.in/XLlzTD
4. Vegetarian diet: panacea for modern lifestyle diseases? http://geti.in/102atK8
5. Does low meat consumption increase life expectancy in humans? http://geti.in/1bRs8LW
© 2014, 2016 Integrative Nutrition, Inc. | Reprinted with permission | 1,572 | 774 | {
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THE INSTRUMENTS OF THE BAND
You can hear individual excerpts of each instrument listed above on the Schimelpfenig Band website! www.smsband.org
Click: Future Band Members then Instrument Example Recordings
Woodwind Instruments
Flute
The flute is the highest sounding instrument in the band. It is played by blowing air across a tone hole and pressing down the keys to produce different notes. Its clear tone makes the flute equally important in the concert band and full orchestra. Students may have the opportunity to play piccolo in the 7 th or 8 th grade.
Clarinet
The clarinet is a single reed instrument that is played by using a mouthpiece and reed combination and pressing down keys to produce different notes. Clarinets are made of wood or hard rubber and produce a beautiful and versatile sound. Students may have the opportunity to play bass clarinet starting in the 7 th grade.
Oboe
The oboe is one of the most distinctive and colorful instruments in the band. It is a double reed instrument, which means that sound is produced on the oboe by blowing into a joined set of two reeds. Oboe players are generally confident and independent students.
Bassoon
The bassoon is also a double-reed instrument like the oboe, but it has a resonant deeper bass voice. Bassoon players are generally confident and independent students. The tone of the bassoon balances well with the low brass and woodwinds in band and the cello and basses in the full orchestra.
Saxophone
The saxophone is played similarly to the clarinet with a single reed attached to a mouthpiece creating the saxophone's sound, but the body is made of metal. The saxophone is popular in concert band and jazz band. This class is very popular and has a limited numbers of slots, but all interested students will have the opportunity to try it for consideration.
Brass Instruments
Trumpet
The trumpet can produce the highest sound in the brass family. Its brilliant tone is produced when the player vibrates his or her lips into the trumpet mouthpiece. The trumpet is a versatile instrument and is also an important instrument in jazz band and full orchestra.
French Horn
The French horn is one of the most versatile instruments in the brass family. Its mellow sound is produced in the same manner as the trumpet's sound. The horn has a wide range and can play both very high and very low notes. It mixes well with both the brass and woodwind sections and is very important in band and full orchestra.
Trombone
The trombone can be recognized by its long slide, which is moved to various positions to create different notes. The trombone is played with a medium sized mouthpiece that suits players with many different physical characteristics. This versatile instrument is also used in full orchestra and jazz band.
Euphonium
The euphonium is often recognized as the instrument that looks like a mini tuba. It uses the same mouthpiece as the trombone and is also suited to players with many different physical characteristics. The euphonium has a distinct dark and mellow sound.
Tuba
The tuba is the lowest sounding instrument in the brass family. It produces a rich, deep, low sound, making it one of the most important instruments in the band. The tuba is played with a larger mouthpiece than the other brass instruments. Tuba players get to march with the Sousaphone in marching band.
Percussion
Percussion in beginning band focuses on mallet percussion and concert snare drum technique. We also familiarize ourselves with the timpani and all accessory percussion instruments (crash cymbals, tambourine, tom-toms, triangle and many more). Drum set is not a part of the beginning band curriculum. This class also has a limited size, but all interested students will have the opportunity to try it with a percussion specialist for consideration. | 1,458 | 811 | {
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MATURITNÍ OKRUHY
pro školní rok 2020/ 2021
Strana: 1/ 1
Datum: 29. 10. 2020
Studijní obor: PRÁVO A VEŘEJNÁ SPRÁVA
Předmět: ANGLICKÝ JAZYK
________________________________________________________________________
1. People
2. Family
3. Shopping and services
4. Home
5. Everyday life
6. School
7. Free time and entertainment
8. Sport
9. Travelling and tourism
10. Health
11. Food
12. Work
13. Nature and environment
14. Culture
15. Science and technology
16. The United Kingdom and London
17. The Czech Republic and Prague
18. The USA
19. Australia and New Zealand
20. Holidays and traditions in English speaking countries
Témata odborná
1. Leadership styles – describing the main leadership styles
2. Rules for effective communication – communication skills, principles of communication
3. Dealing with a client/ customer – rules and principles of communication
4. Organizing a social event – how to write an invitation (mail, card)
5. Basis of social etiquette – basic rules, good and bad manners
MATURITNÍ OKRUHY
pro školní rok 2020/ 2021
Strana: 1/ 1
Datum: 29. 10. 2020
6. Job interview – CV, cover letter (personal details, qualifications, experiences, previous jobs)
7. Communication – definition, verbal, non-verbal, forms of communication
8. Motivation – types of motivation, motivation of employees, benefits and bonuses
9. Dealing with a client/ customer – making an appointment (rules and principles)
10. Healthy lifestyle – healthy eating, physical activity, appearance
11. Organizing a social event – how to prepare for a social event.
12. Personality of a manager – characteristics, role of a manager
13. Methods of business communication – face to face, letters, webs, reports, presentations
14. Ethical principles – what´s right and what´s wrong
15. Communication in a company – definition, categories of communication
16. Dress code – smart clothes, appearance, etiquette in a work place
17. Professional etiquette – small talk, handshakes, alcohol, meetings,
18. Structure of a job interview – introduction, profile, motivation, skills, salary, questions
19. International business etiquette – cultural differences
20. Cultural customs and habits – e.g. UK – greetings, business, dining, giftgiving
Dne: 29. 10. 2020
Zpracovala: Mgr. Gabriela Najvárková, vedoucí PK cizích jazyků
Schválila: Ing. Radmila Sosnová,
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Name: ____________________________________________ Date: ___________________ Class: ___________________
Tessellations Activity Teacher Notes and Answers
1. Supplies Needed: a ream of paper, a roll of tape per group or two, blocks or weights to hold down paper.
2. Before class fold a piece of computer paper into a triangle-shaped tube and tape it shut.
3. Repeat with a square tube, hexagonal tube, and octagonal tube.
4. Here are some videos which you could show just before beginning:
o Tessellations: Examples (Basic Geometry Concepts) (4:32 min)
o Tessellations in Nature (1:40 min) https://www.youtube.com/watch?v=KGQYLzFjujM https://www.youtube.com/watch?v=LrS4GO_2d8g
o Tessellations: Real Life Examples (1:02 min) https://www.youtube.com/watch?v=5uC22PTbIbg
5. Student answers will vary depending on their testing outcomes. The answer to question 4 should be something like, “If we want a stronger product, we need to use the _________ (the strongest shape).”
Name: ____________________________________________ Date: ___________________ Class: ___________________
Tessellations Activity
A tessellation is a pattern of identical shapes that fit together without gaps or overlapping. A honeycomb is a tessellation. Tessellations are shapes that affect strength and design.
Procedure
a. You can fold the piece of paper into thirds along its horizontal access, forming the three side of a triangle. Then connect the ends of the paper forming one of the vertices; the other vertices are made up of your two previous folds. You can make hexagons using the same method, only this time fold the paper into sixths, and so on.
1. Obtain a blank piece of paper. Fold it into a triangle-shaped "tube" and tape it shut.
b. Remember, for the purposes of this activity a tessellation needs an even number of sides; test out your students' knowledge by trying to get them to make a tessellation out of pentagons!
3. Place a weight on top of the tube. Slowly add weights until the tube collapses.
2. Put the tube on the table so that it is perpendicular with the surface of the table.
4. Record the number of blocks.
6. Fold three more triangle tubes and tessellate them. Use a few pieces of tape to tape them together.
5. Place collapsed tube in the recycle bin.
7. Place a block on top of the tube. Slowly add blocks until the tube collapses.
9. Place collapsed tube in the recycle bin.
8. Record the number of blocks.
10. Repeat the process by folding square tubes, hexagonal tubes, and octagonal tubes recoding the number of blocks it takes to collapse a single tube and tessellated tubes.
| Tube Shape | Number of Weights |
|---|---|
| Triangle – Single Tube | |
| Triangle – Tessellated Tube | |
| Square – Single Tube | |
| Square – Tessellated Tube | |
| Hexagon – Single Tube | |
| Hexagon – Tessellated Tube | |
| Octagon – Single Tube | |
| Octagon – Tessellated Tube | |
Data
Questions.
1.What was stronger—single tubes or tessellated tubes? _______________________________________________
2.Which single tube shape was the strongest? _______________________________________________________
3.Which tessellated tube shape was the strongest? ___________________________________________________
4.How can you use this knowledge when designing a product? __________________________________________ | 1,721 | 757 | {
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City University of New York (CUNY)
CUNY Academic Works
Open Educational Resources
City College of New York
2023
Self-Listening & Envisioning Audience Exercise & Assignment
Jacob Kose CUNY City College
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English 110, Phase 1 Self-Listening & Envisioning Audience Exercise & Assignment
You're going to record yourself (using a phone voice recording app is an accessible method) telling a story about a meaningful experience, artifact, or person from your moments first acquiring language and/or literacy. Feel free to touch on experiences you outlined in the CCNY English 110 Language and Literacy Brainstorm Worksheet.
Aim for a 5-7 minute recording that, ultimate, you will shape and condense. If you feel this is a longer story, aim for a snapshot or a section of that story. If you'd like to tell the full story in your recording, then decide which smaller section to ultimately submit, please do type your entire recording at step 2. That is part of the exercise.
After this process, you'll write a one page reflection on how this process was for you—what was difficult or helpful; whether you could imagine a version of this process that could be helpful for your personal or academic writing—and submit that to our class discussion board. 1 Please read everyone's posts, and comment on at least two classmates' reflections.
Exercise:
1. Before recording, imagine you're reading to an audience. It may be helpful to pick that audience, then pick your story. Begin your recording by describing this audience, and the setting of where you imagine telling this story to that audience. Then record your story. Do your best to keep talking, or pause but do not stop the recording, until at least 5 minutes.
1 If consistent with your class goals, instructors may invite students to read these aloud, and/or peer edit.
2. Once recorded, listen to your story. Type up your recording, word for word. This is your original text. Keep a copy of that original text in case you'd like to return to it.
3. Now that you have a written copy of your spoken story, please edit what you've typed to best communicate that story to your imagined audience. If you'd like to record again, you may. In your reflection, describe why you did so. And if you feel like you actually spoke to a different audience than you originally intended, in your reflection please indicate what made you change your audience.
4. Please print and bring to class 2 copies of your edited (and, if you like, original) version of your story.
5. Prompts for your reflection:
a. How was this process helpful for telling and or writing a story? How was it difficult?
b. Ultimately, what parts of your edited story did you speak and what parts did you write? Were there any parts you felt you had to edit, or you had to leave exactly as you had spoken?
c. Did your memory, or the story, surprise you at all?
Attribution-NonCommercial-ShareAlike (CC BY-NC-SA)
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3 A collection of prompts for reference
Prompts are not just talk! Short prompts give a maximum of information to the child using the fewest words. 'Too much teacher talk' interferes with solving a problem. Conversations in the lesson should be warm and friendly, but when the child must attend to something, or must pull several things together, the prompt should be short, clear and direct. What is the next most helpful thing this child could do?
Contrast the next two examples.
I really liked how you were noticing when you got here that it did not say 'put it on and you went back and fixed it up. You did some good thinking. On this page when you were trying to figure out 'lion tamer' I saw you checking the picture. Does it start right for 'tamer'? Would you expect to see that 't' there?
Good teaching would have sounded more like this.
Good thinking! Show me 'lion Now look at what letter comes next - the first letter of that new word!
It is imperative to prompt clearly. It is not imperative to us any particular prompt in the guidebook. Teachers have asked for more alternative prompts, and I have provided some suggestions. Vary your prompting to maximize the progress of individual children.
Some of the prompts scattered throughout the teaching procedures are listed below under headings that suggest why the prompt might be used. Most of them come from sections 10, 12 and 13. However the same words might prompt different responses, depending on the reading or writing context. The list is illustrative, not exhaustive.
Be clear
Do this. Don't do that.
Cover the end.
Open-ended (used more in later lessons)
```
What did you notice? Try that again. Were you right? How did you know it was ... ? Look carefully and think what you know. Was that okay? How could we finish it? Why did you stop? Think what you know that might help. How did you know? How did you know it was right? How did you know it said 'was'?
```
To locate
```
Read it with your finger. Did it match? Were there enough words? Did you run out of words? Point to each letter/word. Use the pointer and make them match. Try that again with your finger. Can you find the tricky word? What do you expect to see at the beginning? ... at the end? ... in the middle? Where is the hard bit? Why did you stop? What did you notice? Run a finger under it while you say it slowly.
```
To look
Would X start like that?
I liked the way you were using your eyes.
Does it look right?
Do you think it looks like 'went'?
Use your eyes and think about it.
Look for something that would help you.
What can you see that might help?
Do you know a word that looks like that?
Can you see what might help?
See this letter.
Look at this letter/word.
Does this help? (pointing to a helpful cue)
You know a word that starts with those letters.
Make another word that looks like that.
Make another word that ends with that pattern.
To hear sounds and words
What is the first letter?
Let's go to the board. You write the first letter.
What's the first letter in 'look'?
We can take the first part away (to the left).
Where is the first letter? Where do we start?
What is a word that starts with that letter?
What is a word that starts with that sound?
Make another word that starts like that.
To find first letters
Can you hear this letter? You said . . . Was that right? Can you hear the last part of 'looking'? What sound does it make? What is its name? Make another word that sounds like that. What sounds can you hear in that word? Does that sound right to you?
To attend to meaning
You said ... Does that make sense?
Would X make sense?
Would that make sense?
Would 'went' fit in there?
To attend to structure
You said ... Can we say it that way?
Is that a little letter or a big one?
Is that a capital letter or a small one?
To think about processing
```
What could this word be? You solved the puzzle. How did you do that? You said, 'I think we shall go and find him.' Is that what the rabbit said? And here Mother Bear is asking a question. How would she ask a question? Was that okay? How did you know? What do you think? Which is it? What do you think? You found out what was wrong all by yourself. You made a mistake on this page. Can you find it? How did you know? How did you know it was right?
```
To attend to fluency, and/or phrasing
Let's put this together.
Let's put 'here comes' together.
Are you listening to yourself?
Did it sound good?
Can you read this quickly?
Put them all together so that it sounds like talking.
How would you say that?
Make it sound like a favorite book.
Make it sound like a story you would love to listen to.
Read up to your finger.
Read it all smoothly.
Make your voice go down at the end of the sentence.
Change your voice when you see these marks on the page.
To seek help from writing
You're saying 'said' for a word you know.
Write this word.
Write it quickly. Good job. What is it?
Prompt to remember
You need to know that word tomorrow.
Have you got it in your head?
How could we finish it?
I liked the way you did that [searched memory].
You tried to think of that word. That was good.
What is another letter that looks like that?
Prompting to check
Check it.
Were you right?
What could you check?
Does it look right and sound right?
It has to make sense and it has to sound right.
What would make sense, and sound right and look like that?
You made a mistake on that page. Can you find it?
What's wrong with this?
Comprehension—to think about the message
You said ... Does that make sense? What did he do that was nice? Does the pot look too small to you? How did Mom trick Greedy Cat? Would you like to have Jake for a brother? What do you think Dad is going to do now?
General
Try again.
Try that again.
Try that again and think what could make sense.
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How rejuvenation technologies can help with the challenges of population aging
Source:
UN World Population Prospects 2017
You can find population statistics and a forecast for each country up to the year 2100 in the "Demographic Profiles" document
Population aging is the increase of the median age of people in a given region. Fewer children are born, and there is a higher proportion of elderly people.
Globally, the number of 60+ people is rapidly increasing
3.1 billion in 2100 (27%)
2.1 billion in 2050 (21%)
European countries and North America already have 22-25% of population 60+.
The main cause of population aging is the declining fertility rate
As a country becomes more developed, its fertility rate decreases. This happens because more women receive education, enter the labor market, and postpone the birth of their first children because of their careers or the need to support their families. The availability and cultural acceptability of using contraception for family planning is another important factor affecting the birth rate.
In many developed countries, the birth rate is currently below replacement level (less than two children per woman), which is why the population of these countries is decreasing.
Life expectancy is rising
As a result of better nutrition, sanitation and more advanced medicine, people live longer and life expectancy is growing everywhere. The least developed countries enjoy the fastest growth of life expectancy.
The average life expectancy globally is around 72 years, and it keeps growing by approximately 3 months per year. This growth is accelerating.
Population aging is affecting the demographic structure of the nation
Demographic structure is usually visualized as a pyramid; the triangular top of the pyramid represents the oldest people, and the large foundation represents youth.
This forecast for the USA shows that the geometry is changing, and by 2100, the top of the pyramid will resemble a dome rather than a triangle, while the youthful foundation is going to be thinner than the part representing adult population.
These changes reflect the improved survival in old age as well as the reduction in birthrate.
Population aging is affecting the demographic structure of the nation
This graph of the demographic profile of the United States shows that the proportion of people 65+ is growing faster than that of any other age group.
It leads to an increase in the old-age dependency ratio (the number of old people who may require the support of 100 people of working age).
The old-age dependency ratio in USA will reach 36.4 by 2050 and 49.7 by 2100.
By 2050, nearly a quarter of people will be 60+
This can be a challenge or an opportunity to our society, depending on how healthy these people will be.
If rejuvenation technologies, able to prevent and cure age-related diseases, will be developed and made globally affordable and accessible in the next 20 years, we may have an additional quarter of the population taking part in economic development and helping to solve global issues.
However, if rejuvenation technologies are not developed in time, we may face the heaviest burden of chronic age-related disease in human history due to population aging.
Conclusion
Population aging is the increase of the median age of the population of a given region.
Population aging is happening because of a decrease in birthrate and an increase in life expectancy, which go together with national economic development, the availability of education and jobs for women, and the improvement of nutrition, sanitation, and healthcare systems.
The 60+ population is the fastest-growing age group. By 2050, 21% of the global population will be in this group, and by 2100, 27%.
The effect of population aging on our society depends on whether these people are going to be healthy, productive and independent or severely affected by chronic, age-related diseases.
The development of rejuvenation technologies gives hope for keeping 60+ people healthy and productive so that they can live full lives and take part in economic development for much longer.
Thank you!
If you have an interesting research project in mind to investigate one of the main mechanisms of aging and longevity or you would like to support such a project, you are welcome to contact us at email@example.com.
Visit www.lifespan.io and www.leafscience.org to learn more about our work.
You are welcome to subscribe to our newsletter!
Facebook: www.facebook.com/lifespanio
Twitter: www.twitter.com/LifespanIO
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IDENTIFY:
HEAT PUMPS FOR GAA CLUBS
What are heat pumps and what kind of energy do they use?
A heat pump is an electrical device that captures heat from outside and moves it into a building. Heat pumps can heat both space and water.
Heat pumps use electricity to capture heat from outside the building but the heat energy delivered to a building is much more than the electrical energy used to power the heat pump. Typically, a heat pump will produce 3 to 4 units of heat for every unit of electricity consumed
Heat pump systems should only be considered for clubs that have excellent insulation and airtightness. Talk to an energy expert if your are considering a heat pump for your clubhouse.
What type of heat pumps are available?
Why might a heat pump be a good option for our club buildings?
AIR SOURCE
* Extracts heat from external air
* The most common type of system and generally cheaper and easier to install than other options.
* Less efficient than other heat pumps in colder weather.
GROUND SOURCE
* Extracts heat from the ground through vertical or horizontal pipework.
* Particularly suitable for new club building developments and/or for clubs with sufficient available ground around their building.
* High levels of efficiency all year round.
WATER SOURCE
* Extracts water from open water (e.g., lakes, rivers, streams) through collector pipework.
* Potentially suitable for clubs adjacent to water bodies.
* High levels of efficiency all year round.
* In well-insulated buildings, heat pumps are a highly efficient alternative to oil, gas, solid fuels and direct electrical heating systems.
* Installing an appropriately designed heat pump system can result in significant savings in energy, operating costs and carbon emissions.
* A heat pump needs to be appropriately designed and this can be complex. Ensure your club gets independent professional advice.
SEAI Support Scheme
* Clubs in the 26-counties may be eligible for funding of their heat pump system installation under a support scheme for renewable heat. The current scheme includes up to 30% funding of installation cost for heat pumps. See https://www.seai.ie/ business-and-public-sector/business-grants-and-supports/ support-scheme-renewable-heat for more details
What is building fabric and why is it important for heat pump installation?
'Building Fabric' refers to the structure and materials of a building – e.g., walls, floors, roof, windows and doors.
Improving the building fabric insulation and airtightness (e.g., of windows, doors, seals, ventilation) to minimise heat loss from your building will allow a heat pump system to operate more efficiently. Before considering a heat pump system, your club should look at the airtightness and insulation of your building. A well-insulated building will have lower running costs and better heating efficiency. Talk to an independent energy professional for advice.
We're considering getting a heat pump for our club. What do we need to think about?
AS PART OF A NEW BUILD:
* A new building will be built to very high insulation and airtightness standards, making a heat pump system a worthwhile energy - and money-saving option for your club.
* A calculation of the heating requirements of your new club building will be needed to design the system efficiently – get independent professional advice to check that a heat pump is a good option for your club and to ensure you get the most appropriate heat pump system for your club needs.
FOR AN EXISTING CLUB BUILDING:
* Improve your building insulation and airtightness (e.g., windows, doors, seals, ventilation) first – this will allow your heat pump to operate more efficiently.
* Heat pumps work better in buildings that are frequently in use – they are less efficient where heating is needed only for short periods.
* Ensure you get an independent professional assessment as to whether a heat pump is a good option for your club building.
Kerry Club Dr Crokes recently installed a new heat pump system, along with a solar PV panel to cover some of the heat pump's electrical requirements. Find out more at:
https://learning.gaa.ie/greenclub/casestudies
For more information on heat pumps see or
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about mental health that you can help us debunk! Myths
Mental health problems are rare, I'll never be affected. 1.
People with mental health problems are dangerous
4.
Mental health problems are actually very common. 1 in 4 people will experience a mental health problem in any given year.
Mental Health: it's all in the head. 2.
3
Mental health problems are often caused by external difficulties such as life events like divorce or bereavement, or by wider socio-economic factors like poverty or homelessness. They can also cause great distress, and can affect every part of your life, including your physical health, your relationships and your work. There's definitely more to it than just your head!
Only weak people have mental health problems. .
Experiencing a mental health problem is NOT a sign of weakness and it is not something to be ashamed of. Mental health problems can often be human ways of coping with and making sense of complex life experiences such as grief or trauma.
and violent.
It's the other way around. People with mental health problems are unfortunately more likely to be victims of violence or harm.
Medication is the only solution! 5.
While medication can help some people experiencing mental health problems, it should be seen as part of the solution rather than the sole solution: progressive alternatives exist, and we should promote them.
. 6
People with mental health problems cannot work.
Meaningful work in a supportive environment can be a very important part of recovery. It is also very likely that we all work with someone experiencing a mental health problem, but we may not know about it because of the fear of stigma and discrimination.
Young people and adolescents are going through turbulent times, nothing to worry about, it's puberty! 7.
Globally, 1 in 5 adolescents will experience some kind of mental health problem in any given year. Adolescence is a challenging transition period when mental health problems are most likely to develop.
. 8
Physical and mental health are completely separate things
Physical and mental health are highly intertwined and should not be treated separately as they both impact on each other.
People with mental health problems should stay in hospital.
9.
There are many progressive alternatives to traditional psychiatric hospitals which have proven to effectively help people with mental health problems, such as community service or peer support.
People do not recover from mental health problems. 10.
With the right kind of help, people can and do recover from mental health problems. Recovery is not the eradication of the experiences or symptom. It means living with and managing these experiences, whilst having control over and input into your own life. | 1,104 | 543 | {
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The rural landscape
Acquin Hill rises up beyond the village and on to the QuelmesBoisdinghem plateau. This landscape forms an interface between the coastal plain and the "high lands", while Acquin nestles at the foot of its wooded slopes.
A changing valley
Formation of the village
This view shows us the unspoilt rural setting of the village as well as its layout. The first dwellings were built along the stream that runs through the valley; sheltered by the hills, the village also had a ready supply of water. It also developed according to agrarian practices which placed the farms at the centre of the pasture lands. Acquin is organised around a central node comprising the fort and the church. Its development and connection with the neighbouring village of Westbécourt in 1974 has given it two focal points, from which radiate the hamlets of Val d'Acquin, Lauwerdal, Nordal and La Wattine.
The hedgerows we see are typical of the Boulonnais countryside, called the "bocage". They served to retain the soil at the edge of the fields, protect crops from the wind, and prevent livestock from straying. They contained a highly diverse range of plants and flowers including hawthorn, holly, rosehip, and brambles. But the need for larger fields to feed the growing population, coupled with the development of farm machinery led to the destruction of many such hedgerows. The open field method of farming then became the norm.
Conservation area in the uplands
The hills of Acquin are now planted with trees and vegetation, which was not always the case when they were farmed or used as pasture lands. The rich biodiversity of the village and its hill has earned it recognition at a European level. Meadows with limeloving (calcicole) juniper and other bushes, alternate with green pastures where sheep roam free to graze. The site also plays host to some chiropteans (bats) and there is actually an information board all about them just 100 metres from here. This geological heritage is protected by eco-grazing systems, and its fauna and flora by the Conservatoire des Espaces Naturels and the Parc Naturel Régional des Caps et Marais d'Opale.
In this aerial view dating from the 1960s, we can see how bare the hills were at that time (postcard, coll. CHHP).
The 21 main land formations of the Pas-de-Calais: AcquinWestbécourt is indicated by a cross (map inspired by the Atlas of the region's landscapes, 2008).
Grands paysages du haut pays
Grands paysages du bas pays
Paysages littoraux
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POTTING REFERENCE
PAG 1 / 2
Manual for Spreadsheet Potting (Excel)
Careful potting is the basis of good cultivation
Be aware of your potting machine's settings. Incorrect potting, once completed, can no longer be corrected.
A number of the characteristics of the potting soil in the pot are determined at the time of potting. The firmness at potting strongly influences the way in which the soil in the pot retains water and allows air to enter. Once the pot has been filled, it is too late to change this.
| | | Potted well | | Potted too firmly |
|---|---|---|---|---|
| Air | good | | mediocre/poor | |
| Water | good | | too wet | |
| Nutrients | good | | possibly high levels at the star | |
| Stability | good | | good | |
| Soil use | normal | | high | |
| Loss/disease | low | | high | |
| Control | good | | difficult | |
Measuring = knowledge
A simple measurement is all it takes for you to know exactly how firmly you do pot. You can compare your measurements with the RHP Potting Reference. The potting reference is the standard density based on measurements from professional companies. Your own measurements, compared to the potting reference, form the basis for any adjustments to be made to your potting soil (stability, water and air amounts, nutrients).
Potted well: Optimum conditions, troublefree cultivation.
POTTING REFERENCE
PAG 2 / 2
Measure it yourself
By literally weighing pots after filling them, you can determine the firmness of the soil in your pots. The measurement also provides insights into soil use.
What do you need?
1. Duct tape.
2. Scale with an accuracy of 1-5 grams.
3. Spreadsheet Potting (Excel); request this download at: https://www.rhp.nl/en/download-documents.
Measuring the volume of the pot
It is necessary to determine the volume of the pot if you do not already know. You can do this as follows:
1. Seal any drainage and/or decorative holes with duct tape.
2. Weigh the sealed pot.
3. Place the pot on a flat surface.
4. Fill the pot with water.
5. Weigh the filled pot or use a measuring cylinder to measure the quantity of water.
6. Grams of water = ml of water.
Weigh the pots
1. Over 90 minutes, take three groups of 30 filled pots, waiting about 30 minutes between groups.
2. Weigh the pots.
3. Enter the data in the Spreadsheet Potting (Excel).
More information?
For more information about the RHP potting reference, contact your RHP certified supplier or visit www.rhp.nl.
© 2018. This is a publication of RHP. | 1,190 | 628 | {
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MARPLASTICCs Circular Economy grants in Eastern and Southern Africa
Supported by
Kilifi County Circular Economy Enterprises, implemented by EcoWorld Recycling, an initiative of Watamu Marine Association, Kilifi County, Kenya
Working to protect the Watamu Marine National Park & Reserve on the coast of Kenya, the Kilifi County Circular Economy Enterprises is a project implemented by EcoWorld Recycling. The initiative is part of the Marine Plastics and Coastal Communities (MARPLASTICCs) project managed by IUCN and supported by the Swedish International Development Cooperation Agency.
Watamu Marine National Park & Reserve
Locally, illegal and unregulated dumpsites are the The Watamu Marine National Park & Reserve contains coral, sea grass and mangrove ecosystems and is famous for its beautiful white sand beaches. Marine litter has a major negative impact on the park and Kenyan coastlines standard method of waste disposal which can result in leakage of waste materials into the ocean. Street littering and waste burning are also common practices that result in environmental pollution.
Community Engagement
The project has created a dynamic plastic waste value chain between the local community and tourism industry. This created jobs for recyclers and part-time income for the community beach-cleaning teams, and provides an environmental service to hotels.
30
community members have been trained on making up-cycled products of value
1,000
kg of hard plastics are being processed each month at the
EcoWorld recycling centre
100
2
1
3
4
6
5
Waste
prevention
Plastics
industry
Consumption
by citizens
Waste
handling
Waste
conversion
Inclusiveness
and collaboration
waste pickers receiving an income from waste collection
Plastic pollution has become a global problem threatening our environment, health and economies. As part of the Marine Plastics and Coastal Communities (MARPLASTICCs) project, IUCN strengthens the capacity of local and regional actions to control plastic pollution and has been supporting five existing, small-scale Circular Economy initiatives in Kenya, Mozambique, South Africa, Thailand and Vietnam.
Perception of hotels on the reduction of marine litter and
plastic pollution on the marine park beaches over
the project period, contributing to the advocacy
Key Goals
To further develop waste management priorities, with a focus on prevention, reuse, recycling and up-cycling of plastic waste materials and other marine litter.
To further develop community-based plastic recycling enterprises, employment opportunities and income benefits related to circular economy activities.
To scale and replicate the project model in other coastal resort towns.
To strengthen and develop circular economy partnerships and collaborative processes between civil society, the county government and the private sector.
To raise public awareness and information on plastic waste and marine litter pollution.
20%
No difference
Absolutely no reduction
No real reduction
Important reduction efforts of the initiative
80%
Significant reduction
Perception by waste pickers of the impact they have on the environment through their work
90%
9%
1%
Absolutely no improvement due to project
No real improvement due to project
Important improvement due to project
Very significant improvement due to project
No difference due to project
The project now plans to expand its operations to the larger neighboring coastal towns of Malindi and Kilifi, targeting a population of more than 400,000 people along a 70 km stretch of coastline. | 1,654 | 684 | {
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gaining
by Noel Callaghan
For most tennis players, being confident means believing that they can and will succeed. However, if there is uncertainty, it also means that there is doubt present in the mind and doubt, of course, cannot exist at the same time as confidence. This up and down confidence pattern in the player's psyche is known as a "fragile" form of confidence. The fragile roller-coaster confidence appears when everything is going right on the court, and the player is hitting some pretty good shots and some nice winners, the momentum is in a confidence mode, but as soon as something goes wrong, in creeps some negative thoughts, the pendulum swings the other way, and there goes the confidence. Falling victim to self-doubt, anger, and feelings of inadequacy and low self-esteem is prevalent in competitive junior sport. So the question is how players can train their mind into having a more "permanent" form of confidence. The excellent news is Mental Toughness is learned; it's not inherited. All types of competitive Sport is about learning to deal with challenges and obstacles. Firstly a player can learn the wrong kind of confidence when they are praised and criticized based solely on an outcome. Young players are influenced by our feedback and parents, and sometimes even coaches teach (unknowingly) the wrong type of confidence. When a player hits a nice winner he or she is praised – this telling the player they are good when the player missesor makes an error, they are criticized – this telling the player they are no good. This type of criticism or praise during this critical period of a young player, who is still trying to grasp this craft, unfortunately creates players own sense of self-confidence and self-esteem or lack of it. So as parents and coaches, we must praise much more than we criticize. Not every ball is under the player's control, because if it were there would be no unforced errors ever.
A player needs to be able to control their effort and attitude, but sometimes this is not easy, particularly if
they are upset or frustrated. When negativity enters the mind, the goal is for players to realize that this emotional state is not going to help their game or the outcome of the match. So how do they deal with it, the negative thoughts need to be replaced with positive, what you think – is how you'll act. eg., if you hate running and the thought enters your head of "I'm tired, I'm bored, I hate running, this is awful," replace it with "I love to run" and "my body is strong, I feel great." Putting these words in your head will make a huge difference with your attitude, and players need to adapt this same train of thought to help their game on and off the court.
Obviously, for a player to improve, they need to work on weaknesses not only with their technique, but also to become better in controlling emotions, to try to have better awareness of thoughts and rid themselves of self-criticism as they need to remember no tennis player can play the perfect game. They need to continually practice on becoming much more mentally tougher. Don't look at negatives from an error, try to find the positive as sometimes an error can actually be a good error. Especially as a junior, a player should not be expected to play above their means or ability, as long as they are giving 100%, moving well, technically sound, good footwork and never giving up, this is all fantastic and deserves our praise, especially if they remain mentally strong. The more the young player can practice and train, and the more they participate in match play, the better they will obviously become. Through hard work and good mental toughness on and off the court the player will no doubt reap success, and we all know that success breeds confidence.
With mental training and lots of positive coaching, players do get good at becoming aware of their emotional and negative thought patterns and can change them consciously, almost as soon as they appear - but as we know, even the best players in the world are still not able to do that all the time and every time.
Sydney Tennis Academy, 20 September 2013
Strong and permanent confidence is created when we praise more than we criticize and when we praise the player based on their abilities and skills, this praise will help the player to trust their expertise and can learn that some errors are just part of the game. Players also need to give themselves a break and don't be so hard on their own errors, turn the thinking around – weed it out and replace it with positive talk. | 1,617 | 946 | {
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BELLEFONTE AREA SCHOOL DISTRICT GRADE 1 MATHEMATICS LEARNING OBJECTIVES
2.1 Numbers, Number Systems and Number Relationships
By the end of the school year, first grade students should be able to:
1. Demonstrate an understanding of the use of numbers by:
* Counting on by 1s, 2s, 5s, and 10s past 100.
* Counting back by 1s from any number less than 100.
* Counting collections of objects accurately and reliably; estimating the number of objects in a collection.
* Reading, writing, and modeling with manipulatives whole numbers up to 1,000; identifying places and the values of digits.
* Using manipulatives and drawings to model halves, thirds, and fourths as equal parts of a region or a collection, describing the model.
* Using manipulatives to identify and model odd and even numbers.
2. Demonstrate an understanding of ways to represent numbers by:
* Using manipulatives, drawings, tally marks, and numerical expressions involving addition and subtraction of 1- or 2-digit numbers to give equivalent names for whole numbers up to 100.
3. Demonstrate an understanding of number relationships by:
* Comparing and ordering whole numbers up to 1,000.
2.2 Computation and Estimation
By the end of the school year, first grade students should be able to:
1. Compute accurately by:
* Demonstrating proficiency with +/- 0, +/- 1, doubles, and sum-equals-ten addition and subtraction facts such as 6 + 4 = 10 and 10 – 7 = 3.
* Using manipulatives, number grids, tally marks, mental arithmetic, and calculators to solve problems involving the addition and subtraction of 1-digit whole numbers with 1- or 2-digit whole numbers; calculating and comparing the values of combinations of coins.
2. Make reasonable estimates by:
* Estimating the reasonableness of answers to basic fact problems (i.e. Is 7 + 8 more or less than 10?).
3. Demonstrate an understanding of the meanings of operations by:
* Identifying change-to-more, change-to-less, comparison, and parts-and-total situations.
2.3 Measurement and Estimation
By the end of the school year, first grade students should be able to:
1. Measure accurately by:
* Using nonstandard tools and techniques to estimate and compare weight and length; measuring length with standard measuring tools.
* Knowing and comparing the value of pennies, nickels, dimes, quarters, and dollar bills; making exchanges between coins.
2. Use reference frames (i.e. clocks, thermometers) by:
* Identifying a thermometer as a tool for measuring temperature.
* Reading temperatures on Fahrenheit and Celsius thermometers to the nearest 10°.
* Using a calendar to identify days, weeks, months, and dates.
* Telling and showing time to the nearest half and quarter hour on analog clock.
2.6 Statistics and Data Analysis & 2.7 Probability and Predictions
By the end of the school year, first grade students should be able to:
1. Select and create graphs using data by:
* Collecting and organizing data to create tally charts, tables, bar graphs, and line plots.
2. Analyze and interpret data by:
* Using graphs to answer simple questions and draw conclusions; finding the maximum and minimum of a data set.
3. Demonstrate an understanding of probability by:
* Describing events using basic probability terms (e.g. certain, likely, unlikely, impossible).
2.8 Algebra and Functions, 2.10 Trigonometry, & 2.11 Calculus
By the end of the school year, first grade students should be able to:
1. Demonstrate an understanding of patterns and functions by:
* Extending, describing and creating numeric, visual, and concrete patterns.
2. Use symbols to represent and analyze situations by:
* Reading, writing and explaining expressions and number sentences using the symbols +, -, =, >, and <.
* Solving equations involving + and –.
* Applying the Commutative Property of Addition and Additive Identity to basic addition fact problems.
2.9 Geometry
By the end of the school year, first grade students should be able to:
1. Demonstrate an understanding of 2- and 3- dimensional shapes by:
* Identifying and describing plane and solid figures (e.g. circles, triangles, squares, rectangles, spheres, cylinders, rectangular prisms, pyramids, cones, and cubes).
2. Apply transformations and symmetry by:
* Identifying shapes having line symmetry.
* Completing line-symmetric shapes or designs. | 2,009 | 979 | {
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Boat Naming
History of boat naming
Re-naming boats
The process of naming boats began thousands of years ago and was originally based on fear and superstition. As a safeguard from peril, most boats were originally named to honor a god seen as able to provide protection. By pleasing their gods with this honor, ancient Greeks, Romans, and Egyptians thought the gods would then offer the protection being sought. Ancient people also feared angering their gods by not paying homage to them in this way. Similarly, Christians would name their boats after saints looking for their protection.
Naming boats after women
There are two prominent theories about the more recent tradition of giving boats feminine names. As belief in ancient gods faded, one theory states, using the names of goddesses morphed to use of everyday female names instead. A second idea asserts the custom comes from the way some languages incorporate grammatical gender identifiers for objects. Boats and ships were "feminine" objects in most European languages, making the use of female names more reasonable. Referring to boats and ships as "she" likely also comes from this foundation. In addition, the tradition of female names can allow people to infer the presence of a woman, providing some comfort in a potentially dangerous situation in adding a traditional mothering and calming feminine element.
Christening
It is thought that wine was first used by ancient Greek and Romans to christen a boat before it was launched for the first time. This "offering" to the gods poured on the boat was just one part of an elaborate ceremony which included assigning the boat its name, parties, toasts, blessings, prayers and speeches. In some cultures, sacrifices of animals were included. In others, human sacrifices were offered to the gods. It is considered best to name the ship when the sun is out, during a high tide, or when the moon is at its fullest. Champagne has replaced wine for most christenings today. It has become tradition for a woman to perform a ship's christening as its "sponsor" or godmother, officially declaring the name of the ship while breaking a bottle of champagne on the bow or deck.
There is a long-standing tradition concerning the renaming of boats in order to avoid bad luck. The procedure is considered highly variable, but there are generally five parts: an invocation, an expression of gratitude, a supplication, a re-dedication and a libation. First, however, the boat must be de-named. This involves removing all references to the old name including items like the log book and papers, lifebuoys, transom, topsides, dinghy, oars, etc. Items which included the name can be reused if the name is sanded away or permanently removed in some fashion. Waiting a day before giving a boat its new name is considered appropriate. Some people consider the best times to give a boat or ship its name (new or original) are when the sun is out, during a high tide, or when the moon is at its fullest.
Boat Naming Today
Many people today name their boats after important people in their lives such as a wife, friend, child, or girlfriend. Some think that naming a boat after something they value will bring luck. Naming a boat after a child is not common, though, because it can be considered offensive to siblings. Someone might name their boat after how they obtained it (such as the lottery or stock market fortune) or they may name it after their job. This is especially true for business owners who want to advertise their company. Some assert that a vessel's name should be short and simple in order to help in an emergency. When calling for help, a fastsounding, easy-to-remember name could help in the rescue process.
For more information:
River Keepers 325 7th Street South Fargo, ND 58103 (701) 235-2895 www.riverkeepers.org
March 2010 | 1,429 | 802 | {
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Armour of God Teaching Series
Peace: The Armour of God: "Suit Up"
"Peace" in the Old Testament it would a greeting of welcome or a good bye:
"Shalom"
Peace, Prosperity, wholeness, well being, goodness, blessings etc! and even more is conveyed in this one Hebrew word "Shalom".
Isaiah 26:3 "You keep him in perfect peace whose mind is stayed on you, because he trusts in you." The picture of peace in spite of what may or may not be happening outside of oneself is evident, based upon this great word "Trust". He relies, rests and remains steady because of this unshakable posture and position of great trust. In the New Testament: "eirene"—comes from the word "eiro": to Join, tie together into a whole." "Wholeness or Completeness". It pictures an inner world that is calm, and joined together in a holistic way, that enables one to respond instead of reacting to people or circumstances of life.
1. Peace with God: Genesis 3:15 God declares war against Satan, and says that hostility would exist between the seed of the woman and the seed of Satan. Peace would be missing! Romans 5:1 "Therefore, since we have been justified by faith, we have peace with God through our Lord Jesus Christ". We have no hostilities between us. Christ is our "peace treaty" with a Holy Father."
2. Peace of God: John 14:27 "Peace I leave with you; my peace I give to you. Not as the world gives do I give to you." The NLT says "My gift to you is my peace." Jesus is saying "My inner world I give as a gift to your inner world." " My inner calm to your troubled soul.
3. Peace for God: Matthew 5:9 "Blessed are the peacemakers, for they shall be called sons of God." Peacemaking is the process of bringing order in the midst of turmoil, trouble, and trial. It is lending and offering to people what Jesus has offered to you. Justice is part of this, and bringing comfort to people in grief, and various difficult situations.
4. Peace in God: Acts 9:31 "So the church throughout all Judea and Galilee and Samaria had peace and was being built up. And walking in the fear of the Lord and in the comfort of the Holy Spirit." An atmosphere in a large grouping of people, in fact several regional areas were enjoying for a season a peace that was from God and ordered by God. The result was the church(s) of those areas were being established. Peace is a vital building block for establishing God's kingdom.
Peace as an armour is part of the Message of the good news, pictured in Ephesians 6:15 and, as shoes for your feet, having put on the readiness given by the gospel of peace." The greatest peacemaking exercise in the world is to bring the good news that the God of Peace has established Peace through His Son's sacrifice on the cross for all of mankind. One of the greatest strategic things you can do to help protect your inner world is to be ready at any time at any place with any person; share the good news about Jesus Christ and the effect of His peace in your life." Ephesians 2:14 "For he himself is our peace," | 1,162 | 709 | {
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Dear 4th Grade Parents,
Here we are—the Christmas season is upon us. I hope you all had a wonderful Thanksgiving with friends and family. We can now start getting into the Christmas spirit and I'll have my Christmas music playing in the classroom. As "Sam the Snowman" says, "I love this Christmassy time of year."
Just about an hour ago we returned from our trip to see "The Grinch" at the Old Globe in Balboa Park. I think the children really enjoyed it, I know I did. Thank you for allowing your children to experience this and thank you for those that chaperoned.
I want to thank each and every one of you for being on time for your conferences. This made everything go smoothly for us. If you ever want to talk with me please feel free to schedule a time to meet with me. We do not have to wait until our next conference if you feel the necessity to talk with me.
In language arts, we continue our reading of our "American Stories" section. The children do a short writing assignment after each story that is a part of their grade. I continue to stress to them the importance of rephrasing the question in their answer and to give a complete answer. Some have struggled with this so we continue working on it. We will also continue writing stories in class with the focus being on speeding up our time between rough and final copy.
In math, we are into the multiplication phase right now. They are learning to multiply with several digits and to mentally multiply numbers ending with 0. Soon we will begin division so the better they are at their multiplication the easier the division will be for them. Flash cards at this juncture of the year would be great for them to practice with. I've also been giving some of the students some advanced math sheets dealing with exponents. I don't expect them to know these and it is not testable but I have exposed the class to some more advanced math concepts. That way when they see it again in a couple years it won't be totally foreign to them.
In science, we finished up our chapter on ecosystems just before Thanksgiving break. We will review the chapter briefly when we return and have our chapter test shortly after that.
In social studies, we have been discussing some of the early inhabitants of California. I hope your child is showing you these Studies Weeklies so you can see what we are learning about. I tell them that when we are through with them they can bring them home. But they should also bring them home and show you which one we are working on. Their current event report on their news article is due to me on Friday, November 30th. This can be typed or hand written neatly. They will be giving their oral report to the class the week of December 3rd or December 10th. Look for a schedule coming home by November 30th.
In religion, we have been discussing the different parts of the liturgical year. We will focus on Advent upon return from vacation.
One area in which some need to improve is homework completion. I do not believe in assigning a ton of homework so completing all of the week's homework should not be difficult. Homework completion is part of their responsible behavior grade. I'd hate to see a student that behaves perfectly in class drop in behavior because of their inability to turn in homework. Please let's work together to improve on this if your child is struggling here.
Thank you again to Mrs. Garay and Mrs. Tyssee for always assisting me in getting information to you. We will be having a little Christmas party before our Christmas break. Details will be forthcoming on that event.
Everything is going well in fourth grade this year. They are a fabulous group to work with.
Friday, December 7
Tuesday, December 11
Thursday, December 20
Friday, December 21
Monday, January 7, 2019 (really)
Noon dismissal and Pearl Harbor Day All school Mass 11:00am Advent program 6pm Sing-along 11:30 Noon dismissal—No daycare Return to school
God bless,
Mr. Urtz
Caleb B. December 18
Lydia D. December 27 | 1,477 | 867 | {
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College Guild
PO Box 6448 Brunswick, Maine 04011
Biography ~ Your Story ~ Unit 4 of 4
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In this final unit, you will reflect on your own life and begin your own autobiography. If you feel uncomfortable answering any of the questions, feel free to write about someone you know or make something up! Autobiographies aren't just for the rich and famous. We all have stored up memories, stories, and images that, if written well, could captivate a reader's interest. For example, life in a big city might be very interesting to a person living in a rural community and vice versa.
Associations
1. Certain objects can remind us of our past: a photo, a piece of clothing, a souvenir, a gift from a loved one, a piece of furniture. Choose one of the above and write about it in connection with your life.
2. Name three songs that you associate with a specific period in your life and explain why you associate them with that time.
3. You can get ideas for an anecdote (a short and interesting story) from thinking of seasons: fall, winter, spring, and summer. Choose one season and write about an occasion connected with that season.
4. Smell is a powerful trigger of memories. Write about a smell that reminds you of something.
5. Besides smell, writers use other sense memories to disclose their stories and emotions of the past: sight, sound, taste, and touch. Write a personal account based on memories of:
a) a view, beautiful or ugly
b) a noise, loud or soothing
c) a surface, soft or rough
d) a meal, delicious or…not
Places and People
6. Describe your favorite place in the world in as much detail as you can. Think of sight, sound, smell, taste and touch.
7. What is one place that you've never been to but that you'd love to visit? Why does this place excite you?
8. Tell us about someone who had a strong positive or negative influence on you.
9. Write a poem about someone you love. You could write about a friend, family member or romantic partner.
10. Pets aren't people, but it can feel like they are part of the family. Have you ever had any pets? If so, tell us about them. If not, what animal would you like to have as a pet?
1
Interests
11. Besides events or scenes or people in your life, there are other means of describing yourself: by the clothes you wear, the music you listen to, the art you like, the books you read, the hair style you wear. Choose any two of the above and tell us about how they express your personality or character.
12. What is something that you love learning about and why?
13. As a kid, what were your favorite games, toys or activities?
14. What is something about you that might surprise people?
15. What would your perfect day look like, from the time you woke up to the time you went to bed?
Emotions
16. Write about a time when you felt sad.
17. Write about a time when you couldn't stop laughing.
18. Write about a time when you felt afraid.
19. Write about a time when you felt hopeful.
20. Ernest Hemingway once wrote: "The world breaks everyone and afterward, many are strong at the broken places." Tell us about a time in your life when you became stronger because of a hardship.
Wrap-Up
21. Create a question that could help a writer recall his or her memories. How would you answer it?
22. Do these questions make you want to write your own autobiography? What would the title be?
Look over what you wrote, and you will find that you have started a story about yourself. With some additional information and some arranging, you may have a mini-autobiography!
As this is the last unit, we welcome any feedback you can give us. Let us know if you have any suggestions on how this course could be improved for future students!
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Remember: First names only & please let us know if your address changes
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College Guild
PO Box 6448 Brunswick, Maine 04011
Biography ~ Creating a Character ~
Unit 2 of 4
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Think of a movie, TV show or book that you like. Chances are, the characters are an important part of that movie, show or book. It wouldn't be the same without them.
Creating a believable and interesting character is hard work. Writers of fictional pieces have to put a lot of thought into their characters. If the author really knows her characters, she knows how they will react when she places them in any situation. Then, she can let the characters drive the story.
In this Unit, you will develop your own fictional character and answer many questions about him, creating the beginnings of a full biography. As you answer these questions, go with your instincts. Your character may take on a mind of her own!
Basic Information
1. What is your character's full name (first, middle, last)? Why was your character given that name? Does your character have a nickname?
2. How old is your character? When was your character born?
3. What is your character's gender?
4. What is your character's race/ethnicity?
5. Describe your character's physical appearance. What is your character's height? Weight? Hair color? Eye color? Does your character have any unusual features, scars or birthmarks?
People and Places
6. Describe the place where your character currently lives and who, if anyone, your character lives with.
7. Describe your character's family—parents, siblings, grandparents, etc.
8. Who is your character's closest friend? Describe his or her friendship with your character.
9. Does your character have a significant other? If so, describe that character and his or her relationship with your character.
10. Does your character have children (or want to have children)? Please elaborate.
11. Describe the place(s) where your character grew up.
12. Describe a person who had a significantly bad or good influence on your character's life.
1
Lifestyle and Favorites
13. Is your character employed? If so, how does your character feel about his or her job?
14. Is your character religious or spiritual? Explain.
15. What are your character’s political attitudes?
16. What is your character’s morning routine like?
17. What is your character’s favorite food, and why?
18. What movies, books, shows and musical artists does your character like?
Deeper Questions
19. Describe your character’s happiest memory.
20. Describe your character’s saddest memory.
21. What is your character’s biggest dream?
22. What is your character’s greatest regret?
23. What is your character afraid of?
24. What would your character’s perfect day look like?
25. What is your character's most treasured possession and why?
Reflection
26. What did you think of having to answer all of these questions? Was it challenging? Was anything surprising? Explain.
27. How would your character respond in each of the following situations, knowing what you know about them?
a. Your character is stranded on a desert island.
b. Your character wins $1 million in the lottery.
c. Your character __________________. (Fill in the blank with your own situation.)
28. If you were to write a biography about your character, what kind of biography would it be and what would you title it?
Remember: First names only & please let us know if your address changes
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The Women's Suffrage Movement: 1848-1920
Pre-Civil War
1. Suffrage Movement began 1848 at Seneca Falls Convention (NY).
2. Issues: married women property rights, divorce reform, Child custody and woman suffrage (considered the most radical).
Gilded Age
1. 1869: Susan B. Anthony and other women test 14th Amendment by voting. Anthony arrested, tried and found guilty for VOTING. She tells the judge "resistance to tyranny is obedience to God."
2. 1869-70 Woman's Movement splits over support of 14th Amendment. Some women's suffrage advocates think giving JUST black men the vote is an improvement (and it is), and that women will be next if they are patient. Others think that EVERY citizen should have been given the right to vote, not just black and white men.
Turn of Century
1.National American Women's Suffrage Assoc. (often referred to as NAWSA or "the National") Stanton, Anthony and thousands of other women spent their entire adult lives working for women's suffrage, only to die before their work came to fruition.
2. Movement becomes racist and elite--some white women wanted vote to outvote immigrants and Blacks.
3. By early 1900s many western states had approved women's suffrage, including WY, UT, WA, CA, KA, MT, OR, AZ, CO, CA and MT.
4. Jeannette Rankin (from Montana) becomes first woman in U. S. Congress. WWI Era
1. Alice Paul learned radical tactics in England's Suffrage movement, breaks with NAWSA and forms Nat'l Women's Party (NWP)-This is the group which would picket the White House (the IRON JAWED ANGELS), get arrested and be terribly abused in jail-some spending months in jail for "obstructing traffic."
2. 1913 Women stage massive demonstration on Pennsylvania Ave.-upstage President #Wilson's inauguration. Wilson ignores women abused in jail, on hunger strikes.
3. Women in WWI war effort: women in Red Cross, industrial work, government work, etc., change public's perception of capabilities of women. These changes benefit women.
4. Carrie Chapman Catt, new head of NAWSA, develops "Winning Plan," brings working class women into movement, combines state-by-state movement with Amendment movement. NAWSA stages "Suffrage Parades" that illustrate women's fitness to vote: women as disciplined, orderly, precise.
5. Southern congressmen offer to support women's suffrage, only if Black women are excluded. Catt considers offer, but women in the movement refuse the racist political deal. Southern politicians will NOT support women's suffrage, because they don't want Black women to vote.
The 19th Amendment
1. "Susan B. Anthony" Amendment passed both houses in 1919.
2. Ratified by requisite 36 states and became law on August 26, 1920.
All of that, just so women could vote. Do you? | 1,283 | 648 | {
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Red River Geography
General Statistics
Land forms, Soils and Terms
The Red River of the North is formed by the confluence of the Bois de Sioux and Otter Tail rivers at Wahpeton, ND and Breckenridge, MN. It flows northward forming for 440 miles the North Dakota-Minnesota border, before entering Manitoba and emptying into Lake Winnipeg after a course of 545 miles. It's drainage area is 40,200 square miles.
The Red River Valley occupies 17,000 square miles of eastern North Dakota, northwestern Minnesota and southern Manitoba. It is approximately 60 miles wide at its widest point and 315 miles long, from Lake Traverse at the southern end to Lake Winnipeg at the northern end. The elevation at Wahpeton, North Dakota, is 943 feet above mean sea level (msl). Lake Winnipeg is at the elevation of 714 feet above msl. The fall in elevation from Wahpeton to Lake Winnipeg is only 233 feet, with the slope of the main channel averaging about one-half foot per mile. Channel widths of the river vary from 200 to 500 feet, and average depths at bank-full stage range from 10 to 30 feet.
Glacial Lake Plain
The Red River Valley is a plain extending from 10 to 40 miles on either side of the Red River of the North. The valley is underlain by Cretaceous rocks. At one time it was the floor of glacial Lake Agassiz, and the silty loam that accumulated there forms the fertile soils making one of North America's most fertile farming regions.
Tributaries
The Wild Rice, Sheyenne, Pembina, and Assiniboine rivers are among its major tributaries.
Flat surfaces with poor drainage are the terrain left by glacial Lake Agassiz. Tall grasses, together with deciduous trees along the streams, can be found in the better drained portions. The heavy grass cover of the Red River Valley formed black soils. Poorly drained portions have sparse and scattered areas of a mosaic of boreal forest interspersed with peat bogs.
Soils in the bed of Lake Agassiz vary considerably, depending upon location. Fine silts and lacustrine clay cover most of the old lake bed to depths of up to 150 feet. Sand deposits accumulated at the lake's margins. Deltas of silt and sand were formed where rivers emptied into the lake.
Climate
The Red River Basin has a subhumid to humid continental climate. Moderately warm summers, cold winters, and rapid changes in daily weather patterns are characteristic of the region.
The annual mean temperature is about 40⁰F. Temperatures of 85 to 95 are common in summer, with temperatures as low as 35 below in winter.
About three quarters of the basin's precipitation occurs during April through September, and almost two thirds comes during May, June and July. November through February are the driest months, with precipitation averaging about one-half inch per month. Most summertime precipitation comes from thunderstorms.
Products of the Red River Valley
The river valley produces cereals, potatoes, sugar beets and livestock.
For More Information Contact:
River Keepers, 1120 28th Ave. N., Ste. B Fargo, ND 58102 (701) 235-2895 or firstname.lastname@example.org www.riverkeepers.org www.facebook.com/RiverKeepersFM | 1,400 | 709 | {
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JINDALEE CREEK
Jindalee Creek has been very significant to the history of the district. It brings water to areas more distant from the river. In pioneering years when row boats were the main means of transport, it provided access to land holdings and also a passage for early farmers taking their goods to the town markets by river. About 10 years before the end of the 19th century, a rum distillery operated for several years a short distance up the creek in a locality that no longer exists as a result of re-design of roads - the north-western corner of Goggs and Oldfield Roads.
The creek's significance in spreading flood waters is now well known. There are many anecdotes from residents of both the suburban and pre-suburban eras about the impact of and crossings of the flooded creek. The image below shows the creek in flood during the farming era when farmers on the west side had to take their dairy products to the town markets by first crossing the creek by boat. During the 1974 flood, residents rowed across the flooded creek to obtain milk for infants from the Sinnamon dairy farm.
In our research on the pre-suburban history of the district, we came across three earlier names for the creek. It was known by some as Kelly creek in the 19th century after early pioneer farmers in an area that included the Sinnamon Road shopping centre: the Kelly land was bordered by the creek and extended from Sinnamon Road to the river. But in pre-suburban 20th century, it was variously known as Belz Creek (after a very significant pioneer family whose original landholding was also bordered by the Creek) and as Mosquito Creek. The usages of the names Belz Creek and Mosquito Creek actually occurred during the same time period by different sections of the community.
The creek received an official name as Jindalee Creek only in November 2013. We have not seen any of the three earlier names of which we are aware, on early maps - unlike, for example, Mt Ommaney Creek, another creek in the area, that does appear on early maps. The Centenary Suburbs Historical Society was happy to support the name 'Jindalee' for this creek.
The name 'Jindalee' is taken from the suburb Jindalee. The establishment of Jindalee suburb is a key milestone in the history of the district. Being the first suburb in the area, it marks the transition from a farming community to a suburban one. The word 'Jindalee' itself is an Aboriginal word meaning 'bare hills'. Of course, this does not reflect the original vegetation of the area but rather, the state of the land when first seen by developers after 100 years of agriculture and dairy farming. The crossing at the creek was the access point to the original part of Jindalee suburb that was established on those 'bare hills'. The first image below shows the creek, with the wooden bridge then known as White Bridge, approximately in the late 19th century, with pioneer farmer August Maurer traversing it. The second image depicts the creek just before suburban development commenced. And the third shows the pipes that
were inserted under the road about that time - the first replacement of the old wooden bridge.
While there were earlier names for the creek, 'Jindalee' is the name that has existed for the longest period in common usage. | 1,322 | 723 | {
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USDA Meal Guidelines as of October 1, 2017 From Child and Adult Care Food Program Meal Patterns
Breakfast Requirements
- Fluid Milk
- Grains
- Vegetables, fruit or both
Lunch and Supper Requirements
- Fluid Milk
- Vegetables
- Meat or meat alternatives
- Fruits (or a second vegetable)
- Grains
Snack Requirements (2 of 5 components)
- Fluid Milk
- Vegetables
- Meat or meat alternatives
- Fruits
- Grains
Notes
- 100% juice may count as a fruit/vegetable component. Juice may only be served once per day.
- Fruit leather/snacks must be 100% fruit to count as a fruit component.
- A vegetable component may be served in place of the fruit component at lunch or supper.
- The fruit component cannot replace the vegetable component at lunch or supper.
- Mixed vegetables, vegetable garnishes, and mixed fruits only count as one component.
- Vegetable straws, chips, popcorn and condiments are not considered components.
- Dry beans and peas count as either a meat alternative or a vegetable.
- Immature beans, such as lima beans, green peas, or string beans are vegetables.
- Meat alternatives may include: soy products, cheese, yogurt, eggs, nut and seed butters.
- Meat or meat alternatives may be served in place of the entire grains component at breakfast.
- The grains component includes foods made from wheat, rice, oats, barley, corn meal, or cereal grains. Examples include breads, muffins, pasta, oatmeal, cereals, tortillas and crackers.
- Breading on meat products does not count as a grain component.
- Grain-based desserts (i.e. cakes, cookies, and breakfast/granola bars) do not count as components.
- Combination foods with multiple components that have been packaged together or combined during the cooking process count to meet up to two different components.
- Foods that might be served together, but do not meet the definition of combination foods can count for up to 3 components (i.e. hamburgers, sandwiches, cereal and milk with added fruit).
- Foods served should be prepared appropriately for the eating and chewing abilities of children. For children under four, hot dogs should be finely chopped or quartered lengthwise and hard, raw foods (i.e. baby carrots) and round foods (i.e. grapes) should be chopped or quartered lengthwise.
- All required components should be served together.
Developed by the Tennessee Anchors. This project is funded under an agreement with the Tennessee Department of Human Services and the University of Tennessee College of Social Work Office of Research and Public Service. Effective 8-1-18. Updated 9-14-18
https://www.fns.usda.gov/cacfp/meals-and-snacks | 1,169 | 583 | {
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Twelve Tips for a Well Behaved Dog
by Robin Kovary
1. Start training your puppy early on. While old dogs can be taught new tricks, what's learned earliest is often learned more quickly and easily. Moreover, the older the dog, the more bad habits will likely need to be "un-learned". When it comes to raising and training a dog, an ounce of problem prevention is certainly worth a pound of cure!
2. Train your dog gently and humanely, and whenever possible, teach him using positive, motivational methods. Keep obedience sessions upbeat so that the training process is enjoyable for all parties involved. If training your pooch is a drudgery, rev things up a bit, and try the "play-training" approach: incorporate constructive, non-adversarial games (such as "Go Find", "Hide 'n' Seek", retrieving, etc.) into your training sessions.
3. Does your dog treat you like "hired help" at home? Does he treat you like a human gymnasium when you're sitting on the furniture? Does he beg at the table? Jump up on visitors? Demand your attention by annoying you to death? Ignore your commands? How well your dog responds to you at home affects his behavior outdoors as well. If your dog doesn't respond reliably to commands at home (where distractions are relatively minimal), he certainly won't respond to you properly outdoors where he's tempted by other dogs, pigeons, passersby, sidewalk food scraps, etc.
4. Avoid giving your dog commands that you know you cannot enforce. Every time you give a command that is neither complied with nor enforced your dog learns that commands are optional.
5. One command should equal one response, so give the command only once, then gently enforce it. Repeating commands tunes your dog out (as does nagging) and teaches your dog that the first several commands are a "bluff". For instance, telling your dog to "SIT, SIT, SIT, SIT!" is neither an efficient nor effective way to issue commands. Simply give your dog a single "SIT" command and gently lure your dog into the sit position, then praise/reward.
6. Avoid giving your dog combined commands which are incompatible. Combined commands such as "SIT-DOWN" can confuse your dog if your dog has been taught that the word "SIT" means one behavior and the word "DOWN" means a different behavior. Using this example, say either "SIT" or "DOWN", but do not ask your dog to "SIT-DOWN" if you want your dog to sit.
7. When giving your dog a command, avoid using a loud voice. Even if your dog is especially independent/unresponsive, your tone of voice when issuing an obedience command such as "SIT", "DOWN", or "STAY", should be calm and authoritative, rather than harsh or loud.
NOTE: Many owners complain that their dogs are "stubborn", and that they "refuse to listen" when given a command. Before blaming the dog when he doesn't respond to a command, determine whether a) the dog knows what the owner wants; b) the dog knows how to comply; or c) the dog is simply being unresponsive due to fear, stress or confusion.
8. Whenever possible, use your dog's name positively, rather than using it in conjunction with reprimands, warnings or punishment. Your dog should trust that when it hears its name or is called to you, good things happen. His name should always be a word he responds to with enthusiasm, never hesitancy or fear.
9. Correct or, better yet, prevent the (mis)behavior, don't punish the dog. Teaching and communication is what it is all about, not getting even with your dog. If you're taking an "it's-youagainst-your-dog, whip 'em into shape" approach, you'll undermine your relationship, while missing out on all the fun that a motivational training approach can offer. Additionally, after-the-fact discipline does NOT work.
10. When training one's dog, whether praising or correcting, good timing is essential. Take the following example: You've prepared a platter of hors d'oeuvres for a small dinner party, which you've left on your kitchen counter. Your dog walks into the room and smells the hors d'oeuvres. He air-sniffs, then eyes the food, and is poised to jump up. This is the best, easiest and most effective time to correct your dog; before he's misbehaved, while he's thinking about jumping up to get the food.
11. Often, dog owners inadvertently reinforce their dogs' misbehavior, by giving their dogs lots of attention (albeit negative attention) when they misbehave. Needless to say, if your dog receives lots of attention and handling when he jumps up on you, that behavior is being reinforced, and is therefore likely to be repeated.
12. Keep a lid on your anger. Never train your dog when you're feeling grouchy or impatient. Earning your dog's respect is never accomplished by yelling, hitting, or handling your dog in a harsh manner. Moreover, studies have shown that fear and stress inhibit the learning process. | 1,901 | 1,112 | {
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Morning message:
Hello Class. It was so much fun doing writing with you all yesterday. I also loved seeing the pictures of your Monkey Bites—Yum!
Friday April 24 th
See you later today, I will teach you how to make a book for our animal research project. I'm going to learn about pigs!!
Today's Inspiration:
Next Friday we will have another Zoom cooking lesson. You will need the following ingredients if you think you would like to try the recipe at home:
* Peanut or any nut butter
* Jam
* Bread
8:55 Gym Inside or Outside today??? INSIDE:
Check out the Resources page (look under Physical Health & Education) on our website for the dances we do inside our classroom when the gym is closed. They are all available on YouTube!
OUTSIDE:
Grab your skipping rope, a soccer ball or your bicycle and head outside to enjoy some exercise—If we were at school, we would continue to practice our skipping for the Jump Rope for Heart event…so skip away. If you're looking for a skipping challenge check out the image below…
9:30 *Theme
Today you need to choose an animal for our research project…you can look on Bookflix, or the school Library Catalogue site for Canadian Animal Ideas.
10:00 Drama
Now that you have chosen an animal—what Non-Fiction story could you tell about that animal? Can you act it out? You might include:
* Where does it live?
* What does it eat?
* How is it born?
Or you might make up a fiction story where you animal can talk…You choose!
10:30 Recess
10:45
D.E.A.R. (Read to Self)
Find some books, a quiet spot, and read to yourself for 15 minutes. Do you have some 'reading' glasses or finger eyeballs to read with
11:00 *Math
When we measure, we use a standard unit of measurement—on a ruler it is centimeters…but we can also measure with any item! Today we will measure with a pair of socks!! They
MUST BE the same size!
I would like you to choose 3-5 items in your home to measure with your socks. How will you keep track of how many socks long it is? Will you use tally marks? Or rely on your memory? Draw and record your answers and send them to me—I can't wait to see what you measure.
11:30 MUSIC
Check out Mrs. Ishii's Blog
ave you sent her a soundscape yet? I've heard 3 so
H
far and they were AWESOME!! Last chance because she has a new assignment for next week!
12:00 Lunch
1:00 Games & Choices
Writing
Today I would like you to write about your plan for Games & Choices time. What centre will you choose at home? Who will you play with? What will you do/build/create? How do you think it will go? Draw a picture of what you think will happen…
1:30
Zoom Today we will learn how to make a book for our Animal Research Project…you will need: blank or lined paper (2 pieces), scissors, yarn or string of any colour—and your listening ears!!!
Show and Tell: Jun
2:00
3:02 Dismissal
Games & Choices
Follow your plan from the above writing lesson. Did it work out the way you imagined it? Or did you completely change your idea? Either way—that's okay!!
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Morning message:
Good morning. Today we will have a story time with Mrs. Lynka in our Zoom meeting. I wonder what book she will read for us?
For math today you will create a picture with pattern blocks…find out how below!
Today's Inspiration:
Thursday May 14 th
8:55
Daily3 (Don't forget a timer will help your child move from one activity to the next)
Get out your lined paper or writing book, and work on writing poems for 20 minutes. The word wall, sentence starters and topic ideas are available on the Resources page.
Choose 1
Raz Kids—check out your assigned book…or choose one
Storyline or Bookflix + Response sheet
Roll and Retell—choose books online or from your own library
Choose 1
Choose a game don't forget you might need the word wall
Today's Spelling Challenge: Find 4-6 items that begin or end with the letter Zz—draw and label them on a piece of paper.
10:00
Story with Ms. Lynka
Show & Tell: Angelina
10:30 Recess
10:45
Yoga
Check out the yoga ideas above or be your own Yoga leader and relax yourself through the yoga poses you remember from class. Don't forget to relax in Do Nothing Doll at the end…Namaste.
11:00 *Math
Today I would like you to create a picture using technology. We will use the pattern block manipulatives on Cool Math For Kids. I know in class you spend hours making designs and pictures with the pattern blocks—so here's your chance at home!
Be creative! Once your picture is done, you can save it by right clicking on your mouse. I would love to see what you have done—I'm going to make a page for your portfolio with this math lesson. 😊
12:00 Lunch
1:00 Gym Inside or Outside…
It is supposed to rain today—so you might want to have an inside gym. I found a new workout—it's kind of funny because the kids in it are digital…
INSIDE:
Check out the Resources page (look under Physical Health & Education) on our website for the dances we do inside our classroom when the gym is closed. They are all available on YouTube!
Or you can try this new workout on YouTube—it's 24 minutes long!
If you can brave the rain take it OUTSIDE:
Grab your skipping rope, a soccer ball or your bicycle and head outside to enjoy some exercise—If we were at school, we would continue to practice our skipping for the Jump Rope for Heart event…so skip away. If you're looking for a skipping challenge check out the image below…
1:30 *Theme Core Competency
Kindness Character Tree Video
Draw a picture (or take a picture) of how you show kindness to others—if you send it to me, I can make a page for your portfolio.
2:00 Games & Choices Challenge
Growing Things
What will you work on today…?
* Ways to measure?
* Drawings of what you notice? Are you using labels?
* Writing a story about your seeds/plants?
* Another idea???
Happy growing!
See below for food that will grow itself…
3:02 Dismissal | 1,213 | 687 | {
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"Sick Day Guidelines: Making the Right Call When Your Child is Ill"
(This is a Guideline to assist Parents in making smart choices this cough and cold season)
Should I keep my student home or send him/her to school?
Consider keeping your student home if her/she:
Has a fever of 99.6 degrees or higher
Has been vomiting
Has symptoms that prevent him/her from participation in school: such as
Excessive tiredness or lack of appetite Productive coughing and sneezing Headache, body aches, earaches Sore throat
A minor sore throat is usually not a problem, but a severe sore throat could be strep throat even if there is no fever. Other symptoms of strep throat in children are headache and upset stomach. Contact your physician as your student needs a special test to determine if it is strep throat.
Keep your student home until their fever has been gone for 24 hours without medication. Colds can be contagious for at least 48 hours. Returning to school too soon may slow the recovery process and expose others unnecessarily to illness.
Does my student have the flu? The flu is serious. Call your physician at the first sign of flu symptoms, which typically comes on suddenly, Symptoms include: High fever, Chills, Headache, body aches, earache. Consult your child's physician about the best way to treat their cold or flu.
How do I make my child feel better?
o Make sure your student gets plenty of rest and put limits on TV watching.
o Encourage fluids, like water, soup, juice and ice.
o Help your student relax
o Consider using a cool humidifier
o When used as directed, cough and cold medications help relieve symptoms while your student is getting better. Read/follow directions and give the exact amount recommended.
How Can I prevent my student from getting a cold?
*Teach your student to wash their hands frequently using plenty of soap and warm water. Proper hand washing should take about 20 seconds, the time it take s to sing Happy Birthday- twice.
*Teach your student to cover coughs and sneezes with a tissue or their sleeve.
*Keep the student's environment tobacco free.
*Minimize the time your student spends with other people who have cough or cold symptoms.
*Serve a balanced diet with lots of fruits and vegetables. Give daily vitamins if recommended by your doctor.
*Have annual health exams to follow changes in your student's health---Keep Immunizations up-to-date.
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Michael Conerney University College Cork
Keeping society moving – how will transport work in the future?
*Results:
*After completing this inquiry-based module, there was a significant increase in the number of participants who felt that the topic was important and relevant to their everyday lives and society.
Objectives:
Identify that friction and gravity are the two major forces affecting moving objects.
Identify key means of transport in our society, how they work, why they are important, and problems they will face in the future.
To improve understanding of these forces using practical work devised by the students.
To use this equipment in novel ways to examine what factors affect moving objects.
To gain experience with new laboratory equipment (air track).
Learning Outcomes:
Summarise modes of transportation vital to modern society, and the power sources by which each works.
On successful completion of this module students will be able to:
Recall that friction and gravity determine how objects move.
Design practical tasks to investigate the effect of friction and gravity on falling and moving objects. Predict and justify the probable behaviour of objects placed in a force field..
Curriculum Content
Friction and gravity and their effects on moving objects. Speed, acceleration and velocity. Current and future energy sources used by vehicles in society.
Student activities
Concept maps were produced by each group to summarise the students' prior knowledge of forces and modes of transport.
Simple experiments were designed to show the effects of forces on falling objects, and moving objects such as cars and trolleys.
After demonstration of the apparatus, the students then used the air track to control the forces on a moving trolley, and finally used the apparatus in novel ways to examine how the movement of objects was affected.
Literature and Internet sources
Department of Education and Science. Leaving Certificate Physics Syllabus: Ordinary and Higher Level. Stationary Office: Dublin. O'Regan, Dan. (2004). Real World Physics. Folens, Dublin.
Rocard Report: European Commission, Community Research. (2007). Science Education Now: A renewed pedagogy for the future of Europe. http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science- education_en.pdf
*The majority of the students reacted positively to the problem-based approach to a new topic, compared to their previous experiences. There was also a favourable reaction to the scenario used to introduce the topic.
*It was noted however that students found an inquiry-based approach difficult to engage in immediately, in spite of their previous experience with coursework tasks, and the structured introductory tasks provided in this intervention module.
Evaluation:
It was not gender based and was equally attractive to both boys and girls. This was in contrast to how previous lessons had been viewed.
The topic was clear and relevant to the everyday lives of the students.
It introduced Physics experiments and equipment normally reserved for the Leaving Certificate curriculum. | 1,360 | 587 | {
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The Mathematics of Proportion
One, as creator, commences with the point, moves through two, as the line, whose action as a radius generates the sphere. The sphere is the most evident symbol of Unity and its division by inscribed regular polygons constitutes the basis of all traditional laws of proportion.
There are only five regular polygons which can be inscribed in a sphere (fig. 36). Known as the " Platonic bodies," I they have been described by Al-Biruni as follows: "These five are related by resemblance to the four elements and the sphere (Universe). With regard to the five, they are, first, the cube (hexahedron) bounded by six squares called 'earthy'; second, the icosahedron, by twenty equilateral triangles, the 'watery' one; third, the octahedron, by eight equilateral triangles, the 'airy' body; fourth, the tetrahedron, by four equilateral triangles, the 'fiery' body; and fifth, the dodecahedron by twelve pentagons," the symbol of the universe as a whole.
Mathematics of Proportion: Platonic Bodies
(a) The essential movements through the dimensions of space begin with Unity. The morphic point moves through 2, the line; 3, the triangular plane; and 4, the most simple and primary solid, the tetrahedron.
(c) Planar graph representations of the five regular solids.
Taking the dodecahedron, one obtains the pentagon as the planer surface construction. When its five vertices are connected, the pentacle, or fivepointed star, is generated (fig. 37). Further linking of points of the pentacle results in harmonically diminishing pentagons and pentacles (fig. 38).
37. The triangle, square, and pentagon related to the first three Platonic bodies generate diminishing harmonic patterns. Diagram (a) indicates the rootthree proportional system of triangles ; (b) the roottwo proportional system of squares exhibits successive squares whose edges diminish by the square root proportion of the previous edges; (c) indicates a series of diminishing pentagrams harmonically related through the golden mean ratio.
38. Pythagoras's Lute This diagram shows a progression of pentacles......... the diagram is self-illustrating in terms of the relationship of the stars to each other. The harmonic nature of the progression is expressed in the fact that the relationship between 1 (bottom right) and a is a golden mean proportion to the length between 1 and 2. Also the distance from a to 2 is equal to that between 2 and 3. This ratio is based on the 'extreme mean' proportion, i.e. in any given line, say from a to b, there is a position, x, on the line so that the
distance from a to x is greater than from x to b and in the same proportion as the whole line ab is larger than the distance from a to x. This is expressed as a fraction,
1+s5 = 1.55
and the result, like the other proportional fractions, is an irrational number, i.e. it will not resolve into a whole number. Pythagoras is credited with having discovered the proportional lengths of taut string to musical sound, and these relationships 22are associated with length proportions." (K. Critchlow, Order in Space, p. 84.) | 1,348 | 724 | {
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Inspirational title:
Olympics Global focus
Hook:
The children will take part in an opening ceremony! We will spend the day celebrating the Olympics and the values that it represents as the children take part in a carousel of activities and have an opportunity to share their home learning.
English:
This term we will take part in a whole school writing project, which will be based around a film narrative.
We will be writing in a range of genres that link to our topic, the Olympics.
History/geography:
We will be using maps and studying geographical features of different countries around the world. We will also be looking at the history behind this great event.
IT:
Information Technology
IT will be linked to our Olympic topic this half term. The children will be collecting, analysing, evaluating and presenting data, using appropriate software.
PE/ Games:
The children will take part in swimming lessons this half term. They will be improving their techniques for the different strokes as well as their confidence in the water.
We will also be developing our cricket skills this term. The children will be learning striking and fielding techniques that they will then apply in a game situation.
Sports week (27 th June)
PSHE / Citizenship:
Bikeability
World of Work Y6
Transition and change Y6 We will work with the children to ensure a smooth transition to their secondary schools.
Looking at the World Y5
MFL / Olympic week (4 th July / 11 th July)
When:
Summer 2
Long term plan:
Duration: 7 weeks
Outcome:
We will take part in a cross federation Global Market. The children will make food to sell at the market, decorations for their stalls and present their snacks from different countries in exciting ways. We aim to have a café area too for adults to sit and sample snacks and leave reviews.
Maths:
During this term, we will focus on consolidating the objectives from the year. Those that have achieved expectations will be given an opportunity to deepen their knowledge based around an objective and support will be given to those who need to master it.
Science:
Year 5 will study Life Cycles. We will be thinking about the different stages that humans go through and what might affect a healthy lifestyle.
Year 6 will study Fuel of Life. We will be investigating different parts of the human body, linked to exercise and fitness. We will also look at what may affect our health.
DT:
We will focus on food in DT this term. We will be analysing food from a chosen country, before we design and make our own snack. We will then sell this at our continental food market.
We will also use our knowledge of 3D cuboid frames to make containers to hold our snacks.
Art:
We will focus on the skill of printing in art as we decorate bunting and containers for our market stalls.
Music:
In music, the children will be learning about national anthems. They will learn the national anthem of Great Britain and of the country they are studying.
Drama:
We will use a range of drama techniques during our literacy lessons.
RE:
We will explore the concept of Initiation during the term.
Trips/visitors:
Wales Residential Y6 (20 th June)
Up for it! Y6
Fort Purbrook Y5 + Y6 not in Wales (TBC)
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WEST WINDSOR TOWNSHIP
DEPARTMENT OF COMMUNITY DEVELOPMENT Shade Tree Commission
Bacterial Leaf Scorch
Bacterial Leaf Scorch (BLS), caused by the bacterium Xylella fastidiosa, clog the xylem, the cells that transport water between the roots and the leaves of a tree and causes the leaves to scorch, which leads to branch dieback. The overall decline of an affected tree can last for several years, but the tree will eventually die.
Detection
BLS symptoms in New Jersey oaks are only visible for a few weeks in mid-summer and early fall. Although many of the symptomatic leaves remain on the tree until normal autumn defoliation, some will fall to the ground early, which indicates BLS. However, BLS symptoms can be similar to those caused by drought stress and normal autumn changes.
Leaf Symptoms
In leaves affected by BLS, the outer edges will turn brown, with the discoloration moving toward the center of the leaf in an irregular pattern, as shown on the oak leaf here. Perhaps the most distinguishing visible characteristic of BLS is that the affected leaf will present a "water-soaked" region, sometimes a red band, and sometimes a yellow halo at the transitional area between the browning portion and the healthy green portion of the leaf.
Tree Effects
BLS may affect only one area of the tree before spreading, or may exhibit symptoms throughout the crown. A tree can harbor a BLS infection and refoliate for several years, but eventually the stress of the disease and the resulting branch dieback will make the tree more susceptible to other pathogens and insects which will speed the tree's decline.
Transmission
BLS is believed to be spread by xylem feeding insects, such as leafhoppers, treehoppers and spittle bugs. These insects pick up the BLS bacteria by feeding on the xylem fluid of an infected plant and then inject the bacteria into the healthy plant leaves while they feed.
Management
Currently, there is no known cure for BLS. Injecting diseased trees with antibiotics can suppress symptom development, but cannot eliminate the bacteria. The injections are expensive, must be repeated yearly, put additional stress on affected trees, and result in only marginal success. The New Jersey Forest Service recommends that you water affected trees and prune off affected branches well below the symptomatic leaves. Monitor your trees and if necessary, seek advice from a New Jersey Certified Tree Expert or Approved Forester for pruning and removal needs.
Source: N.J. D.E.P., Division of Parks and Forestry, Forestry Service - http://www.nj.gov/dep/parksandforests/forest/community.htm Jan. 25, 2011
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Forest Schools Newsletter Pentecost 2024
Welcome to our Forest Schools Newsletter. It is sure to be a busy term in the build up to the summer holidays. We are looking forward to warmer
temperatures and bright, sunny summer days. It is important that your child wears appropriate clothing, depending on the weather as we go out for most of our sessions. Please make sure that your child has a change of shoes for their sessions to avoid bringing mud into school.
We look forward to this new term, hoping that sun cream and hats will be necessary.
Gardening
Children are encouraged to look after the school environment and to take an interest in the plants that grow in it. We plant flowers to help our bees and vegetables that we hope to harvest and eat!
Look after the birds
Give your child a space in your garden where they can nurture and grow either flowers, fruit or vegetables.
Send me some pictures of your garden for inspiration!
It's not too late to plant some vegetables. Choose ones that you like and ones you would like to try.
Lettice and radishes are easy to grow and you'll soon be enjoying picking and eating them straight from the garden.
Many birds will have already made nests and be starting to lay eggs. Take some time to watch for signs of birds darting in and out of hedges and trees. It is important not to disturb them so avoid cutting back anywhere they are nesting.
A young bird that has recently fledged (started to fly) is still dependent on the parent birds for care and
feeding.
As the weather gets warmer, it is essential that birds have a source
There's nothing quite like eating peas straight from the plant, sweet and delicious, you won't want to cook them! Easy to grow in containers.
of clean water which they use to bathe and drink. Find a space for a bird bath in your garden.
There are lots of websites with some great ideas for making your own bird bath. It would be a great project For the next half term break. Birds eat a lot of insects, slugs and snails.
Useful links
Here is a link all about baby birds and how you can help them, especially if you find one that has fallen out of its nest.
https://www.birdsandblooms.com/birding/attracting-birds/bird-nesting/stages-ofbaby-birds-life/
https://www.rspb.org.uk/helping-nature/what-you-can-do/activities/make-theperfect-bird-bath
Celebrating our faith
During this term we will be celebrating Pentecost. It is when we remember the disciples receiving the Holy Spirit. It encourages them to go out into the world and spread the good news to others.
Fly a kite, make a windsock or make your own kits to make a symbol of the Holy Spirit.
As we remember the Holy Spirit appearing as tongues of fire, why not spend some time around a fire pit, if you have one, toast some marshmallows and think of all the
things you are grateful for.
Recommended reads
EYFS
Take a journey through the garden. The perfect introduction to the names of some common garden insects, along with.
interesting facts about them
Key Stage 1
Come into the garden for lots of rhyming minibeast fun in this colourful readaloud picture book! Discover all sorts of minibeasts
Key Stage 2
Ideal for any budding wildlife explorers, this book encourages children to get outside and spot minibeasts in the wild! It is packed with fun activities and useful information about how to identify minibeasts whilst out and about, whether in a garden or adventuring further afield.
Well-being and positive mental health
Go for a nature walk and see how types of trees, flowers and birds you can identify. Collect natural objects that you find on the ground, remember our no picking rule, and make a collage with them.
Create a mandala on the ground when you go for a walk where other people can enjoy it.
Please send me a photo!
Pack up all your favourite foods, grab a blanket and head to the park, the seaside or even your own garden and enjoy the warmer weather and fresh air.
Take time to enjoy time as a family in the great outdoors.
Mrs Hudson's Conservation Tip of the Term
Bees are invaluable in our gardens. They help to pollinate fruit and vegetables. It’s
a busy time of year for them as they flit from flower to flower collecting pollen.
Did you know there are over 20,000 different species of bees that can be found in almost every place in the entire world, besides Antarctica.
Bees mainly eat the nectar and pollen from flowers. Nectar is a liquid that comes from flowers which is very sugary and gives the bees energy. Pollen is a type of powder that comes from flowers and is used to feed bee babies, which are called larvae.
It's important that bees have a source of water so they can keep hydrated. Get a shallow saucer, fill it with some stones and
then top it up with water. The bees will thank you for it.
More bees = more flowers = more fruit and vegetables. | 1,747 | 1,080 | {
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The Silhouette native plant trail:
An easy way to discover the pristine flora and fauna of the Seychelles
François Baguette
16-May-2016
Island Conservation Society (ICS) has developed a native plant trail on Silhouette as an easy way to discover some of the endemic plants of Seychelles for which Silhouette is famous.
This will give the opportunity to observe some of the unique species of Seychelles to both tourists and Seychellois. ICS in partnership with the Islands Development Company (IDC), Hilton Labriz Resort & Spa, Seychelles National Parks Authority (SNPA), and the Plant Conservation Action Group started in 2015 the creation of the new 'Silhouette Native Plant Trail' (NPT), just behind the La Passe village. The trail allows visitors to view a wide variety of native plants within the vicinity of La Passe. It winds through a mixed natural ecosystem and botanical garden. Invasive exotic plant species like cinnamon are regularly removed so that native plants can recolonise the area. The forest restoration is expected to benefit native fauna including land birds, reptiles, invertebrates, and the critically endangered Seychelles Sheath-tailed Bats.
Thanks to this new and easy trail, visitors from children to adults are now able to see what the original forest of Seychelles looked like and learn more about its unique wildlife. Indigenous (occurring naturally in Seychelles and in other parts of the world) or endemic (found only in Seychelles) plant specimens are labelled with their Creole and scientific names.
Silhouette is considered as one of the most important biodiversity hotspots in the Indian Ocean, where endemic palms and trees, rare flowers, reptiles, amphibians and other vertebrates unique to Seychelles can be observed.
In addition to being a very good educational tool for guests and researchers, the NPT is an example of the forest restoration being done by different non-governmental organisations in Seychelles to recreate the original ecosystem of the islands. Before humans settled on Silhouette to cultivate exotic species like cinnamon, coconut palms, ylang-ylang, vanilla and other spices, the island was home to a unique flora and fauna. Today, the original lowland and coastal forest has mainly been replaced by coconuts palms and the old plantations that spread out all over. Many species became extinct and the range of others became severely reduced to very small areas so that they became critically endangered. By clearing key areas, planting endemic palms and trees, and controlling some of the most invasive species, ICS is doing its best to preserve the forest of Silhouette and some of its most threatened inhabitants.
For more information, the ICS office, located next to Gran Kaz in front of the La Passe jetty, is open every day of the week and the team will be delighted to welcome you and answer all your questions.
The following photos show the trail and some of the plants visitors can see. | 1,171 | 606 | {
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Educator Note:
Propagating from fruit and vegetable scraps
Learning and Engagement Approach
This activity is designed to engage young learners aged from 0 – 7 years. The activity is intended to:
- engage children in a hands-on investigation
- understand that plants have features such as roots and leaves
- undertake an investigation
-
monitor the changes they observe
- appreciate that living things have needs that need to be met in order to survive and thrive
- make connections to how the food they eat looks as a plant.
Safety Considerations
- Check the weather before conducting any outdoors activity. If there is going to be extreme temperatures, storms or high wind, postpone the activity.
- Ensure that everyone is wearing closed shoes, hats, and sunscreen and has a water bottle handy.
- Keep any allergy plan information at hand and any associated allergy medication.
- Model how to safely cut the vegetable scraps. If the children do not have the capacity to safely cut the materials, educators should do this on their behalf.
- Use 'safe' cutting instruments, such as kid-friendly cutters.
- Monitor the appearance of the water in the container and change it if it becomes mouldy or smelly.
- When planting the grown scraps ensure you wet-down any soil or potting mix prior, to reduce the presence of airborne microorganisms plant.
- Children are to wash hands after this activity
Materials and References
Consider asking your community for kitchen scraps, such as spring onion stems, celery bases, etc. Let your community know that they will need to leave a two-finger length so that the plants have energy and the plant material need to reshoot.
For more information about regrowing plants from scraps, watch our videos with Costa or the ABC's Gardening Australia has this fact sheet about growing plants from scraps.
Site Suggestions
It is best to conduct this experiment indoors. Temperature changes outdoors can affect the new plant's ability to regrow.
Place the stems in water in a location with good natural light, but out of direct sunlight. Direct sunlight may damage the new growth.
Educator Tips
This activity can be integrated with a cooking or kitchen garden activity, which will help to illustrate the use of the plants and how they can be regrown.
The intention of the activity sheet is to help children track the changes they observe, over time. For younger children, consider making a poster or shared piece of artwork.
Use stories to help stimulate enquiry and discussion for this activity. Errols Garden by Gillian Hibbs (2018) provides a great introduction to the topic of growing at home and connecting with the community around you.
Some plants you regrow may only commence the next part of their lifecycle. Use this as an opportunity to explore more about the plant. For example carrot tops can eventually flower and seed.
Aligning this Activity
This activity can be conducted as a stand-alone activity or conducted with:
- Sow a seed, grow a feed
Extension Activities
Extension 1: Growing from seeds.
Now that you have mastered propagation from stems, try growing plants from seeds that you find in your kitchen fruit and vegetable scraps. Avocado seeds are a great way to demonstrate seed growth and are featured in this Junior Landcare Video.
Extension 2: Creating cuttings.
Creating cuttings. Try propagating different plants by taking cuttings of plants such as mint, rosemary, geraniums. What other plants would children like to try with this method? Learn from the results and row and care for the new plants created.
Community Engagement
Use The National Landcare Directory to find a community environmental 'care' group near you.
Look to the Junior Landcare Community Page for organisations to contact to help support your plant growing activities.
Use this Australian City Farms and Community Gardens Network map to find a City Farm or Community Garden near you to get some ideas for your propagation from scraps project.
Curriculum and Framework Links
SCIENCE
Foundation Year: ACSSU002, ACSSU004, ACSIS011
Year 1: ACSHE022
Year 2: ACSSU030, ACSIS042, ACSHE035
CROSS CURRICULUM PRIORITY
Sustainability
THE EARLY LEARNING YEARS FRAMEWORK
Outcome 2 and 4
MY TIME OUR PLACE: FRAMEWORK FOR SCHOOL AGE CARE
Outcome 2 and 4 | 1,864 | 888 | {
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Get Ready to Read
with Medina County District Library
Musical Movement
Events at MCDL
Kids Day
Music often inspires children to move their bodies in new and fun ways. In turn, moving to music helps develop the large muscles of their body. Put on some music and dance together to some of these creative musical activities:
* Dancing with a Tissue – Dance with a tissue on their head. Try not to let it fall to the floor.
* Scarf Dancing – Turn on classical music and use a silky scarf to dance to the rhythm of the music, letting the scarf gently flow with their movements. Add variety by changing the style of music.
* Dancing Animals – Ask your child to pretend to be an animal of their choice. How might that animal dance if they could? Would a bird flap? A kangaroo jump? Then turn on music and dance like their animal!
* Balloon Dancing – Dance to music while keeping a balloon in the air. How long can they keep the balloon up without falling?
* Create a Beat – Use drumsticks, two spoons, or anything else that can be clapped together to make sounds. Then create a simple beat like soft-soft-loudloud, or one-two-three, one-two-three. March or dance around the house to their own rhythms.
Medina Square - Sat., June 1, 9:00 am - 1:00 pm, all ages Kick-off Summer Reading with outside activities, lawn games, face painting, the Bookmobile, big trucks and more!
Song
Roly Poly
(to the tune of Open, Shut Them)
Roly Poly (roll arms over each other)
Roly Poly
In, in, in (cross arms over each other in front of body)
Roly Poly (roll arms over each other)
Roly Poly
Out, out, out (reach arms behind back)
Repeat refrain with:
Touch your toes
Touch your nose
To the sky
Fly! Fly! Fly!
Books to Read
~ Moving Up!: A Graduation Celebration by Rosemary Wells Finding Things by Kevin Henkes Big Bear and Little Bear Go Fishing by Amy Hest Dr. Color Monster and the Emotions Toolkit by Anna Llenas Go and Get With Rex by David LaRochelle The Perfect Place by Matt de la Pena
June 2024
Fun activities to promote literacy and learning
2
9
Play
16
23
30
| Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|
| Sum May 2 Pick | | | ame rade 5 ary. e | |
| | mer Re 2 - August 17 up a game bo mcdl.info/R | ading G Birth to g ard in your libr eadingGam | | |
| 3 Sit on floor cushions and act out the song Row, Row, Row Your Boat. | 4 Make up a song about your phone number or address. | 5 Go outside and blow bubbles. What colors are they? What shapes? | 6 Play the Summer Reading Game! (Details above.) | 7 Go on a walk. Take turns looking for all the colors in the rainbow. |
| 10 Make a card or drawing for an important man in your life. | 11 Act out your favorite story with stuffed animals. | 12 Cut magazines apart to make a piece of art. | 13 Clap along to your favorite song. | 14 Sing Roly Poly. (Words on other side.) |
| 17 List what you want to do this summer. Hang the list on the fridge. | 18 Make a blanket tent and pretend you are camping. | 19 Play a game of musical chairs but use pillows instead of chairs. | 20 Summer is here! What are your favorite summer activities? | 21 How many words can you think of that rhyme with dog? |
| 24 Make a paper bag puppet and have it read a story. | 25 Find the letters of your name on boxes or packages in the kitchen. | 26 Lay on the ground. Look at the clouds. What shapes do you see? | 27 Make popcorn and count each piece before you eat it. Can you eat 20? | 28 Friday Night Dance Party! | | 1,562 | 900 | {
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FRE-FLO™ Catalytic Water Conditioner:
What FRE-FLO™ Technology Does and Does Not Do
FRE-FLO Conditioning Water Naturally Since 1972™
1. What is FRE-FLO™?
FRE-FLO™ is a Catalytic Water Conditioner with a highly specialized function to act as a catalyst to change the structure of the mineral calcium carbonate in water (from a hard crystalline structure to a much softer, smoother structure). Considerable evidence in nature shows that calcium carbonate (CaCo3) is naturally able to have various, substantially diverse forms and functions (such as in marble, limestone, seashells, and eggshells), while still remaining CaCo3. You could therefore say FRE-FLO™ Technology is inspired by what nature is already able to do.
2. Briefly, can you explain what FRE-FLO™ does and does not do?
FRE-FLO™ does provide a cost-effective solution for the problem of hard calcium carbonate deposits ("limescale" and "hardpan") that frequently build up on surfaces, slowing or stopping water flow in water-using equipment (such as in hotel, restaurant, hospital, or industrial equipment) and in soil pore spaces (such as in agriculture, golf course, community park, or other irrigation applications). FRE-FLO™ conditioned water is able to again flow freely.
FRE-FLO™ is not a filter and is not a filtering system (as it does not remove anything from the water, and it does not add anything to the water, rather it changes the crystalline structure of the calcium carbonate that is already in the water, from a hard crystalline form to a much softer, smoother crystalline form that does not build up hard deposits in water-using equipment or in soil pores).
FRE-FLO™ is a water conservation tool in irrigation applications with up to 29% documented water savings (FREFLO™ conditioned water opens up soil pores so water and nutrients are able to flow more fully, easily, and quickly through soil pores to root zones, instead of wastefully evaporating off of hard, compacted soil surfaces).
FRE-FLO™ uses no electrical hook-ups, no wires, no grounding, no bat eries , does not require the use of any electrical current whatsoever (user-friendly, sustainable, and cost-saving safety features).
FRE-FLO™ is non-pollut ng, non-toxic, non-hazardous (FRE-FLO™ is an environmentally friendly, green technology that solves calcium carbonate scale problems, and as stated above, FRE-FLO™ adds nothing to the water. FRE-FLO™ uses no chemicals in daily operation and requires no hazardous waste sites. Also, FRE-FLO™ is lead free).
FRE-FLO™ is not a magnet (it is not a temporary fix lasting only a few hours or a few feet).
FRE-FLO™ is not a water sof ener (water softeners can remove beneficial calcium and magnesium, typically replacing these elements with an increase in water sodium or potassium chloride levels, which can be harmful to people and crops. Instead, FRE-FLO™ conditioned water has the big advantage of calcium and magnesium remaining in water).
3. How do you select a FRE-FLO™ model?
Choosing a FRE-FLO™ model is straightforward. The most essential, completely necessary key to FRE-FLO's™ reliable performance is simply selecting the correct model size FRE-FLO™ unit, which is based only on the gallons per minute (GPM) of water flowing into the FRE-FLO™. FRE-FLO™ functioning is water flow dependent. The water flow may start and stop as required. However, in order for FRE-FLO™ to work, when the water is flowing into the FRE-FLO™ unit, it needs to be in the range for the model size FRE-FLO™ selected. A list of model sizes with their correct range of water flow is provided in a one-page overview "Selecting Your FRE-FLO™ Model: A Quick Overview."
FRE-FLO™ is made in the U.S.A. | 1,673 | 843 | {
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1
Game-Based Learning: What's Your Game Plan?
AMATYC
November 19, 2015
9:10 – 10 am
Bizz-Buzz
Let's count!
One … two … three … four … BIZZ … one … two … three … four … BIZZ BIZZ … one …
Introductions
Dr. Kathleen Offenholley, Associate Professor Borough of Manhattan Community College Steering committee member of the CUNY Games Network
Dr. Laura Gellert, Assistant Professor The City College of New York
Nicole Taylor-Buckner, Assistant Professor Borough of Manhattan Community College
Today's workshop
How do we use games in the classroom?
Why do games work to promote learning?
Create your own game, using a card game created by Joe Bisz.
How do we use games?
An internet game on the Pythagorean Theorem:
http://www.math-play.com/Pythagorean-
Theorem-Jeopardy/Pythagorean-TheoremJeopardy.html
One side of the room can compete against the other side. You call on a random person each round.
How do we use games?
Thinking critically about ipad games and gameplay in an elementary education math methods class
Hungry Fish
Sushi Monster
Students learned to analyze the type of learning taking place in the game, and how to add to that learning.
Why Games?
Games can add excitement and energy to the class
Games can help your students focus
Games can lead to higher-order, critical thinking
Theoretical Background
The arena, the card-table, the magic circle, the temple, the stage, the screen, the tennis court, the court of justice, etc, are all in form and function play-grounds, i.e. forbidden spots, isolated, hedged round, hallowed, within which special rules obtain. All are temporary worlds within the ordinary world, dedicated to the performance of an act apart.
Theoretical Background
Learning works best when new challenges are pleasantly frustrating in the sense of being felt by learners to be at the outer edge of, but within, their "regime of competence". That is, these challenges feel hard, but doable.
James Gee
Games actually work in a way that good teachers work. … [G]ame designers are always thinking about, "What does my player need to know at this moment in order to be successful at this task, and what do they need to do next?" And, again, this is what a teacher is thinking about all the time.
Katie Salen, "Big Thinkers: Katie Salen on Learning with Games." Edutopia. May 27, 2009. www.edutopia.org.
Now it's Your Turn! Each group gets…
* One rule card to read.
* Two game cards, face down.
* One mechanic card, face down.
* One action card, face down.
* One lesson card.
Turn over one game card. Only turn over the other game card if no one in the group knows the first game.
Now turn over the lesson, mechanic and action cards.
What's your game plan?
Use the cards as inspiration for your game.
We will end with time for groups to share their game ideas
Interested in More?
Our handout includes readings and our contact information
Presenters:
email@example.com
firstname.lastname@example.org
email@example.com
CUNY Games Network: http://games.commons.gc.cuny.edu/ | 1,363 | 749 | {
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The Honorable Barack Obama President of the United State of America The White House 1600 Pennsylvania Avenue, N.W. Washington, DC 20500
Dear Mr. President:
We trust you had a pleasant holiday in Hawai'i with the First Family and were able to rejuvenate for the New Year. Today we write to you in regards to the critical state of our oceans and an important action you can take as President that will guarantee a healthier planet for future generations – expansion of Papahānaumokuākea Marine National Monument.
As you may know, in 2000 President Bill Clinton created the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve and in 2006 President George W. Bush established Papahānaumokuākea as a fully protected marine reserve, the largest of its kind on the planet at the time. In 2016, the 10 th anniversary of Papahānaumokuākea's creation, you have the opportunity to continue this bi-partisan tradition of conservation by expanding the monument. This single action will provide added protection for the area's incredible natural and cultural heritage and will once again recognize Papahānaumokuākea as the largest protected area on Earth. Of important note, our recommendation requests that the waters surrounding the two Hawaiian Islands of Ni'ihau and Kaua'i remain outside of monument boundaries.
The name Papahānaumokuākea commemorates the union of two Hawaiian ancestors – Papahānaumoku and Wākea – who gave rise to the Hawaiian Archipelago and our people. Native Hawaiians remain deeply connected to the Northwestern Hawaiian Islands and surrounding waters on genealogical, cultural and spiritual levels.
The Northwestern Hawaiian Islands are a unique and generally isolated ocean gem. Consisting of the world's oldest and longest volcanic chain, this part of the Hawaiian Archipelago includes environments that represent different stages of island and seamount formation and evolution. As such, the area includes a diverse set of habitats that reach ocean depths of greater than 15,000 feet below sea level.
Within this diverse and primarily isolated habitat of the region, there are more than 7,000 marine species, and scientists estimate that more than a quarter of those are endemic. The area is one of the few remaining predator-dominated ecosystems in the world, with strong populations of sharks, Hawaiian grouper and other large predatory fish that have been heavily overfished elsewhere. Apex predators represent more than half of the biomass in the Northwestern Hawaiian Islands, compared with 3% in the main Hawaiian Islands.
While the current boundary of Papahānaumokuākea includes vital habitat for a number of species, it does not fully protect habitat and travel routes for several species including Hawaiian Monk Seals, green sea turtles, sharks, whales, Black-footed and Laysan Albatrosses as well as other species. Additionally, large, fully protected marine reserves and sanctuaries are more resilient to climate change and therefore have emerged as important to mitigating the impacts of our warming planet.
Mr. President, as an island boy from Hawai'i, we trust that you understand the significance of the ocean to our islands. Mahalo for your time and we look forward to discussing the expansion of Papahānaumokuākea Marine National Monument with your office in the coming months.
With Aloha,
William Aila, Jr.
Kaleo Manuel
Kamana'opono Crabbe, Ph.D.
Victoria Holt Takamine
Isaac "Paka" Harp
Nainoa Thompson
Kekuewa Kikiloi, Ph.D. | 1,513 | 733 | {
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Notable Natives
Serviceberry
Amelanchier arborea or serviceberry is a deciduous shrub in the rose family (Rosaceae). It can play a significant role in the Midwest native garden. There are closely related native species A. interior and A. laevis,
usually from sandier habitats. A tall and narrow woodland plant, it is one of the first shrubs to flower in spring and is a great plant for residential properties.
Serviceberry likes full sun but will tolerate partial sun or light shade. It requires good drainage but should be kept moist during summer droughts. It transplants easily and is a hardy shrub overall. It adapts to a variety of soil types and rarely requires pruning, so it is very low maintenance! It can be susceptible to leaf rot, powdery mildew and other pests that affect the rose family, but consistent moisture usually prevents insect pests from taking hold. These pests and diseases do not damage the tree significantly.
Planted in clusters, serviceberries work well as border or privacy screens to replace unwanted invasives shrubs such as buckthorn. Besides that, they are beautiful.
Other common names associated with this species include downy serviceberry, sarvis tree, shadblow and juneberry. These sturdy bushes have an interesting history, too. The use of the word "service" in the name may refer to the plant's flowering around the time of the Easter church service. (Another source says that it got its name for blooming when the deceased could be buried in spring as the ground thawed, and a funeral service ensued!)
The plant has been of "service" with its hard, heavy wood being used to make wooden-handled tools in the past and for being a source of food for wildlife and humans. Over time serviceberry has come to signal a happy sign of spring in the garden.
Serviceberry is a tall shrub or small tree reaching from fifteen to twenty-five feet tall. The young elliptical leaves are medium to dark green in color and are interesting because they have soft almost woolly "fur" or hairs on their undersides which eventually disappear when the leaves mature. The leaves turn a beautiful reddish to pink hue in autumn. The smooth, grey bark can have a reddish cast, and as the plant matures, the bark grows interesting ridges and shallow furrows. Its slender buds and white flowers grow in drooping racemes or bunches of six to fourteen flowers appearing in spring before mature leaves are present.
The ornamental flowers last only a week or two and are mildly fragrant. After blooming, the flowers develop into small reddish-purple pomes, small apple-shaped fruits that hang
Serviceberries for breakfast. Photo by Sarah Tucker.
serviceberry jam or serviceberry ice cream."
in small clusters. The fruit is similar in size to blueberries and ripens over the summer. It is a favorite of native birds and has a history of being enjoyed by Native Americans. It is even harvested by folks today. While some find the berries dry and not very flavorful, others feel they surpass blueberries as fine fruit. They can be eaten raw off the shrub or canned. Mother Earth News suggests harvesting serviceberries, encouraging folks to "Bake them into pies, puddings or muffins. Dehydrate them like raisins. Make
Most important of all, serviceberries actively support our wildlife. Native bees pollinate the flowers while other insects and a variety of caterpillars feed on its leaves, thus supporting the population of native butterflies and moths. The fruit is an attractive source of food for many native birds including the hairy woodpecker, hermit thrush, cedar waxwing and Baltimore oriole. With little to no maintenance, these workhorse shrubs provide privacy, beauty, and wildlife support, all the while heralding the start of spring.
— Sandra Alguire | 1,424 | 796 | {
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Podcast #145 A Sea Story
Original Version
A pirate walks into a bar and the bartender says, "Hey, I haven't seen you in three years. What happened? You look terrible!"
"What do you mean?" the pirate replies, "I'm fine."
The bartender says, "But what about that wooden leg? Three years ago you didn't have that."
"Well," says the pirate, "We were in a battle at sea. A cannon ball hit my leg. But the surgeon fixed me up. I'm fine, really."
"Yeah," says the bartender, "But what about that hook? You used to have two hands."
"Well," says the pirate, "We were in another battle. We boarded the enemy ship. I was in a vicious sword fight. My hand was cut off . But I replaced it with this hook. I feel great, really."
"Oh," says the bartender, "What about that eye patch? Three years ago you had both eyes."
"Well," says the pirate, "Some birds were flying over the ship. I looked up. One of them pooped in my eye."
"So?" replied the bartender, "what happened? A little bird poop didn't take out your eye."
"Well," says the pirate, "I really wasn't used to the hook yet."
Podcast #145 A Sea Story
Choose the correct word or term
A pirate walks into a bar and the (bartender says – the bartender he says), "Hey, I (didn't – haven't) seen you in three years. What happened? You (looks – look) terrible!"
("What you mean?" – "What do you mean?" ) the pirate replies, "I'm fine."
The bartender says, "But (what– what is) about that wooden leg? Three years ago you (not– didn't ) have that."
"Well," says the pirate, "We were in a battle (at sea– on sea). A cannon ball hit my leg. But the surgeon (fixed me up– fixed me through). I'm fine, really."
"Yeah," says the bartender, "But what about that hook? You (used to have – used to be having) two hands."
"Well," says the pirate, "We were in (an other – another) battle. We boarded the enemy ship. I was in a vicious sword (fight – fite). My hand was cut off . But I replaced (him – it) with this hook. I feel great, really."
("Oh," – "O,")says the bartender, "What about that eye patch? Three years ago you had both eyes."
"Well," says the pirate, "Some birds (was – were) flying over the ship. I looked up. One of them (pooped – popped) in my eye."
"So?" replied the bartender, "what happened? A little bird poop (not – didn't ) take out your eye."
"Well," says the pirate, "I really wasn't (used yet to the hook – used to the hook yet.)"
Podcast #145 A Sea Story
Practice with incorrect or missing articles, indefinite pronouns, and verbs.
In the following version of the story, circle or underline places where (a) a grammatically incorrect article is used, (b) an incorrect verb tense is used, or (c) any of the following is missing:
- a personal pronoun (for example, he)
- a grammatically required article (a, an, the)
- a possessive pronoun (for example, his)
- an indefinite pronoun such as some or any
- a form of the verb to be (for example, was)
The first sentence has been underlined to show where you would circle or underline a word or phrase.
Pirate walks into bar and bartender says, "Hey, I haven't seen you in three years. What happened? You look terrible!"
"What you mean?" pirate replies, "I'm fine."
Bartender says, "But what about wooden leg? Three years ago you didn't have that."
"Well," says pirate, "We were in the battle at sea. A cannon ball hit my leg. But surgeon fixed up. I'm fine, really."
"Yeah," says bartender, "But what about hook? You used to have two hands."
"Well," says pirate, "We were in another battle. We boarded enemy ship. I was in vicious sword fight. Hand was cut off . But I replaced it with hook. I feel great, really."
"Oh," says bartender, "What about eye patch? Three years ago you had both eyes."
"Well," says pirate, "Some birds were flying over ship. I looked up. One of them pooped in eye."
"So?" replied the bartender, "what happened? Little bird poop didn't take out eye."
"Well," says the pirate, "I really wasn't used to the hook yet." | 1,548 | 1,013 | {
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Gandhi
Rachel Bladon
A Before Reading
1 The picture below is of Gandhi. What do you know about him? Complete the table with your ideas.
Check your answers as you read.
2 The picture below shows India during the nineteenth century at the time of the Raj. What was the Raj? What are the nationalities of the people in the picture? How do you think life was different for different nationalities in India? (Pages 7–10).
Macmillan Readers
Gandhi1
3 The following are all connected to the history, geography or culture of India. Do you know what they are and how they are connected to India?
Bombay (Mumbai)
Pakistan
Calcutta
1947
Brahmins, Kshatriyas, Vaishyas, Shudras Marathi, Bengali, Hindustani
Hindus, Muslims
The Ganges
Bombay (Mumbai): Western India's biggest city.
Check your ideas as you read.
B While Reading
4 a Gandhi was influenced by many writers, books and stories through his life. As you read, keep a note of which ones had an influence on him.
b How important are books and stories in your life? Write a list of any writers, books or stories which have had an influence on you. Then choose one and write a paragraph explaining how and why it has influenced you.
5 a There are many examples in the book of Gandhi fasting in protest. As you read, keep a note of each time he fasted, the reason for his fast and the result.
| When? | Why? |
|---|---|
| September 1924 | Violence between Muslims and Hindus in Kohat |
Macmillan Readers
Gandhi2
b The pictures below show three forms of protest mentioned in the book. What forms of protest do they show and what are the people in the pictures protesting against?
c Are any other forms of protest mentioned in the book?
6 Gandhi planned to return to India after he finished his work for the Pretoria law firm. But when he heard the government's plan to introduce a law taking away the Indians' vote in Natal (page 19), he decided to stay an extra month. Imagine you are Gandhi. Write a letter to your wife and explain the political situation in South Africa. Say what you have done to help Indians there and explain why you need to stay longer.
May 1893
My dear Kasturbai,
3
C After Reading
7 Imagine you are an international journalist writing an article for international readers on the day Gandhi was shot. Include in your article:
information about how Gandhi died the reaction of Indians to Gandhi’s death
a short summary of Gandhi's life and why he was so important in the history of India and the world.
India in shock as Gandhi shot dead | 1,060 | 594 | {
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AGRICULTURAL SCIENCES
TITLE: Effect of Cold Storage on Seeds, by Terry Coffelt and Dave Dierig, U.S. Water Conservation Laboratory
SUBJECT: Science
GRADE LEVEL: 7-12. Various factors can be made more complicated for older students. MATERIAL(S): Seed of two different types of plants (popcorn and beans, for example). Any seed commonly available at a garden supply store such as vegetables and flowers also will work. Cost of the seed is less than $5. Access to a home refrigerator and/or freezer is needed. Paper towels or germination papers are needed for seed evaluation. If the experiment is to be conducted to evaluate the differences in plant growth, pots or two-liter bottles will be needed to grow the plants plus some potting soil.
OBJECTIVE(S): To demonstrate the effect of temperature during storage on seed germination and plant growth
TIME NEEDED : The experimental time can be varied from 30-120 days, depending on the time available. The longer the time, the more results that can be obtained.
OVERVIEW:
Background
The effects of cold storage (temperature) vary from genera to genera and sometimes even between species and varieties. The three most important factors affecting the length of seed viability under storage are temperature, humidity and gaseous exchange. Several seeds can have their viability prolonged by storage at below freezing temperatures. Generally, for every decrease in seed temperature of ten degrees between 32 and 120 degrees Fahrenheit, the life of the seed is doubled.
Procedures
Place 100 seeds each of two (or more) different plants in a refrigerator in a zipper-style resealable bag or other container. Do the same in a freezer, being sure to place the seeds in the same type of container. Leave another set of seeds in the same type of container at room temperature. Use a thermometer to check the temperatures in the room, refrigerator and freezer at least once a day. Record temperatures in a log book so they can be plotted or put in a table for your report. At the end of 30 days, put the seeds on moist paper towels or germination papers, being sure to keep track of which place they were stored. Put 25 seed on each towel. Loosely roll the towel, put a rubber band around it to keep it rolled up, and put the towels in a container at room temperature. Check the towels daily to be sure they are moist but not soaking wet. Count the number of seeds germinated for each group at the end of one week and two weeks. Compare the results for seed stored at different temperatures.
Additional Exercises
If more time is available, extra containers of seed can be added so that germination can be checked at 30, 60 and 120 days. Other evaluation methods besides germination also can be used, such as measuring the root and shoot portions of the germinated seed and planting the germinated seeds and taking weekly measurements of the plants. Students can then determine whether the different storage temperatures affected growth rates of the seedlings and plants from different storage temperatures even if the germination percentage was the same.
Discussion Questions
Why would some seeds behave differently under different storage conditions? (Temperature, seed moisture content at storage, humidity during storage, initial quality of seed, type of natural environment where seed is normally found, etc.) What are the advantages of prolonging the viability of seed under cold storage? (Preservation for future generations of seed from plants that are becoming extinct, ability to store high quality seed from one growing season to the next, etc.) What are some other factors that might affect seed in storage? (Seed size, dormancy, oil content, hard seed coats, etc.).
--------------------------------------------------------------------------------
References
Barton, L.V. 1943. Effect of moisture fluctuation on the viability of seed in storage. Contributions of the Boyce Thompson Institute 13: 35-45.
Haferkamp, M.E., L. Smith, and R.A. Nilan. 1953. Studies of aged seeds I. Relation of age of seed to germination and longevity. Agronomy Journal 45(9): 434-437.
Harrington, J.F. 1971. Drying, storing, and packaging seed. Present status and future needs. Seed World 108: 2-5. | 1,816 | 884 | {
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technically speaking
Do You Know What Your DLI Is?
Daily light integral has a profound effect on your plants. Learn how to measure DLI in your greenhouse three different ways.
By Erik Runkle
I n last month's column, I discussed the definition of daily light integral (DLI). Just to refresh your memory, DLI is the cumulative amount of photosynthetic light that is received each day. The DLI is measured as the number of moles of light (mol) per square meter (m -2 ) per day (d -1 ), or mol·m -2 ·d -1 . The DLI can have a profound effect on root and shoot growth of seedling plugs, root development of cuttings and finish plant quality attributes such as stem thickness, plant branching and flower number.
The average DLI received outdoors ranges roughly from 5 to 60 mol·m -2 ·d -1 and depends on location and time of year. Inside a greenhouse, light transmission is usually reduced 3550 percent, so it is not uncommon to have an average DLI inside a greenhouse less than 3 mol·m -2 ·d -1 in the northern United States and Canada during the darkest periods of the year. In general, 4-6 mol·m -2 ·d -1 is recommended for propagation of cuttings and at least 10-12 mol·m -2 ·d -1 is recommended for most bedding plants, perennials and potted crops.
Measuring Your DLI
There are three ways to estimate the DLI in your greenhouse. The most accurate method is to use a light sensor to measure light intensity at least once every 10 minutes and then have the values automatically logged onto a computer. Many environmental control systems have the ability to record light intensity, but often times, the light sensor is located outside the greenhouse. A light sensor used to mea-
Let's illustrate this exercise by looking at the values in Figure 1, below. In this example, light was measured once every hour. The calculated average of these 24 values was determined to be 201 µmol·m -2 ·d -1 . To convert this average value into a DLI, it is multiplied by 0.0864, and the outcome is 17.3664, which can then be rounded to 17.4 mol·m -2 ·d -1 .
More Measurement Methods
An easier way to measure DLI is to use the Greenhouse Weather Tracker by Spectrum Technologies (www.spec meters.com). This unit contains a light sensor and can be placed next to the plants. This device records light intensity, performs the mathematics and outputs the DLI value in mol·m -2 ·d -1 . The newest version of the WatchDog data logger can be connected to a serial port on a computer so the data can be downloaded electronically.
The DLI at your location can also be estimated using DLI maps that were developed by Jim Faust at Clemson University. He determined the average DLI outdoors during every month for the contiguous United States. The maps are
Calculating DLI Example
in several floriculture texts and can also be found online at www.hrt.msu. edu/floraoe/dlimaps.htm.
Figure 1. This is an example of hourly light intensity values, the average of those values and the calculated daily light integral (DLI).
sure DLI should be positioned inside the greenhouse at plant level where the plants are growing. In addition, the output of the light sensor should be in a photometric unit, µmol·m -2 ·d -1 . This unit allows the summation into mol·m -2 ·d -1 .
Once light intensity has been measured frequently and with an output in µmol·m -2 ·d -1 , it then can be converted to a DLI value in mol·m -2 ·d -1 . To do this, the average 24-hour light intensity (from midnight to midnight) should first be determined. Next, the average value should be multiplied by 0.0864 to get the DLI for that day. This constant number is derived by multiplying 3,600 (number of seconds in one hour) by 24 (number of hours in one day) and then dividing the value by one million (the number of µmol in 1 mol).
December 2006
The values outdoors need to be converted into realistic values inside your greenhouse. To do this, use a light sensor to determine light intensity outdoors at noon on a clear day. Then go into your greenhouse and take measurements at plant level. Use these values to determine the percentage of light outdoors that reaches your crops. For example, if you measure 6,300 foot-candles outside the greenhouse and an average value of 4,100 foot-candles inside, your light transmission value is about 65 percent. If the DLI maps indicate your average outdoor DLI is 10-15 mol·m -2 ·d -1 , then you can estimate that your average DLI at plant level is about 6-10 mol·m -2 ·d -1 . GPN
Erik Runkle is assistant professor and floriculture extension specialist in the Department of Horticulture at Michigan State University. He can be reached at email@example.com or (517) 355-5191.
6 6
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Name: ___________________________________________
Astronomy
The Physical Setting: Earth Science
Date: __________________________ Period: ___________
INTRODUCTION:
!
The planets range in size from our smallest terrestrial planet Mercury to the gigantic gaseous planet Jupiter. The volume of Jupiter is about 200,000 times that of Mercury the smallest inner planet. If one is to appreciate the sizes of the inner planet versus the outer planet, it is necessary to make scale models of the planets. Scale is the ratio between the dimensions of a representation and those of the object.
OBJECTIVE:
!
Using the planetary data and scale conversion you will construct diagrams that show the relative sizes of the planets.
VOCABULARY:
!
Planet
Solar System
Jovian
Terrestrial
Light Year
Astronomical Unit
!!!!
Lab Activity: The Solar System
Leigh-Manuell - "1
Lab Activity: The Solar System
PROCEDURE A:
!
2. Using the scale diameters in Data Table 1, construct circles representing the planets on an piece of paper.
1. Complete Data Table 1 below using the scale 1 cm = 7000 km. Be sure to round to the nearest tenths place.
* For the terrestrial planets, draw a straight line that is equal to the diameter and approximate the circle be drawing it free-hand.
3. Label each circle with the name of the planet.
* For the Jovian planets, use a safety compass to draw the circle (be sure to use the radius when using the compass).
DATA TABLE 1!
| Mercury | 4,880 |
|---|---|
| Venus | 12,104 |
| Earth | 12,756 |
| Mars | 6,787 |
| Jupiter | 142,800 |
| Saturn | 120,000 |
| Uranus | 51,800 |
Leigh-Manuell - "2
Lab Activity: The Solar System
PROCEDURE B:
!
2. Obtain 5 meters of cash register tape and spread it out along the desks or floor.
1. Complete Data Table 2 below using the scale 1 cm = 10,000,000 km. Be sure to round to the nearest tenths place.
3. Measure 10 cm from the end of the cash register tape and label it "Sun". This will represent the Sun's surface and will be your starting point for all your measurements.
5. Label each line with the name of the planet.
4. Using a meter stick, measure all the distances of the planets from the line labeled "Sun".
DATA TABLE 2!
| Planet | Scale Distance from the Sun (km) |
|---|---|
| Mercury | 57,900,000 |
| Venus | 108,200,000 |
| Earth | 149,600,000 |
| Mars | 227,900,000 |
| Jupiter | 778,300,000 |
| Saturn | 1,427,000,000 |
| Uranus | 2,869,000,000 |
| Neptune | 4,496,000,000 |
Leigh-Manuell - "3
Lab Activity: The Solar System
DISCUSSION QUESTIONS:
!
1. Which are the two largest planets?
2. Which planet is closest to the size of the Earth?
3. How do the sizes of the inner planets (terrestrial) compare to the sizes of the outer planets (jovian)?
4. How do the distances between the inner planets differ from that of the outer planets?
5. Which two planets are closest to Earth?
CONCLUSION: Compare the sizes of the planets and the distances between them.!
Leigh-Manuell - "4 | 1,600 | 783 | {
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simple steps to protect your child from
LEAD
Lead can hurt your child. Take these steps to keep your child safe from lead.
Keep your home clean and dust-
free. Wet mop floors, wet wipe window sills, vacuum, and wash all surfaces often. Use household cleaner and rinse with clean water. This keeps lead in dust from spreading in the house.
Do not let your child chew on painted surfaces or eat paint chips. Lead from old paint is the most common cause of lead poisoning.
Feed your child healthy meals and snacks regularly. Make sure meals include vegetables, and foods rich in:
* calcium (milk, cheese, yogurt, corn tortillas, tofu or bean curd)
* iron (meat, chicken, cooked dried beans, iron-fortified cereals, and raisins and other dried fruit)
* vitamin C (oranges and orange juice, grapefruit and grapefruit juice, and tomatoes and tomato juice)
Calcium, iron and vitamin C help keep lead from hurting your child.
Take off shoes or wipe them on a doormat before going inside. This keeps lead dust outside.
Keep furniture away from paint that is chipped or peeling. Make sure cribs, playpens, beds and high chairs are away from damaged paint. This helps keep lead in paint chips and dust away from your child.
Plant bushes, grass and other plants, or lay paving stones, concrete, bark, or gravel to cover bare dirt outside where children play. This keeps lead in the dirt away from your child.
Change out of work clothes and shoes, and wash up or shower before coming home if you work with lead. Lead is in many workplaces:
* Painting and remodeling sites
* Radiator repair shops
* Places that make or recycle batteries
Ask your employer to tell you if you work with lead. Children can be poisoned from lead dust brought home on workers and their clothes and shoes.
Do not use imported, older, or handmade dishes or pots for food or drinks unless they have been tested and do not have lead in them.
Never sand, dry scrape, power wash or sandblast paint unless it has been tested and does not have lead in it. Lead dust from paint can spread and poison your family, pets, and neighbors.
Call your local Childhood Lead Poisoning Prevention Program (1-800-524-5323) to find out about testing your dishes, pots, and paint.
Be sure that products you bring home do not have lead in them.
These products often have lead in them:
* home remedies (bright orange, yellow, or white powders) like Greta, Azarcon, Paylooah, or Liga
* make-up like Kohl and Surma
* some imported candies, especially candies from Mexico made with tamarind fruit
Avoid hobbies that use lead. Lead is used to solder or join metal and to make stained glass. Lead is also in bullets and fishing sinkers.
Talk to your child's doctor to find out about testing your child for lead. Your child may need a blood test for lead poisoning. Most children are tested at 1 and 2 years old. Some children over 2 also need to get tested.
Most children who have lead poisoning don't look or act sick. A blood test for lead is the only way to know if your child has lead poisoning.
Why Is Lead Dangerous?
Lead can harm the brain. Lead poisoning can make it hard for a child to learn, pay attention and behave.
Young children get lead poisoning more often than older children. Lead is also more harmful to them.
If you are pregnant, lead can hurt your baby. Ask your doctor about a lead test.
For more information, call:
1-800-LA-4-LEAD (524-5323)
L.A. County Department of Public Health Childhood Lead Poisoning Prevention Program
For information on how to apply for Medi-Cal call: 1-888-747-1222
www.cdph.ca.gov/programs/clppb www.publichealth.lacounty.gov/lead | 1,466 | 826 | {
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