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Indian River County
1028 20 th Place, Suite D, Vero Beach, Florida 32960
(772) 770-5030 Fax: (772) 770-5148 http://indian.ifas.ufl.edu
Stormwater Ponds
By: Janet Bargar, Water Quality Agent
Water is everywhere in Florida. Not only does it surround three sides of the state, but we also have it in canals and water retaining structures. In addition to reducing flooding potential, the water retaining structures play an important role in protecting our environment.
Stormwater ponds are one type of water retaining structure. These ponds remove pollutants from stormwater runoff before it enters another water body or into the groundwater. Fertilizer, loose soil, and pesticides present in runoff are filtered from the water by stormwater ponds because the pond allows the pollutants to settle out or be taken up by aquatic organisms and plants. In addition, the ponds can provide other benefits such as an aesthetically attractive area, water storage for dry periods, and enhanced wildlife habitat. These benefits will not be gained if stormwater ponds are not properly managed.
One way to manage a stormwater pond is to plant desirable aquatic and wetland plants on the pond banks and shallow areas. The plants can help to stabilize the banks, prevent erosion, and filter soil out of stormwater runoff. These aquatic plants may also take up excess nutrients present in the runoff. When these nutrients are removed, the algae's food source is reduced and may decrease the pond's algae population. Although the aquatic plants should be managed to prevent them from becoming uncontrollable, they can help reduce the number of times the pond must be dredged and the number of algaecide treatments. For more information on which aquatic plants are recommended and those that should be avoided, contact your local County Cooperative Extension Service.
Swales are another way we retain water on our property. A swale is a gently sloping grassy waterway that collects water that runs off lawns and paved surfaces. Swales convey and filter stormwater runoff before passing it through storm drains or canals and into our water bodies. Similar to stormwater ponds, the vegetation in the swales filters sediment and other pollutants that are picked up by stormwater runoff. Swales also help replenish some of the groundwater by extending the "soaking" time of stormwater.
In order to keep swales working properly, do not pile trash, leaves, or limbs in swale areas. Also, do not drive over swales because the tire ruts reduce their ability to efficiently filter sediments and pollutants. If swale maintenance is necessary, apply sod instead of seed because the seed would be eroded away by the water flow. Also, maintain grass at a minimum of three inches to effectively filter pollutants. Finally, clear debris from storm drains because this impedes the flow of water. Although swales collect water for temporary storage, they also help move it along.
We would not be able to comfortably live in this part of Florida if it were not for the water collection and storage structures. By understanding the structures and how to properly maintain them, they can continue to do their job while benefiting our environment.
For additional information on stormwater retention, please contact your local University of Florida County Cooperative Extension Service. | 1,298 | 670 | {
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Bean, Broad—Vicia faba L. 1
James M. Stephens 2
Broad bean is also known as horse bean, Windsor bean, English bean, tick bean, fava bean, field bean, and pigeon bean. Broad beans are sometimes classified into subspecies according to varieties and their uses in various countries. Thus, subspecies faba var. minor is the beck, tick, or pigeon bean, greatly used for human consumption in the Middle East, but also used for animal forage, like the horse bean (var. equina) specifically fed to horses. The broad bean proper, also known as Windsor or straight bean, is var. major. Indian varieties, generally dried and eaten as pulses, are classified as subspecies paucyuga.
The origin of broad beans is obscure, but the best information indicates the Mediterranean area. Remains are reported to have been found in Egyptian tombs.
Description
Broad beans get their name from the seeds that are large and flat. Seeds are variable in size and shape but usually are nearly round and white, green, buff, brown, purple, or black. Pods are large and thick but vary from 2 to12 inches in length. The plant is an erect, stiff-stemmed, leafy legume reaching 2 to 5 feet when mature. They are quite different from common beans in appearance because the leaves look more like those of English peas than bean leaves. Small white flowers are borne in spikelets.
Culture
Broad bean is a cool season crop, requiring 4 to 5 months from planting to harvest. In most of Florida, it is best to plant from September through March. It is grown as a summer annual in northern climates and as a winter annual in warmer climates. In the tropics it is adapted only at higher altitudes. Flowering is adversely affected by dry, hot weather.
The Florida soil and cultural requirements for broad beans are similar to other common garden beans, except for the climatic conditions. Seed are planted 2 inches deep in rows 3 feet apart, with plants spaced 3 to 4 inches apart in the row. The hill system may be used by planting six seeds per hill and spacing hills 4 by 4 feet apart. Some tall varieties may require staking or trellising. Very few broad beans are grown in Florida gardens.
1. This document is HS550, one of a series of the Horticultural Sciences Department, UF/IFAS Extension. Original publication date April 1994. Revised August 2015. Visit the EDIS website at http://edis.ifas.ufl.edu.
2. James M. Stephens, professor emeritus, Horticultural Sciences Department, UF/IFAS Extension, Gainesville FL 32611.
The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other UF/IFAS Extension publications, contact your county's UF/IFAS Extension office.
Use
The seeds of the plants are used as a cooked vegetable. Pick the beans when they are full-sized but before the pods dry since they are a green-shell bean. They may also be used as a dry bean for food and livestock feed. Broad beans are very nutritious, containing 23% protein.
A word of caution is necessary because where these beans are eaten regularly as the main diet, as in certain tropical countries, a paralytic condition known as favaism has occurred.
Seeds are not as widely available as those of other types of beans. Most local garden supply stores in Florida do not carry them. The varieties 'Long Pod' and 'Giant Threeseeded' are often advertised.
Other Varieties of Fava Beans
See Table 1 for other varieties of fava beans.
Table 1. Other varieties of fava beans
Bean, Broad—Vicia faba L.
2 | 1,687 | 843 | {
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Clarion Review
My Purple Toes
Blair Hahn Tate Nation, Illustrator
My Purple Toes, LLC (July 2010)
Unknown $10.99 (24pp)
978-0-9844556-4-5
Reading to children is one of the most important activities a parent or caregiver can do. Reading to a child fosters their creative thinking, language and listening skills, and helps to build memory. Reading also teaches children to recognize colors, numbers, and images, and helps develop fine motor skills. Of course, and perhaps most importantly, it is a wonderful way to spend time with a child and let them know that they are loved.
Printed on heavy cardboard, board books are intended for infants and toddlers because they are durable, contain fewer words than most picture books and offer bright illustrations. A good board book generally contains rhythmic, rhyming or repetitive language. It engages the young child, making them an active participant in the story.
My Purple Toes, by Blair Hahn is an absurd, humorous story about a father with purple painted toenails. He prances through the book singing "I have purple toes! Purple toes are silly. Purple toes make me smile!" As the book moves through each page, the reader is invited to point out his purple toes and to find who else has purple toes. The reader sees the reaction of each family member to the father's foot fashion, including mother's resignation, sister's amusement and brother's embarrassment. We see father's toes enjoying spring, summer, fall and winter, but most of all enjoying his home and family.
This book is likely to amuse any adult reader, and because very young children tend to respond to the cues of adults, it will be enjoyed by the whole family. The text is very light and simple but through the vehicle of purple toes, children are exposed to the concept of four different emotions, and the four seasons. The illustrations that accompany the text are equally simple but have enough going on in them to provide additional entertainment. For example, there is a purple-toed frog on every page as well as a few other creatures crawling around father's feet. This provides the adult an opportunity to discuss what each animal is and where one might expect to find them.
Perhaps because it is not full of important life lessons, deep meaning, or even especially memorable characters, or extraordinary illustrations, My Purple Toes is very enjoyable. The book is fun! There is no better tool for engaging a young child in learning than a fun book.
CATHERINE THURESON (September 27, 2010)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
Source:
https://www.forewordreviews.com/reviews/my-purple-toes/
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Pop-Up Green Dream Houses
Project Overview
Visual Arts, mixed media
Third and fourth grades split
Using what they know about green architecture, students will envision new technologies that could solve critical environmental issues in the future. Students will create a pop-up model of their building with emphasis on foreground, middle-ground and background in conjunction with the California State Standards for Third Grade in the Visual Arts. Students will also be encouraged to reflect upon the Studio Habits of Mind.
This lesson focused on middle ground, background and foreground.
This lesson also integrates literacy and science.
California Content Standards for Third Grade
Visual and Performing Arts – Visual Arts
Artistic Perception
1.3 Identify and describe how foreground, middle ground, and background are used to create the illusion of space.
1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/ form, texture, space, and value.
Creative Expression
2.1 Explore ideas for art in a personal sketchbook.
2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
Aesthetic Valuing
4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.
Connections, Relationships, Applications
5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people's lives.
Science
Physical Sciences
1a. Students know energy comes from the Sun to Earth in the form of light.
1c. Students know machines and living things convert stored energy to motion and heat.
2a. Students know sunlight can be blocked to create shadows.
Life Sciences
3c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.
Earth Sciences
4e. Students know the position of the Sun in the sky changes during the course of the day and from season to season.
English-Language Arts
Reading
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).
2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.6 Extract appropriate and significant information from the text, including problems and solutions.
Writing
1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.
Listening & Speaking
1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).
Project Goals
Students will understand the importance of sustainability and why architects are designing green housing. | 1,279 | 567 | {
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so many amazing animals
Frogs and rhinos and ocelots, oh my! Test your knowledge of creatures big and small with these 12 questions.
The way bees fly is most similar to which of these?
A. Blimp
B. Helicopter
Why should you always wash your hands after picking up a toad?
C. Jet
D. Hot air balloon
Litter frogs got their name because they look like what?
A. Dead Leaves
B. Garbage
C. Paper
D. Kittens
What unusual thing does an African rock python mother do to her eggs?
A. Buries them
B. Swallows them
C. Pees on them to keep from drying out
D. Carries them with her in her mouth
Where is the only place rodents do NOT live?
A. Underground
B. In trees
C. Antarctica
D. Africa
Which of these animals has the longest tail?
A. Otter
B. Giraffe
C. Anteater
D. Howler monkey
What is Canada's national animal?
A. Porcupine
B. Beaver
C. Moose
D. Goalie
This is just one of many trivia challenges. Come back to the Website for more!
1-B, 2-A, 3-C, 4-C, 5-B, 6-B, 7-B, 8-C, 9-C, 10-A, 11-C, 12-B
For more fun, visit www.smartlabtoys.com www.facebook.com/smartlabtoys
© 2012 becker&mayer! LLC. All rights reserved.
B. You may get a rash
C. You may get a headache D. You may turn into a
A. You may grow warts on your hand
witch
What is remarkable about the eyes of many chameleons?
C. They can move independently of each other
A. They are half-blue, half-white
B. They are covered by 3 sets of eyelids
D. They don't work—most chameleons are blind
Which of these is an important part of a spotted owl's diet?
A. Pine cones
B. Winged insects
C. Flying squirrels
D. Worms
What is the name for animals, like worms and beetles, that eat dead plants and animals?
A. Decomposers
B. Parasites
C. Colonizers
D. Producers
What animal has teeth in its stomach?
A. Three-toed sloth
B. Ocelot
C. Lobster
D. Slug
What is a group of rhinos called?
A. Rush
B. Crash
C. Herd
D. Grove
4
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On-court off-court rapid pass
4 passers on-court pass the ball around, each player trying to receive as many passes as possible. 2 other on-court players are taggers who try to tag a passer with the ball. Off-court, 2 players pass the ball to each other trying to reach a record total. The game is readily adapted to a wide range of ability levels. 8 or more players.
What you need
Scoring
> Suitable playing area without obstructions with space between other groups
> 2 balls per group (volleyball size) or alternative
> Markers
© 2019 Sport Australia
> On-court passers – attempt to catch as many balls as possible before being tagged.
> Off-court players – attempt to receive as many passes as possible in the set time.
What to do
Play for a set period, such as 30 seconds.
Passing
> If a passer is tagged in possession of the ball they lose 2 points.
> Tag by lightly touching a passer – no touching on the head.
> End-zone – depending on player ability, designate a 'no-go' end-zone, which is out of bounds to other players.
Taggers
> Change roles frequently – after short periods of play (e.g. 30 seconds), taggers become passers and 2 on-court passers become off‑court passers.
LEARNING INTENTION
On-court off-court rapid pass is a fast, inclusive passing game. Passers learn to simultaneously bring into view teammates and taggers.
Sporting Schools
PHYSICAL
LITERACY
ELEMENTS
COLLABORATION
CARDIOVASCULAR ENDURANCE
SELF-REGULATION (PHYSICAL)
ENJOYMENT AND ENGAGEMENT
STRATEGY AND PLANNING
PERCEPTUAL AWARENESS
AC:HPE
CONTENT
DESCRIPTIONS
ACPMP061
ACPMP065
ACPMP067
change it...
Coaching
The game will provide many 'coachable moments' for you to highlight invasion-game fundamentals by using player role models:
> team-mates positioning themselves to receive
> passers evading taggers
> players moving about without bumping into team-mates or opposition
> communicating
> deceiving the opposition.
Game rules
> Taggers – vary the number of taggers (more or fewer).
> Vary the passing method.
> Taggers/passers can only walk – vary according to ability levels.
> Call 'freeze' and 'unfreeze' – taggers have to stand on the spot until 'unfreeze' is called (easier for passers).
On-court off-court rapid pass
Equipment
Safety
> Use different balls – vary size, shape and hardness depending on the experience of the players.
Playing area
> Change the dimensions of the playing area.
> Create one or 2 in-court 'islands' where passers can move to (5 seconds maximum) without being tagged.
> Change the distance – between off-court passers.
> Ensure a smooth playing area with adequate space between players and other games.
> Create tag-free zones to equalise play as required.
> Overarm throws should be soft.
> The ball cannot be taken from another player's possession.
Ask the players
> What strategies can you use to keep running or give yourself breaks as you participate (e.g. pacing strategies or court positioning)?
Passers (on-court)
> How can you help your team-mates?
> If you have the ball, is it best to 'pass long' or 'pass short'?
Taggers
> How can you work with another tagger to be more effective? | 1,565 | 753 | {
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Reading awareness check
This observation check list has been developed for families to get a sense of how their Year 1 child is developing in learning to read in English. It lists some of the skills you might see your Year 1 child doing at home.
If you are concerned about your child's progress in reading, you might like to discuss this check with your child's classroom teacher. Your child's teacher will be able to draw on a range of resources from the Literacy Hub to reinforce learning that is being done at school.
Reading awareness check
My child can read familiar words quickly and fluently.
My child can recognise beginning sounds of words like 'tuh' for toast if I ask them.
My child can change sounds in a given word to create a rhyming word (mat, cat, fat).
My child can both break up the sounds and write short words such as c-a-t and h-a-t.
My child sounds out words when they are reading.
When reading a word, my child knows how to blend sounds to make short words such as a-sh, s-u-n, b-i-n, sh-i-p.
My child can read the reader (reading book) that comes home from school with minimal support (or none).
When helping my child sound out a word on one page of a book, they are able to recognise that same word on the following pages and read it.
My child can answer simple questions to show that they understand what they are reading.
My child likes learning to read new words. I see this when we are reading together and through play activities where he/she experiments with words and sounds.
My child can recognise the end sounds of words like 'ss' in mess if I ask them.
My child understands that some sounds are made by combining 2 or more letters and they can identify when they might be used at the start or end of a word (for example: chat, lick, sing, shin, hiss, thin, fizz).
My child can read the reader (reading book) that comes home from school with expression, pausing at commas and at full stops.
My child knows that there are different ways of saying each vowel (a,e,i,o,u) and usually selects the correct sound when reading words in the reader (reading book).
My child can correct themselves when reading aloud and retain the meaning of what he/she is reading.
My child recognises that different letters and letter combinations in their home reader can make the same sound (for example the /s/ sound in 'sat', 'cent', 'scene'.)
My child can read the reader (reading book) that comes home from school with appreciation for the story line and 'voice' of the story.
My child can make predictions about what might happen next within a story. They understand what the story is about and why the characters act the way they do.
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Jesse Parker "Imagine" Scholarship
Jesse Parker imagined a world where each person would make a difference. He imagined a world with no greed or hunger, where people can share the world in peace. He believed we all had a responsibility to each other and he was committed to serving others.
Those who remember Jesse recall his ability to make people feel special, his easy smile, his wisdom, his kind heart, his silly pranks, and his steadfast protection of the underdog. He was guided by his faith and his insatiable thirst for social justice which he practiced through compassion and tolerance. He never needed the simple answers that made him feel good about who he was, he needed the answers that would make him know what to do to help others. He had the rare spirit and wisdom that could change the world, with the strength not to let the world change him. He planned to earn a Masters degree in engineering and then apply his skills in the Peace Corps bringing clean water to people in need.
Eligibility/Requirements:
Peace Corps or other service activity Two year or Technical College Students Four Year College Students Current graduates Former graduates
This scholarship is intended for a person who is committed to furthering social justice or serving others. Someone with the vision and passion to imagine a better world and committed to doing their part to create this world. This is intended to be a broad interpretation and can encompass many activities and fields of study/ work. This can be demonstrated in many avenues including, but not limited to, community service for the disadvantaged, political activism, local or global missions, humanitarian activities, healthrelated activities or service organizations such as the Peace Corps.
Deadline: April 1 st.
Who will select recipients: Remembering Jesse Parker, Inc. Board of Directors
Who will present the award: Members of Remembering Jesse Parker, Inc. Board of Directors
Mail Completed Applications to:
Remembering Jesse Parker, Inc. Board of Directors
Brad & Jennifer Parker 24174 Hertz Ave Tomah WI 54660
Jesse Parker "Imagine" Scholarship Application
Name:________________________________________ GPA: ________________
(based on a 4.0 gpa scale)
Intended College:_____________________________________________________
Intended Major: _____________________________________________________
Your Mailing Address:
__________________________________________________ __________________________________________________
1) Describe what activities/actions you have completed to date that represents your commitment to serving others. (Examples: community groups, school clubs, teams, mentoring opportunities)
2) Attach a one to two page typed essay describing what you imagine for the world. Why do you believe social justice or serving others is important in our local and global communities? What is your philosophy of service? (See below for Jesse's philosophy of service in the words of John Lennon) Describe specifically how you intend to serve others or further social causes in your future endeavors. (Be specific in your actions and goals)
Imagine no possessions I wonder if you can No need for greed or hunger A brotherhood of man Imagine all the people Sharing all the world
You may say that I'm a dreamer But I'm not the only one I hope someday you'll join us And the world will live as one
3) Provide a letter of recommendation from a community leader, teacher, coach or other leader who has witnessed your commitment to serving others. (One page, typed and dated with full title and contact information of provider). | 1,637 | 690 | {
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World Winter Cities Association of Mayors Subcommittee on Winter City Environmental Issues
Environment-related activities carried out by non-member cities
Source：ＩＣＬＥＩ - Local Governments for Sustainability
About the ICLEI
The ICLEI (International Council for Local Environmental Initiatives)
The ICLEI was established when more than 200 local governments from 43 countries convened at the World Congress of Local Governments for a Sustainable Future, at the United Nations in New York in 1990.
More than 600 cities, towns, counties, and their associations worldwide comprise the ICLEI's growing membership.
The ICLEI provides technical consulting, training, and information services to support local government in the implementation of sustainable development at the local level.
Barcelona, Spain
～Promotion of Rent-a-Bike Program～
Rent-a-Bike Program
・ About 40,000 people use bicycles.
・ Users can pick up a bicycle at one of 250 self-service cycle points.
・ 3,000 bicycles are available.
・ Rent-a-bike scheme was established to improve inner-city transport.
Vaxjo, Sweden
～Fossil-Fuel Free Vaxjo Project～
In 1996, the Vaxjo City Council decided unanimously to strive towards a fossil-fuel free municipality.
・ Provisional reduction target: 2.3 tons of CO 2 emission per capita per year.
・ Co 2 emission has been reduced slightly by encouraging the use of environmentally-friendly vehicles and by mixing 5% ethanol in all types of fuels sold. However, the necessity of other countermeasures are recognized.
London, Great Britain
～Transit fee for SUVs～
Mayor of London proposed to charge SUVs (Sports-Utility Vehicles) £25 (about $50) when entering the city center in heavy traffic.
All cars are charged £8 (about $15).
The proposal is under discussion and is expected to be approved in 2009 or 2010.
Sydney and Unley, Australia
Sydney
Under the Earth Hour Program, citizens and businesses are encouraged to switch off unnecessary lights (19:30 - 20:30, March 31, 2007).
・ Approx. 2 million people participated, and electricity use was reduced by 10.2%.
Unley
Interest-free loans are provided to households for the installation of solar hot water system service.
・ Replacing an electric storage hot water system with a solar hot water system will achieve a 2.5 tonne reduction in greenhouse gas emissions per year.
Mexico City, Mexico
～Air quality improved～
All vehicles are obliged by law to have catalytic converters (to control CO 2 emissions).
Only unleaded gasoline may be used.
By replacing 97 diesel buses to 350 micro-buses, the city succeeded in reducing greenhouse gas by 35,000 tons and CO 2 emissions by 23 - 59%.
Bus fare is uniform regardless of travel distance.
Portland, U.S.A.
～ First U.S. city to adopt a strategy to reduce CO 2 emissions ～
Co 2 reduction target per capita: 10% from1990 levels by 2010（more positive than he target set in the Kyoto Protocol).
Promotion of use of public transportation by adding light rail lines.
Renewable energy used for more than 10% of the city's electricity use.
Over 750,000 trees and shrubs were planted during the period 1996-2004.
Weatherization of 10,000 multifamily units and over 800 homes in two years. | 1,601 | 785 | {
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Nursery News
Term 2
Nursery Bears: We are always thinking about different activities to develop the children's communication and language skills. We have purchased two toy bears and everything they will need to accompany two children home for the weekend, so over the course of the year every child will have the opportunity to take a bear home. Each bear will have their own suitcase, clothes, pyjamas and a story book that you will be asked to read at bedtime. They will also have a note book for you to write about what the bear did over the weekend. The children will then bring the bears back to school to share this with us. This will develop the children's ability to ask and answer questions. There will also be a more detailed letter to help you with this activity inside the bear's suitcase.
In maths we will continue to sing number songs, rhymes, counting children, snacks and toys. We will be sorting, grouping and comparing objects recognising when they are the same or different, using vocabulary such as: more, least, same, bigger and smaller.
In Communication Language and Listening (CLL) we will practise our listening skills by listening to sounds in the environment, identifying different musical instruments and asking and answering questions about what we have been doing. We are now asking that the children answer questions using whole sentences to support their oral language skills.
Topic: We will be exploring the story 'Going on a Bear Hunt'. We will retell the story by acting it out. We will be having a Bear's picnic at snack time where the children will have the opportunity to bring in their own toy bear. We will use the internet and non-fiction books to find out about the different types of bears, how they are different and what they eat.
What you can do at home to help your child:
Read simple stories as often as possible talking about what you see in the pictures and asking what could happen next. Practise early number skills by counting small objects ensuring you place them in a line and touching them as you count. When they are confident with this ask them to give you a small number of objects such as: give me two pencils, three toy cars. Keep to numbers under five to begin with then extend this to ten. With adult supervision practise cutting up old pictures from magazines. At first your child may only manage small snips until they develop better control through practise.
Personal Targets: your child will be given three targets that are personal to their development. These will be sent home and also displayed inside their target cards in the cloak room. Please practise these little and often and if you would like some other ideas just ask a member of the Nursery Team.
Snack: Just a reminder, snack is 50p a week, which we will collect per half term. The total for this half term is £3.50. This money goes towards buying different snacks and baking ingredients. We have also introduced buying unusual fruit and vegetables where the children are encouraged to use their senses to describe them. We feel that this activity supports the children's communication and language skills.
P.E. Will continue to be every Wednesday in the hall with Coach Zeph. Please ensure your child has the appropriate clothing: normal uniform on top and track bottoms or leggings. This half term the children are learning to balance, climb and land safely. Please continue to encourage your child to take their own socks and shoes off and on.
Outdoor Learning: we are very excited to share with you that our new mud kitchen and sand pit are now complete. These new resources will support the children's physical development and mathematical concepts and look forward to exploring these in the coming weeks.
Thank you for your continued support.
Nursery Team
Miss McGeachie, Miss Evans,
Mrs Godfrey, Mrs Ross | 1,370 | 767 | {
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Introduction to Comp. Sci., Homework 2
Due at 12pm on Friday Feb. 15
Readings from Liang
Read the first two chapters of Liang ("Introduction to Computers, Programs, and Java" and "Elementary Programming") and the beginning of the third ("Selections") up until the section on if statements (§3.3 in the 9th edition). Skip over the sections that talk about dialog boxes (§1.9 and §2.19 in the 9th edition). Read the section on while loops (§4.2 in the 9th edition). Liang includes many details. It's good to see them once, but don't worry about remembering everything.
Optional readings and exercises from HFJ
Read chapter 1 of Head First Java. While doing so, do the "sharpen your pencil" on p. 5 and p. 13 and the exercises on p. 20 and p. 21. Check your solutions against the ones in the book.
To be turned in
1. Create a Java program, hw2.UpperOrLower. It should be a class named UpperOrLower in the package hw2 in hw2/UpperOrLower.java in Subversion. It should ask a user to type a number and print "Uppercase or lowercase: true" if the Unicode character with that number is either uppercase or lowercase and "Uppercase or lowercase: false" otherwise. Use Character.isUpperCase and Character.isLowerCase. Running the program should look like this:
```
$ java hw2.UpperOrLower Enter a number: 88 Uppercase or lowercase: true
```
Note that a character may be uppercase ("A"), lowercase ("a"), or neither ("ℵ"). Your program should output "true" if it is either.
2. Create a Java program, hw2.FirstOddCubes (in hw2/FirstOddCubes.java). It should print the first ten odd cubes. (The first three are 1, 27, and 125.) It should use an if statement inside a while loop. Running the program should look like this:
```
$ java hw2.FirstOddCubes 1 27 125 ...
```
I wrote a smoke test for your programs; you can run it with (Mac):
```
$ testing/test.sh Hw2Test
```
or (Windows):
```
> testing\test.ps1 Hw2Test
``` | 911 | 518 | {
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Frenchman River Biodiversity Project
Quick Guide to Major Types of Freshwater Invertebrates in the Frenchman Watershed, Saskatchewan
prepared by Heather Proctor Biological Sciences, University of Alberta May 2004
for the Frenchman River Biodiversity Project unless otherwise noted, photographs by Hugh Clifford, from BioDITRL http://bio-ditrl.sunsite.ualberta.ca/
A joint project of the Royal Saskatchewan Museum & the Canadian Museum of Nature
Phone
2340 Albert St.
(306) 787-2859
Regina, SK
S4P 3V7
(306) 787-2645
email@example.com www.royalsaskmuseum.ca
Fax
E-mail
Web site
.... What is the FRBP?
The Frenchman River Biodiversity Project (FRBP) is a multi-disciplinary research project that began in 2003 and will run until 2006. The aim is to assess the health of the Frenchman River and the sustainability of local activities by studying the aquatic biodiversity of the river and social interactions that affect the watershed.
The FRBP is a joint undertaking of the Royal Saskatchewan Museum and the Canadian Museum of Nature, in partnership with local residents, university researchers, and representatives from provincial and federal government departments.
1a. Does the animal have a hard shell and no legs?
1b. Are there two halves to the shell?
it is a mussel (Mollusca: Bivalvia)
it is a snail (Mollusca: Gastropoda)
2a. Is the animal soft and squishy with no legs and no head?
2b. Is it relatively flat with a sucker at one or both ends?
NO
it is a freshwater earthworm (Oligochaeta)
after this line are animals with legs
3. Does the animal have more than 4 pairs of legs?
4a. Does the animal have a pair of large front pincers?
it is a scud (Amphipoda)
it is a fairy shrimp (Anostraca)
4d. Is most of the body covered by a a thin, soft shell ?
4 e. Does one pair of appendages stick out from the shell?
5a. Does it have four pairs of jointed legs?
NO (Insecta)
go to 6
5b. Are there two major body parts separated by a narrow 'waist'?
it is a water mite (Hydrachnida)
after this line are insects: they have 3 pairs of jointed legs (except for larval flies, which have no legs!)
6. Does it have a pair of hard wings that cover the hind part of the body?
YES
go to 7
NO
go to 8
7. Do the wings meet in the middle to make a straight line?
it is a true bug (Hemiptera): their wings overlap in a criss-cross*
8. Does the animal appear to live inside a stick or collection of leaves or sand grains?
NO
go to 9a
*note: young true bugs look like adults but they don't have full wings
9a. Does it have 3 flat paddle-like 'tails'?
9b. Does it have several pairs of gills on the abdomen (can be cylindrical, plate-like, or feathery)?
it is an alderfly larva
(Megaloptera): has one 'tail'
it is a mayfly larva (Ephemeroptera)
10a. Does it have 2 'tails'?
YES
NO
go to 11
10b. Are the antennae about as long and as strong as the tails?
it is a type of beetle larva (Coleoptera)
11. Is there a tuft of hairy stuff coming out the hind end?
it is a dragonfly larva (Odonata: Anisoptera); many have poky spines on the hind end
Still haven't seen your animal? Try these
Does it look like a swimming seed?
Does it look like this strange prehistoric monster?
Does it look like a mayfly but with only two 'tails'?
Does it look like a worm but has a little head?
and if you still can't find it, check out the Saskatchewan Aquatic Insects Page:
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*
*
*
*
Branch-Hillsdale-St. Joseph Community Health Agency
July 1, 2014
Contact: Steve Todd, Health Officer 517-279-9561, ext. 148 Rebecca Burns, Environmental Health Director 269-273-2161, ext. 228
FOR IMMEDIATE RELEASE
What to Do About Food When You Have No Power
Coldwater, MI.
Power outages from weather emergencies compromise the safety of stored food, but consumers can take steps to reduce food waste and the risk of
foodborne illness. The Branch-Hillsdale-St. Joseph Community Health Agency suggests you take the following steps to keep your food safe during a power outage:
Steps to consider when preparing for severe weather that could cause a power outage:
*
Keep appliance thermometers in both the refrigerator and the freezer to ensure temperatures remain food safe during a power outage. Safe temperatures are
41°F or lower in the refrigerator, 0°F or lower in the freezer.
Freeze water in one-quart plastic storage bags or small containers prior to a storm. These containers are small enough to fit in around the food in the
refrigerator and freezer to help keep food cold. Remember, water expands when it freezes so don't overfill the containers.
Freeze refrigerated items, such as leftovers, milk and fresh meat and poultry that you may not need immediately—this helps keep them at a safe temperature
longer.
Know where you can get dry ice or block ice.
Have coolers on hand to keep refrigerator food cold if the power will be out for more than four hours.
* Group foods together in the freezer—this 'igloo' effect helps the food stay cold longer.
* Keep a few days' worth of ready-to-eat foods that do not require cooking or cooling.
* Consider having charcoal or propane gas on hand for outdoor cooking in case a power outage disrupts your electric stove or microwave.
Steps to follow after a weather emergency:
* Check the temperature inside of your refrigerator and freezer. Discard any perishable food (such as meat, poultry, seafood, eggs or leftovers) that has been above 41°F for two hours or more.
* Keep the refrigerator and freezer doors closed as much as possible. A refrigerator will keep food cold for about 4 hours if the door is kept closed. A full freezer will hold its temperature for about 48 hours (24 hours if half-full).
* Place meat and poultry to one side of the freezer or on a tray to prevent cross contamination of thawing juices.
* Use dry or block ice to keep the refrigerator as cold as possible during an extended power outage. Fifty pounds of dry ice should keep a fully-stocked 18cubic-foot freezer cold for two days
* Check each item separately. Throw out any food that has an unusual odor, color or texture or feels warm to the touch.
* Check frozen food for ice crystals. The food in your freezer that partially or completely thawed may be safely refrozen if it still contains ice crystals or is 41°F or below.
* Never taste a food to decide if it's safe.
REMEMBER: When in doubt, throw it out!
The Branch-Hillsdale-St. Joseph Community Health Agency offers the following FAQs on its websites that provide tips to help you through a weather emergency:
* Food Safety: When to Keep It, When to Toss It Out
* Power Outage: Food and Water
* Power Outage: Other Concerns
To access these FAQs or many other, just go to www.bhsj.org and click on the 'Frequently Asked Questions' button at the top on the side bar; or stop in at one of our 3 locations:
Branch County 570 N. Marshall Rd. Coldwater, MI 49036 (517) 279-9561
Hillsdale County 20 Care Drive Hillsdale, MI 49242 (517) 437-7395
Three Rivers 1110 Hill St. Three Rivers, MI 49093 (269) 273-2161
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Literacy
This half term we will be focusing on the book 'The Gruffalo' by Julia Donaldson. We will learn and then change the story to create different text types set in Ancient Egypt.
Instructions:
We will be exploring a range of instructions. Then we will create our own instructions with an Egyptian twist.
Information Text:
We will look at a range of non-fiction books about animals. We will then use information from the books to write our own reports.
Narrative:
We will explore the structure, characters, settings and words used in 'The Gruffalo'. We will then use these ideas to create our own Egyptian story.
Phonics/Spellings:
We will revise our sounds and spellings from last term. Year 1 will be starting Phase 5 of Phonics.
Year 2 will continue to explore alternative sounds. Reading:
Remember to read 5 times a week at home to practise your reading skills to be entered into the Reading Raffle.
PSHE
- Recognise our likes and dislikes
Religious Education Incarnation
- Recognise and deal with feelings in a positive way
- How can we affect others?
- Anti-Bullying week
Year 1/2 Topic Web Autumn 2, 7 Weeks 2017
Big Experience
Art & DT
Visit to the Tutankhamun Museum.
- Use a range of materials creatively to design and make products.
- Use drawing, painting and sculpture.
- Learn about the work of a range of artists, craft makers and designers.
Walk like an Egyptian (Ancient Egypt)
What do Ancient Egyptian symbols mean? Who was Howard Carter? How did Egypt fall?
PE and Swimming
Gymnastics: We will be developing our skills in moving in different ways building towards performing routines using our bodies to make shapes and using apparatus.
Swimming: We will be working on water confidence, front crawl, breast stroke and back crawl.
This half term we will be looking at the question: 'Why does Christmas matter to Christians?'
Computing
Music
This term we are going to sing songs, learn chants and rhymes. As part of our topic, we will be practising songs for our Nativity and Christmas Service.
We are going to develop our computer skills to:
- Use software
- Type and save work
- Create shapes
- Use different tools in Paint
- Create a picture in Paint
Numeracy
Addition and Subtraction
- Represent and use number bonds and related subtraction facts.
- Add and subtract numbers using concrete objects, pictorial representations, and mentally.
- Solve problems with addition and subtraction.
- Recognise and use the inverse relationship between addition and subtraction.
Shape
- Recognise and name common 2-D shapes.
- Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry.
- Recognise and name common 3-D shapes.
- Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.
- Compare 2-D and 3-D shapes.
Money
- Recognise and know the value of different denominations of coins and notes.
- Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.
- Find different combinations of coins that equal the same amounts of money.
- Solve simple problems in a practical context
Topic (History and Geography)
- Explore events beyond living memory.
- Explore the life of Tutankhamun.
- Look at significant historical events, people and places in their own locality (Egypt).
- Use basic geographical vocabulary.
- Use aerial photographs of Egypt and locate landmarks and basic human and physical features.
- What did Howard Carter discover in Egypt? | 1,588 | 762 | {
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Elementari Lesson Plan
Title:
Writing Childrens' Books w/Elementari
Subject:
English/Writing
Topic:
Established Goals:
CCSS.ELA-LITERACY.L.11-12.1
CCSS.ELA-LITERACY.W.11-12.2.E
CCSS.ELA-LITERACY.W.11-12.6
Understandings:
Students will understand…
* Keeping audience in mind when writing
* Recognizing objective v.s. subjective writing
Students will know…
* Objective Tone
* Informative Writing
* Elementari tools
Performance Tasks:
Using Objective Tone
Grade:
11-12
Stage 1: Desired Results
Essential Questions:
* How does removing subjective characters, plots, or actions influence a child?
* Besides the students chosen informative subject, what other takeaways might a child learn from the book?
Students will be able to…
* Use Elementari to write stories
* Be aware of their own subjective tone when writing
Stage 2: Assessment Evidence
Other Evidence:
* Writing and creating story in Elementari
* Grade is based on effort put into removing subjective tone and students' ability to defend their choices. The grade should not reflect the objective nature of the book itself, but the process behind it
* Written justification for choices made
* Self Reflection at end of unit
* Presentation to class and class discussion
Stage 3: Learning Plan
Learning Activities:
* Students will analyze various childrens' books for themes, objective tone, and informative writing style.
* Students will discuss how children would perceive the books differently if the story, characters, themes, etc. were changed.
* Students will brainstorm ideas for the own childrens' book, which should provide an explanation, instructions, or information for a child. The story can be factually-based or imaginary.
* Popular examples include Aesop Fables, How So stories, etc.
* Students will either learn or already know how to use Elementari tools.
* Students will create stories using Elementari and the illustrations provided. Each illustration used should have a reason behind it. The objective writing goes hand and hand with objective images as well.
* Students should include a short, written justication on their decisions for plot, character choices, and images inclusion.
Students should be prepared to defend their choices if asked and how those choices could be perceived by children.
* After submitting the story and written justification, students will present their stories to the class. Students are encouraged to discuss eachother's work and what choices could be made differently.
* At the end of the unit, students will write self-reflections on how their thoughts changed on childrens' books after attempting to write one and the importance of objective tone. Reflections should also include how students feel their writing and inclusion of objective/subjective tone changed over the course of the unit.
Designer(s):
L Spilsbury | 1,319 | 610 | {
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NUTRITION
AND HEALTH
Preventing Obesity and Promoting Health
Americans living close to the poverty level are suffering from a lack of access to and education about healthier food choices, active lifestyles and food safety at home. Land-grant university programs across the nation are doing great work in this area and creating partnerships to address the obesity crisis.
SUCCESSFUL EXAMPLES INCLUDE:
* According to the Centers for Disease Control and Pre vention, more than one-third of U.S. adults (34.9% or 78.6 million) and 17%, or 12.5 million, of children are obese. In Texas, the Cooperative Extension Program taught a six-les son series called A Taste of African Heritage to show how eating like your ancestors, at a time when diseases were not as prevalent, can help lower the risk of heart disease and high blood pressure, avoid or help treat diabetes and fight certain types of cancers. Topics included herbs and spices, greens, whole grains, beans and rice, tubers and mashes.
* In North Carolina the EFNEP program teamed up with community leaders and schools to teach adults and children strategies on how to plan, shop, fix and eat healthier meals with one another. The 4-H component of EFNEP encour aged youths to be more active, identify and choose health ier foods and practice keeping food safe at home.
* SNAP-Ed Assistants in Kentucky offered programs during class time, after school hours and in school clubs to pre school and middle school students. They learned about bal anced meals and how to use technology to measure calorie consumption by tracking how much from each food group they are eating.
* Registering at number six in the nation for highest obesity rate, Arkansas is addressing the problem with nutrition education programs that help participants make healthier food choices. They will also be more knowledgeable about adopting active lifestyles.
LIMITING SUGARY DRINKS DECREASES OBESITY
Sugary drinks are the leading source of added sugars in the American diet, according to the Centers for Disease Control and Prevention. These drinks are associated with weight gain/ obesity, type 2 diabetes, metabolic syndrome, heart disease, kidney diseases, non-alcoholic liver disease, tooth decay and cavities and gout, a type of arthritis. They also make up 9.3% of the grocery budgets of participants in the Supplemental Nutrition Assistance Program, better known as SNAP, com pared with 7.1% of the general population. Land-grant univer sities are working to help Americans drink more water and fewer drinks with sugar. For example, participants in Ala bama's SNAP educational program decreased sugary drink consumption by 17%. In California, Contra Costa County's Project 4-H2O shared the benefits of drinking water instead of sodas to about 7,500 citizens.
www.landgrantimpacts.org
NUTRITION AND HEALTH
ABOUT LANDGRANTIMPACTS.ORG
The Land-Grant University System is a uniquely American institution, and has operated successfully for more than a century. The landgrantimpacts.org website documents and demonstrates the collective and individual impacts of the national system of joint teaching, research, and extension institutions.
Prepared by the National Impacts Database Communications Subcommittee, supported by ESCOP, ECOP and USDA/NIFA.
02/2019
Photograph provided by the USDA. | 1,555 | 699 | {
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Lesson Plans that Work Year C - Second Sunday of Advent Lesson Plan for Younger Children
Scripture: Luke 3:1-6
Background: Advent extends an invitation. The invitation: don't just do something – stand, watch, prepare. Stand. Choose to believe that ours is a safe universe – a universe God chose to enter as an infant. Watch. Look for a coming that has already come and will come again. Prepare. Snatch moments from our busyness. Watching for wisps of awe and wonder to show up. Rediscover that God has chosen to dwell in us and we are invited to dwell in God.
What if – just what if – Jesus is already right here, standing silently with us, walking ahead of us, showing us we don't have to do it all? Could it be that we are called to be still, notice, listen – and then follow?
Advent Theme: Christ will come again: We watch, we prepare, we get ready.
A Notation for this week's Gospel: The people who came out to hear John the Baptist would have recognized the Isaiah passage he was proclaiming. Did these people notice that something was not quite right in their lives? Apparently so, why else would they have come out to hear this bizarre-looking preacher? And so we, in the 21st Century, look for what we need to do to "prepare the way of the Lord." What is cluttering up the path? Will there be room in our inn for the Christ child to come and be born in us?
Theme: Prepare the Way of the Lord
Before Class: If you have acquired a length of blue cloth and the Christmas tree lights, bring them with you to class. Also bring some things that can form lumps under the cloth (small cardboard boxes or stones, for example.) You will need paper, crayons, and markers.
Beginning: Ask the children to help you spread the blue cloth on the floor, with the Christmas tree lights on one side of the cloth. Then, ask them to help you make the path "lumpy" by putting things under the path – the little boxes or stones – until the path looks very lumpy. Sit on the floor beside or around your path.
Opening Prayer: Dear God, we want to make a smooth path to you. Help us to get ready to hear what Jesus wants to tell us. Amen.
The Story: John the Baptist is a cousin of Jesus. John knows Jesus has very important things to tell people. John wants to be sure people are ready to listen to Jesus. John calls out to the people, "Prepare the way!" If you have done stuff that is bad, tell God you are sorry. If you are doing bad stuff, stop it! Jesus is coming for all of us.
Activity: To focus on positive things children can do to smooth the path in their own homes, invite the children to think up things they can do to help. (You might begin by saying you will
make your own bed each morning.) With each positive thing a child comes up with, that child can take one of the "lumps" out from under the path, and smooth the cloth in that spot. Keep going until each child has had the chance to suggest something and you have gotten all the "lumps" out from under your path. Then, plug the Christmas lights in and, if possible, turn out other lights in the room.
If you are comfortable singing, teach the children verse one of "O come, O come, Emmanuel Hymn 56 in the 1982 Hymnal, or sing a verse of "Silent Night."
Option: If time permits, you could invite the children to draw pictures of what they are going to do at home and take the pictures home with them.
Prepare the Way: If time permits, invite them create a picture about what their path to God might look like. I wonder what it would look like to prepare the way for God?
Getting Closure: Invite them to come together and share what they have created.
Closing Prayer: Thank you, God, for helping us see how we can help make our paths smooth so we can better find you. Amen.
Published by the Office for Formation and Vocation Ministries of the Domestic and Foreign Missionary Society, 815 Second Avenue, New York, N.Y. 10017.
© 2015 The Domestic and Foreign Missionary Society of the Protestant Episcopal Church in the United
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Kohlberg's Theory on Moral Development
Biography
* Lawerence Kohlberg born in 1927
* Grew up in Bronxville, New York
* Died on January 17 th , 1987 at the age of 59
* Kohlberg became a professor of education and social psychology at Harvard in 1968
* His book on moral development is used by teachers around the world to promote moral reasoning.
THREE LEVELS
LEVEL ONE Preconventional Morality
Stage 1 Obedience & Punishment
* Earliest stage of moral development
* Common in young children
– They see rules as fixed and absolute.
* Morality is external
– At this stage, children see rules as fixed and absolute.
– Obeying the rules is important because it is a means to avoid punishment.
Stage 2 Individualism and Exchange
* At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs.
* In the Heinz dilemma, children argued that the best course of action was the choice that bestserved Heinz's needs.
* Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
LEVEL TWO
Conventional Morality
Stage 3 Interpersonal Relationships
* Often referred to as the "good boygood girl" orientation.
* At this stage children who are by now usually entering their teens, see morality as more than simple deals.
* Stage of moral development is focused on living up to social expectations and roles (of the family and community). There is an emphasis on conformity, being "nice," and behave in "good" ways.
* Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others.
Stage 4 Maintaining Social Order
* People begin to consider society as a whole when making judgment.
* Law and order
– focus on maintaining law and order and obeying laws
– Heinz's motives
– Consequences of breaking the law
Stage 4 contd.
* Stage 1 and stage 4 are giving the same response
– Similarity is they both agree that breaking the law is wrong
* Differences is for Stage 1 the child can't explain why it is wrong, while Stage 4 the adults are able to deliberate
* Education
* It is compulsory for all school-age students to attend school
– Follow rules and guide lines
* Respect property of others
* Wear appropriate uniform, appropriate shoes to be worn
LEVEL THREE
Post-Conventional Morality
Stage 5 Social Contract and Individual Rights
* At this stage, people begin to account for the differing values, opinions and beliefs of other people.
* Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
Stage 6 Universal Principles
* Based upon universal ethical principles and abstract reasoning.
* Based on respect for universal principle and the demands of individual conscience
– Takes an idealized look at how people might coordinate their interests
* At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
* Define the principles by which agreement will be most just.
* If children are to reorganize their thinking, they must be more active.
Principled conscience
–
Criticisms
* Does moral reasoning necessarily lead to moral behavior?
– Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions.
* Is justice the only aspect of moral reasoning we should consider?
– Critics have pointed out that Kohlberg's theory of moral development overemphasizes the concept as justice when making moral choices. Factors such as compassion, caring and other interpersonal feelings may play an important part in moral reasoning.
* Does Kohlberg's theory overemphasize Western philosophy?
– Individualistic cultures emphasize personal rights while collectivist cultures stress the importance of society and community. Eastern cultures may have different moral outlooks that Kohlberg's theory does not account for. | 1,768 | 845 | {
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Personalized P.E.
Using Technology to Support Student-led Learning
How can we use technology to create a more personalized learning environment in P.E.?
How does it work?
* Uses digital content to provide each student with their own self-guided skill development experience.
* Allows teacher to focus on depth and application of concepts to teach higher order of learning.
* Creates an environment where:
* Students get individualized, self paced instruction.
* Teachers can provide additional differentiated instruction for students who need it.
The Skill Lab Learning Cycle
The Skill Lab Learning Cycle
Learn how skills are performed properly
The Skill Lab Learning Cycle
Learn how skills are performed properly
Record current skill performance
Self-assess to identify gaps in skill performance
Learn how skills are performed properly
The Skill Lab Learning Cycle
Record current skill performance
F.I.T.T. Prescription for Skill Lab Student Usage
* Frequency: 2-3 times per week.
* Intensity: Low aerobic intensity.
* Time: 3-5 minutes per class.
* Type: Skill development.
* Have students work on skills associated with the current unit you are teaching.
Current Skill Lab Content
* Locomotor:
* Running, long jump, vertical jump, hopping, skipping, galloping, side shuffling, rolling and leaping.
* Manipulative:
* Throwing overhand, throwing underhand, catching above waist, catching below waist, and kicking.
* Fitness:
* Balance, sit and reach, trunk lift, curl up, push up and 10 core training exercises.
* Weightlifting:
* Back squat, front squat, deadlift, bench press (all grip variations), incline bench press, overhead press, bent over row (all grip variations).
When Implemented Successfully
What you will see in the classroom:
https://www.youtube.com/watch?v=GpbaKlQsOCI&feature=youtu.be https://drive.google.com/file/d/10M38F7soZ9wSk6Deo3sVHCL53ZztNs9L/ view?usp=sharing
Student improvement after app use:
https://drive.google.com/open?id=1sbXgg84z_UY0K-Plg5r9LEXS08incGfI
Teacher video testimonial:
https://www.youtube.com/watch?v=cr5IxRULOKc&feature=youtu.be
Lesson Integration Strategies
Three ways to use Skill Lab
* Station Rotation:
* iPad station (where students will use Skill Lab) included in your lesson plan.
* Flipped Classroom:
* Students do skill practice homework before coming to school
* Flex Model:
* iPads available on the side of the gym for when the students need extra skill practice.
Technology Requirements & Purchasing
Hardware
* We recommend that physical education teachers have access to a minimum of five iPads in the gym.
* iPad type must support iOS 12 software or higher:
* Compatible iPad devices include all iPad Pro versions, iPad 5th generation, all iPad air versions, and iPad mini (2, 3, and 4).
* Shock-proof cases recommended.
App Purchase
* Purchase directly from the Apple App Store by searching "Skill Lab" or "Athlete Era"
* If purchasing for less than 20 devices:
* $7 USD per device.
* If purchasing for more than 20 devices through the Apple Volume Purchasing Program:
* $3.50 USD per device.
* One-time install cost with the option to purchase sport-specific content package updates as they become available.
* If purchasing for students to use on their own device:
* Select "Redeemable Codes" when finalizing your order through the Apple Volume Purchase Program. This will issue activation codes that can be distributed to students, allowing them to install Skill Lab on their iPhone (6 plus or newer) or iPad.
Deployment
* Skill Lab does not require student accounts to be created. Once the app is purchased and available on the desired devices, it is ready to start using in the classroom.
For Purchasing and Implementation Questions
* Contact Corey Edington
* Email: firstname.lastname@example.org
* Phone: 306-801-6399
For more information, visit athlete-era.com | 1,916 | 887 | {
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LOSE THE SHOES by Robins Key
Being barefoot is a natural way of being for us. Most of us learned how to walk barefoot and spent lots of time as a child barefoot. More importantly, training and walking barefoot is something simple that we can do to improve the health of our feet as well as our whole body. Being barefoot is our natural state of being. Many wander savannas and rain forests without the protection or support of shoes and have strong healthy feet. he fact is that people who have never worn shoes have very few foot problems at all.
Going barefoot improves muscle alignment. Diferent muscle segments are used when we are barefoot than when we are in shoes and diferent muscle patterns become habitually recruited and strengthened. In addition, going barefoot improves and strengthens the neuromuscular pathways of the foot and leg. hese mold the muscle iring sequences and afect the way we move. It also increases lexibility and mobility of the foot and gives a much wider range of motion.
Going barefoot strengthens the stabilizing muscles of the foot and ankle and makes them stronger. Shoes give a lot of stability and support and can make the foot and ankle lazy. Strengthening the small stabilizing muscles of the feet can improve our balance and overall sports performance.
Going barefoot improves our proprioception which will improve our balance and movement. Proprioception is our unconscious perception of space and our orientation and movement within the space around us. Going barefoot helps us to feel and connect us to our environment and this helps our balance and develops our natural movements.
Go barefoot for stronger ankles and more support. Almost 30% of the joints in our body are in our feet. Our feet are the base of support for our whole body. Oten knee and back pain stem from improper foot mechanics. Artiicial support from shoes can place unnatural pressure on the knees, spine and neck. Our foot mechanics afects our whole posture.
Going barefoot gives you stronger arches. Wearing shoes will artiicially raise your arches and directly remove the responsibility from the arch muscles to do their job. Wearing shoes can create a vicious circle with arch support. First our arch muscles become weak from not being used, as they are supported by shoes.
So, you get weak arches and you need more support to relieve the tension temporarily. But now if you go for a latter or less supported shoe the symptoms will return. So, you end up needing more and more support but the root of the problem does not get addressed. his leads to a life of shoes and orthopedic problems. Let your natural arch muscles develop naturally to avoid these problems. | 1,040 | 548 | {
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HINTS FOR COACHING BEGINNER TEAMS
1. De-emphasize winning. Children learning the game should not feel any pressure to win. Consider a first season strictly a learning experience and make sure your players and parents understand this.
2. After the match, praise and encourage the children for their accomplishments, even if they may seem minor. ("You reacted better to the ball this time.")
3. Limit warm-up strictly to 5 minutes. Frequently, young children have no idea how to warm up and need to be taught to warm up groundstrokes, volleys, and serves.
4. Employ the "retirement" rule in situations where a match has gone on too long and the children are exhausted. Under this rule, the side "retiring" gets to keep any games they have won up to that point, which the opponent is credited with the "win." Mark the scorecard "retirement", along with the score. It is permissible for both sides to jointly retire where all the children are too tired to continue to play and all agree to stop the match. In this case, both teams keep any games won to that point, but neither team is credited with the "win."
5. Encourage the children to learn how to score their matches. Have them spend some time at practice in actual game situations. Watch tennis on television or play tennis video games to learn how to keep score.
6. If a player tosses a ball to serve and then swings and misses, this is considered a service fault. A player can toss the ball, decide it is a "bad toss", and not swing. However, if he or she swings and misses, it is a fault.
7. Monitors or coaches may be used on the Beginner teams ONLY.
8. If the children become confused about a score, the monitor should help them recreate the game and agree on a score.
9. A monitor must be knowledgeable regarding the rules of tennis.
10. Monitors should stop monitoring around the 4 th match. Children should learn independence even though they may make mistakes.
11. If a player consistently calls balls out that are good, you may stop the match after that point and remind the players that a ball on a line or in the alley in doubles is always good. Do not single out an individual for correction-bring all players to the net and remind them as a group.
12. If the score is called wrong consistently, remind the children how to score, but do not tell them the score.
13. Remember that eye/hand coordination and tracking can be issues for children. Frequently, they do not see the ball correctly and may be making unintentionally bad calls. If both players seem satisfied that the calls are correct, then do not interject your opinion into the match.
14. If the players come to a situation where they cannot agree on the score, they must try to reconstruct the points. Encourage the children to review points played up to a time when they can agree. | 1,036 | 624 | {
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Lesson Plans that Work
Year C – Easter 6
Lesson Plans for Older Children Revised Common Lectionary Acts Lesson Plan – Track One
Scripture: Acts 16:9-15
Background
Easter is one big celebration! It is a time for us to remember the Resurrection and that Jesus Christ our Lord is not dead but he is alive! We do it up big on Easter Sunday, but sometimes it is easy for us to forget that the celebration keeps going right up to Pentecost. It is also a time of year when we hope for Spring, if it has not already taken root in our neighborhood. We long for new life of plants and animals. It is a time for us to remember how special the gift of life is.
A Notation for This Week's Story
Today we hear how Saint Paul followed God's guidance. He traveled and preached where he was led. Lydia heard this preaching and was baptized with her whole household. When we believe in Jesus we do Christian things and follow where God invites us to go.
Theme: Baptism is a Reminder
Before Class: You will need string, construction paper, markers, crayons, colored pencils and other craft supplies (pipe cleaners, craft sticks, beads, glue sticks, cotton balls, glitter, shells, scissors, etc.).
Beginning: Gather the children together and welcome them. Good morning everyone and Happy Easter! It is so good to have you with us this morning. Today we are going to hear a story about how Peter followed where God lead him. He meets a woman named Lydia who hears about Jesus and decides to follow Jesus and be baptized. Do you remember the last time you saw someone baptized? Allow students to share.
Opening Prayer: Jesus we thank you for the gift of faith and baptism. Help us to be open your love and guiding. Amen.
The Story: Acts 16:9-15
During the night Paul had a vision: there stood a man of Macedonia pleading with him and saying, "Come over to Macedonia and help us." When he had seen the vision, we immediately tried to cross over to Macedonia, being convinced that God had called us to proclaim the good news to them.
We set sail from Troas and took a straight course to Samothrace, the following day to Neapolis, and from there to Philippi, which is a leading city of the district of Macedonia and a Roman colony. We remained in this city for some days. On the sabbath day we went outside the gate by the river, where we supposed there was a place of prayer; and we sat down and spoke to the women who had gathered there. A certain woman named Lydia, a worshiper of God, was listening to us; she was from the city of Thyatira and a dealer in purple cloth. The Lord opened her heart to listen eagerly to what was said by Paul. When she and her household were baptized,
she urged us, saying, "If you have judged me to be faithful to the Lord, come and stay at my home." And she prevailed upon us.
Reflection Questions:
* How did Saint Paul know where to go? (God showed him in a vision)
* How do we know where to go? (parents, teachers, friends, etc. help us)
* Why did Lydia get baptized? (the Lord opened her heart and she believed)
* Do you remember what happens at baptism? (we become full members of the Body of Christ, the Church - marked as God's own forever)
* How do we remember this in our everyday life? (pray, read bible, go to church, wear a cross, etc.)
Activity:
Those were some really good answers. We have lots of ways to remember that we are God's children. I wonder if we could create something that we could hang on the way or wear that would remind us that in baptism we were marked as God's own forever. Invite children to use the materials on the table to create something to help them remember that God loves them. They could make a cross to hang on the wall or as a necklace, etc.
Getting Closure: Wow, you all made some really great reminders! Allow students to share their creations if time allow. Do you think that you might be able to remind someone that Jesus loves them this week? How? (Allow students to share their answers) Baptism reminds us to say yes to Jesus and to share his love with everyone!
Closing Prayer: God, thank you for the gift of baptism and for all the ways that you invite us to remember you. Help us to remind others that you love them. Amen. | 1,545 | 942 | {
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Name:.......................................................................
Date:.........................................................................
Your task:
You are the latest recruit to the S.C.S.I., the Spelling Crime Scene Investigators. Your first assignment is to find and correct all the mistakes in the attached document. You have been given the following information to help you.
1) There are 19 spelling mistakes.
2) 9 of these spelling mistakes are in words that are homophones
3) There are also 8 punctuation errors
4) There are 5 grammatical errors
You are keen to impress your new boss, Inspector S Pelling, and show him that you are a worthy member of the S.C.S.I.
Can you find and correct all the mistakes in the document?
Error report
Highlight the errors as you discover them. Write your corrections in the space between the lines.
S.C.S.I.
Year 6. Visit to the transport museum
Miss Hills class set off from school just after asembly Everyone was piled onto the bus in eager anticipation of the day ahead. The teacher's sat at the front and tryed to keep the children quite but it was an uphill struggle. The children were far to excited.
After traveling for about half an our, the coach turned off the mane road into a winding country lane. it was at this point that the coach seemed to slow down and the enjine started to make a funny whining noise. The coach driver went pail. The coach was coming to a stop.
Don't worry,' he said. 'I will have a look at the engine and we will soon be on our weigh again.'
But half an hour past and the bus was still stationery. The children's excitement had turned to frustration and boardom. Sum of them had started to eat there packed lunches and the teachers' faces was etched with worry lines.
'Don't worry', said Bob, the coach driver. 'I will ring the depot and get them to send another coach. we will soon be on our way again?'
Half an hour turned into one hour. One hour turned into two. The teachers had been threw their entire repertoire of travel games and songs and the children were became irritable. The heat in the coach was becoming hard to bear.
'Dont worry' said Bob 'I will turn up the air conditioning and we will soon cool down '
Just as soon as he had said this, the releaf coach turned up and it really were a relief. They all wearily changed coaches and started on us way back to school.
It was a trip that they will remember for a long time, but sadley for all the rong reasons!
Corrected version: Year 6. Visit to the transport museum
Miss Hill's class set off from school just after assembly. Everyone was piled onto the bus in eager anticipation of the day ahead. The teachers sat at the front and tried to keep the children quiet but it was an uphill struggle. The children were far too excited.
After travelling for about half an hour, the coach turned off the main road into a winding country lane. It was at this point that the coach seemed to slow down and the engine started to make a funny whining noise. The coach driver went pale. The coach was coming to a stop.
'Don't worry,' he said. 'I will have a look at the engine and we will soon be on our way again.'
But half an hour passed and the bus was still stationary. The children's excitement had turned to frustration and boredom. Some of them had started to eat their packed lunches and the teachers' faces were etched with worry lines.
'Don't worry', said Bob, the coach driver. 'I will ring the depot and get them to send another coach. We will soon be on our way again.'
Half an hour turned into one hour. One hour turned into two. The teachers had been through their entire repertoire of travel games and songs and the children were becoming irritable. The heat in the coach was becoming hard to bear.
'Don't worry' said Bob 'I will turn up the air conditioning and we will soon cool down.'
Just as soon as he had said this, the relief coach turned up and it really was a relief. They all wearily changed coaches and started on their way back to school.
It was a trip that they will remember for a long time, but sadly for all the wrong reasons! | 1,506 | 896 | {
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Seasons In The Sun by Westlife
KIAN:
Goodbye to you my trusted friend
We've known each other since we were nine or ten
together we've climbed hills and trees learned of love and ABC?s
skinned our hearts and skinned our knees
BRYAN:
Goodbye my friend it's hard to die when all the birds are singing in the sky
now that (1)____________ is in the air pretty (2)__________ are everywhere
think of me and I'll be there
CHORUS:
we had joy we had fun we had seasons in the sun
but the hills that we climbed were just seasons out of time
SHANE:
Goodbye papa please pray for me
I was the black sheep of the family you tried to teach me right from wrong
too much (3)________ and too much song wonder how I got along
MARK:
Goodbye papa it's hard to die when all the birds are singing in the sky
now that the spring is in the air little children everywhere
when you see them I'll be there
CHORUS:
we had joy we had fun we had seasons in the sun
but the (4)________ and the song like the seasons have all gone
we had joy we had fun we had
Fill in the gaps
seasons in the sun but the wine and the song like
the seasons have all gone, yeah
NICKY:
goodbye michelle my little one you gave me love and helped
me find the sun and every time that I was down
you would (5)____________ come around and get my feet back on the ground
SHANE:
Goodbye michelle it's hard to die when all the birds are singing in
the sky now that the spring is in the air
with the (6)______________ everywhere
I wish that we could both be there
CHORUS:
we had joy we had fun we had seasons in the sun
but the hills that we (7)______________ were just seasons out of time
we had joy we had fun we had seasons in the sun
but the (8)________ and the song like the seasons have all gone
we had joy we had fun we had seasons in the sun
but the wine and the song like the seasons have all gone
we had joy we had fun we had seasons in the sun
but the wine and the song (9)________ the seasons have all gone
https://www.subingles.com
1. spring
Answer
2. girls
3. wine
4. wine
5. always
6. flowers
7. climbed
8. wine
9. like
Fill in the gaps
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English
Stories in the first person based on 'The Boy at the back of the class'
Persuasive writing –Safe use of technology Poems with a structure –This is me!
Maths
Place value including decimals
Written addition and subtraction including problems
Geometry & measure including angles and perimeter
Addition & subtraction including statistics
Science
Animals including Humans
The children will describe the changes as humans develop
from birth to old age.
PE
Swimming - The children will learn to put their face in water and blow bubbles, fully submerge under water. They will be able to swim 20metres across the pool without support and swim 10metres front crawl and back stroke as well as how to perform safe self-rescue.
Athletics - The children will develop their flexibility, strength, technique, control and balance through athletic events.
Computing
The Safe use of technology
The children will have a secure knowledge of common online safety rules and apply this by demonstrating the safe and respectful use of a few different technologies and online services. Children will relate appropriate online behaviour to their right to personal privacy and mental wellbeing of themselves and others.
Anderton Primary School
Art
Figure drawing/3D sculpture
The children will describe the different qualities involved in modelling, sculpture and construction. They will plan a sculpture through drawing and other preparatory work and use recycled, natural and manmade materials to create this. The children will also explore the potential properties of the visual elements, line, tone, pattern, texture,
PSHE
RE
Islam
The children will learn to ask questions and compare different viewpoints within a faith group. They will make links between beliefs and sacred texts and suggest meanings for living religious traditions.
Music
Livin' On A Prayer
The children will listen to and appraise Classic Rock songs, build on their knowledge and understanding of interrelated dimensions in music. The children will also perform the song 'Livin' On A Prayer'
Geography
Health & Well-Being
Children will be able to explain what the five ways to wellbeing are; describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives. They will understand that fame can be short-lived; recognise that photos can be changed to match society's view of perfect and identify qualities that people have, as well as their looks.
UK Counties, Cities, settlements & key features
The children will:
Analyse evidence and draw conclusions e.g. compare historical maps;
Compare maps with aerial photographs. Begin to suggest questions for investigating
Begin to use primary and secondary sources of evidence in their investigations.
Autumn Term 1
Year 5
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52 Big Writing/Big Talk – Talk Homework IDEAS
1. The best day of your life ...
2. The worst day of your life ...
3. The most famous person you have met ... ('Big It Up' if necessary, i.e. LIE!)
5. Your favourite television programmes / stars ...
4. Someone you would really like to meet is ...
6. Someone you would really like to be is ...
8. What change would you most like to make in school / this locality / this city / this country ...
7. What you would do if you won a million pounds ...
9. The best holiday you ever had ...
10. The best day out you ever had ...
11. A place you would really like to go ...
12. A job you would really like to have ...
13. Your favourite way to travel on holiday is ...
15. The best neighbour you ever had was ...
14. What makes a good neighbour?
16. Your best friend is ...
18. Your favourite meal / food is ...
17. Your best ever present was ...
19. Your first ever memory is ...
21. The lesson / subject you like/d best in school is/was ...
20.The house you liked living in best was ...
22.The lesson / subject you like/d least in school is/was ...
24.What is your favourite game or sport?
23.What would you most like to be good at?
25.If you were in the Olympics it would be to do ...
26.A hobby you enjoy is ...
27.The hobby you would most like to have is ...
29.A good deed you once did was ... ('Big It Up' if necessary)
28.If you had one wish it would be ...
30.The pet you would most like to have is ....
32.The best ever teacher you had is ...
31. The animal you are most afraid of is ...
33.The best ever birthday you had is ...
35.The thing you are most afraid of is ...
34.The thing you most hate having to do is ...
36.The best thing about my home / bedroom / garden ...
38.Two nice things about our home are ....
37.Two nice things about our family are ...
39.Two nice things about this school are ...
40.The food you love most is ...
41. The food you hate most is ...
42.Your favourite story / fairy story is ...
```
43.A new ending to - (name a well known story) might be ... 44.If you ruled the world ... 45.A person you would most like to be is ... 46.The cleverest person you ever met is ... 47.The best dressed person you know is ... 48.What this town most needs is ... 49.What this school most needs is ... 50.Your favourite piece of Scottish history is ... 51. If you were the King or Queen of the UK you would ... 52.Why can't kids rule?
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Implementing the Assessment Process
There are four steps to the assessment process. Teachers need to know the daily and weekly steps to take in order to intentionally use assessment data to drive their planning.
1. Observe and Document
a. What is my daily goal? (# of pieces of documentation per day)
b. What do I plan to observe today? (Objective/Dimension)
c. Who do I plan to observe today? (child/children)
d. When/Where do I plan to observe chosen children today?
e. How do I plan to observe and document children? (method)
2. Analyze and Respond
a. What other objectives/dimensions did I observe?
3 pieces
10a
Sara, Jose, and Nadine
Outdoors, Arrival, Lunch
Video, sticky note, audio recording
10b, 9b, and 9c
b. Where along the progression was the child's knowledge, skills, and abilities?
i. How do I scaffold the child's learning tomorrow?
ii. What are my considerations for planning next week?
Teacher observes a child who takes their socks off and tries to put them back on. The teacher considers how to scaffold the child's learning tomorrow. As part of the plan, the teacher decides to sit with child tomorrow and dress and undress a baby doll. Then, the teacher considers plans for the next week. The teacher changes the child's dressing routine to include Mighty Minutes 04, "Let's Put On Your Pants" and the story Where has Ava Gone? from Highlights Hello 14.
3. Evaluate
a. Was the child's knowledge, skills, and abilities within the widely held expectations for that child's age or class/grade?
b. How did this child compare to other children who are within the same colored band?
c. Run Documentation Status Report
#3 can be answered with Class Profile Report
i. Which objectives/dimensions do I need to observe?
ii. Which child do I have the most documentation on? Why?
iii. Which child do I have the least documentation on? Why?
iv. What area do I have the most documentation in? Why?
v. What area do I have the least documentation in? Why?
4. Summarize, Plan, and Communicate
Preschool
a. What were my considerations for planning?
b. What questions arose from the review of my Class Profile Report?
c. What do I need to observe and document?
Incorporate the above information into the weekly plans in the Teaching Guides
Infant, Toddler and Twos
* What changes need to be made to routines?
* What changes need to be made to the environment?
* How do I involve families?
* How do I plan for indoor and outdoor experiences?
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THE_BLOG
What It Mean to Be a Mom
As moms, we want to protect our kids from everything. We'd love to find a cure for bullying, a cure to stop our kid's heartbreak and a cure for feeling lonely. Can you imagine how hard it would be to try to find a cure to keep your child alive?
By Leslie Rasmussen, Contributor
Contributor
10/23/2013 03:44pm EDT | Updated January 23, 2014
This post was published on the now-closed HuffPost Contributor platform. Contributors control their own work and posted freely to our site.
One day, my son came to me and told me that there was a boy at school teasing him. It was causing him distress because he was young and didn't have the self-confidence to stand up for himself. My mama bear instincts kicked in and to be honest, I wanted to go to the school and berate the little bully until he cried. Now, that may not be politically correct, and of course I wouldn't do that, but as moms, when our child is being hurt by anyone or anything, we go a little off the deep end, even if we only get to destroy the accused in our dreams.
Beginning on October 21st, there's a new documentary airing on HBO titled "Life According to Sam." It's the story of Sam, a boy who at the age of 2, was diagnosed with Progeria. Progeria is a progressive aging disorder that has no cure. It's very rare and children who have Progeria age exponentially quicker than everyone else. By the time they're a teenager, their bones, heart and other organs work as that of a 70 or 80year-old. Children with Progeria usually die of a heart attack or stroke by the average age of 13.
Sam Berns is a remarkable young man whose life is filled with challenges far beyond your average bully, because Sam is being bullied by his internal organs. At the time of the filming of the documentary, Sam was a 14 year old kid who just wanted to be seen like any other kid doing normal things. Sam attends a mainstream high school, wins awards for academics and even participates in the marching band. Sam's ability to lead a normal life and find happiness in so many things is a tribute to his parents and especially his mother, Dr. Leslie Gordon. Dr. Leslie Gordon is the mama bear of all mama bears. Leslie, determined to cure Progeria, has started her own foundation raising money to fight the disease. This determination leads her not only to research the disease, but also to find a drug that might help these kids. Leslie races against time to save not only Sam, but all the other children afflicted with Progeria. At the same time she's working hard for Sam's health, she's also helping to make sure Sam's life is as normal as possible. While this documentary can be heart-breaking at times; it's also incredibly uplifting to watch Sam's parents deal with a situation
that would overwhelm most of us.
As parents, we give our kids advice on how to be successful in their academic and social life. No matter who we are, or who our children are, as parents we want to instill good qualities in them. We push hard work, being kind, and treating other people with respect. Dr. Leslie Gordon and her husband, Dr. Scott Berns, have raised Sam with these values, and Sam has not only risen to the occasion, but far exceeded it. Sam doesn't let his limitations act as an obstacle; he sees them as just one more thing he needs to push past. Sam doesn't want you to feel sorry for him. He just wants you to see him as a whole person, and although Progeria is part of that whole, it doesn't define him. Sam has confidence and social skills beyond what you would expect. His parents don't hide or isolate him; they let him have the best life he can possibly have for as long as he can have it.
As moms, we want to protect our kids from everything. We'd love to find a cure for bullying, a cure to stop our kid's heartbreak and a cure for feeling lonely. Can you imagine how hard it would be to try to find a cure to keep your child alive? Until I watched "Life According to Sam", I hadn't thought about what that would take. Sam Berns is an inspiration and his amazing mother, Dr. Leslie Gordon, shows us what being a mother is really all about.
Part of HuffPost Parenting. ©2020 Verizon Media. All rights reserved. | 1,551 | 953 | {
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Activity name
GIANT TETRAHEDRON
The following script gives detailed instructions for the build and delivery of the tetrahedron.
Health and safety
* Explain that health and safety is critical in the construction industry and that everybody is responsible for their own health and safety and the health and safety of others.
* Many careers in construction are focused on health and safety e.g. Health and safety manager or officer. Large construction companies may have a whole team of people dedicated to health and safety.
* Ensure that all participants understand health and safety when building the structure. Participants must treat the dowels and elastic bands with respect. They are resources that carry a cost, which is an important aspect of the construction industry.
* Participants must be aware of dowels on the floor which may cause slips, trips and falls.
* Participants must be aware of others working close to them.
* Participants must report any accidental breakages immediately.
* Ask participants if they have listened and have understood the briefing.
* You may wish to appoint a designated health and safety officer at this point.
1. First stage of the build – small tetrahedron
* Explain that it is important that anyone considering a career in construction can listen and follow instructions.
* Teamwork should be encouraged. Participants should ask their peers for assistance if they cannot remember all the instructions.
* Explain that the group is going to build a giant tetrahedron which is made up of lots of small tetrahedrons.
* Start by fastening three dowels together with an elastic band. Explain the correct positioning and tension of the band. Explore the concept of shape and explain that architects and designers often take a basic shape or a material and explore its potential to give them inspiration for designs. This first structure looks like a wigwam or tepee. Ask the participants what buildings they can think of which use this shape.
* The elastic band should be approximately a thumb width (when the thumb is horizontal) from the top of the cane.
* Add the next two dowels and again explore shape. Discuss form. Introduce the concept of structural engineering.
Activity name
GIANT TETRAHEDRON
* Add the last cane.
2. Second stage of the build
* Remind participants of the need for communication, teamwork and effective use of resources, in order to be to be successful.
* Explain that some medium-sized tetrahedrons need to be assembled, which are twice as wide and twice as high as the small ones but retain the tetrahedron shape. Ask if anyone knows how this might be achieved. If necessary, give a hint of 'four' – this is the number of small tetrahedrons that form the medium-sized one). Do not let participants struggle – demonstrate the assembly and the fastening.
The bottom three tetrahedrons should be fastened together before the top one is placed and fastened.
It is best for participants to work in small groups to complete this stage of the build so that they can hold the small tetrahedrons in place.
* Ask participants to continue assembling these medium tetrahedrons until all the small ones have been used. Refer to the PowerPoint 'Guide to Building the Giant Tetrahedron' for further information.
* By this point, participants have usually realised that the final build takes the same pattern and will continue with minimal instruction.
The bottom three medium-sized tetrahedrons should be fastened together before the top one is placed and fastened.
This is half the height of the final structure and should be 1–2m high.
Giant Tetrahedron Activity | 1,432 | 738 | {
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Phonological Awareness Developmental Continuum
PA refers to sounds not letters, it is spoken not written
Be careful: developmental order is not completely linear as children continue to refine earlier skills whilst learning later skills, remember to take a holistic view of each child and be flexible to skip or review stages as required
Listening and attention
- Good listening rules -Verbal turn taking - Can maintain attention on adult led task -active listening skills
Auditory discrimination (Hearing differences between a range of sounds)
Visual and auditory memory
Word boundaries (Hearing where one word ends and the next begins)
Rhyme awareness and detection
Syllable blending (from adult production)
Syllable detection (Hearing 'beats' in a word)
- Going on a sound walk. What can you hear? – listening lotto games – matching musical instruments / noise makers – using concepts of same/different, long/short, noisy/quiet –musical statues/chairs –do these two words sound the same? Yes/no
- Using auditory discrimination games and then recalling unseen information – following routines and verbal directions – copy my leader –simple Kim's game – who's missing? – I went shopping and I bought…
- Hop/jump for each word in a spoken sentence – get a jigsaw piece/building block for each word, see who's got the tallest tower
- Use rhyming objects in a bag – develop concept of words sounding the same/different (at the end) – rhyme singing (bouncing, moving, clapping to the beat) – nonsense rhymes – can you find something that sounds like wellyfant? (elephant) –easier to hear if words rhyme if they are longer as more of the rime is preserved
- Not a silent or child production task –needs adult to say the word and split the syllables, can the child blend the syllables back together? – talk like a robot. Have a variety of objects out. Can the child find the ap – ple? – syllable completion. Adult says first part, child completes the word
- How many beats in a word? – clapping for beats – use a visual representation for each syllable (counters etc.) – need a knowledge of numbers 1-3 (at least) – easier to start with recognising 2-3 syllable boundaries then only 1 syllable words – adult needs to model
Rhyme production
- Make up silly rhyming names e.g. Ellen Melon – rhyme strings (dog, log, frog) – rhyming couplets, pausing on the last word to encourage children to experience rhyme – rhyming rockets, provide child with rime and use symbols (such as Jolly Phonics) to generate other rhyming words – can be non-words
Onset – rime
(onset = sounds before the first vowel, rime = all the rest)
Phoneme discrimination
- Adult to model splitting the word and/or blending the word together – can children split words (verbally spoken not written), try keeping onset or rime the same and generating a list of words (spoken and/or with visuals to support) –remind children about the concepts of beginning and ends of words – e.g. c-at, ch-icken, fr-og,
- Can child identify a long/short, loud/quiet sound – adult model and stress sounds – can child identify the beginning, middle, end sounds in a spoken word – I spy using phonemes not letter names
- Can the child identify which words begin with the same sound?-can the child find an object that begins with the sound? – find things around the class/school that start with a sound – alliteration table of objects – identify the odd one out (objects or pictures)
Phoneme blending
Phoneme segmentation
Alliteration detection
Ready for a phonics programme
- Use objects to help children learn the concept of 'joining together' e.g. cubes, jigsaw, magnetic trains (with/without pictures, e.g. Jolly Phonics, attached) –adult to model and demonstrate – lengthen and exaggerate the sounds – increase the gaps if too easy – use Jolly Phonics gestures to support blending from one sound to another
- Use the same objects to help children learn the concept of 'splitting' words into sounds (e.g. cubes, jigsaw, magnetic trains) – make sure its sounds, not letters – keep away from written text | 1,740 | 923 | {
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How to check if your property has condensation.
What does it look like?
Condensation appears like water droplets and often black speckled mouldy
Rising damp or damp coming into the property (for example leaking gutters) coming into the property will appear as a damp stained patch, and in some cases the plaster can be coming away from the wall. Another sign is a white powder or salt coming to the surface of the wall. If the property has just had a damp proof course, salt on the walls can be due to the wall drying out.
What causes Condensation?
Moisture is always in the air, even if you cannot see it. When the air gets cold, it cannot hold all the moisture and tiny drops of water appear for example on your windows when you are cooking. This is condensation. It occurs mainly during cold weather and it appears on cold surfaces and places where air cannot circulate.
Why does condensation occur?
When you take a take a can of drink out of the fridge, cold water droplets appear on the surface. This is where the warm water vapour around us in the air, comes into contact with the cold surface of the can and changes into liquid water.
This is what also happens in your home. Condensation can be worse if there is:-
* Too much moisture in the air
* Not enough ventilation
* Rooms without enough heat
How do we produce water vapour in our homes?
When we cook in the kitchen or take a shower or bath in the bathroom, we produce moisture in the air. If these rooms are cold and do not have ventilation (an open window or extractor fan) so the moisture can escape, condensation is more likely to appear.
Condensation Quiz
If you answered yes then well done! For more tips to prevent condensation then read on. If you answered no then it's time to put the checklist into action, and read on for more information and tips.
Tips to help you fight Condensation which will not cost extra money
* Avoid drying your clothes indoors
* Open windows to let out the moist air when you have been bathing, cooking or washing
* Keep your kitchen and bathroom doors closed to stop warm moist air travelling to other rooms in the house
* Keep a small window slightly open or trickle ventilator open when someone is in the room
At low cost
* Use extractor fans
* Keep rooms warm when you are bathing, cooking and washing
* Avoid bottled gas fires, use your other heaters instead
All about Mould Growth
Mould grows where dampness exists usually caused by condensation. Every home contains mould spores which are dormant and completely harmless. Given the right conditions these spores will begin to grow into black mould. Mould causes the spores to spread in the air and gives off a musty smell. Clothes, furnishings and carpets can be spoilt and mould can attack foodstuffs resulting in dangerous toxins.
How to treat mould
To treat mould, wash down the affected areas with a fungicidal wash which carries a Health and Safety Executive 'approval number.' Dry clean any soft furnishings and shampoo carpets.
To stop mould coming back, redecorate using a good fungicidal paint to help prevent mould recurring. You must then follow the steps given to stop condensation coming back.
For further assistance and helpful tips call 01472 324777 | 1,224 | 696 | {
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aimswebPlus Parent FAQ - Grades K-1
What is aimswebPlus?
aimswebPlus is a type of test known as a universal screener. The test has multiple parts called "measures". In the School District of Philadelphia, we use aimswebPlus to evaluate math and English literacy skills for all students in kindergarten through fifth grade and for special education students in sixth through eighth grade. We also use it to identify students at risk of not meeting their academic goals so we can create early intervention plans and monitor the effectiveness of those plans.
Why are we doing this? Does this affect my student's grade?
aimswebPlus enables students to demonstrate what they already know and to identify what they need to learn. This test does not affect students' grades. It only helps the teacher understand how to individualize instruction for students.
When will my child take this test?
There are three times a year that students will take aimswebPlus: fall, winter, and spring. Teachers will schedule testing times and communicate this to caregivers and students.
How does my child take this? (Technology)
* Students will need a computer or tablet that has a camera and audio (speaker and microphone).
* In addition, they will need an internet connection and a web browser such as Chrome, Firefox, or Safari.
* Please help your child log on to Google Meet/Zoom at the time designated by your child's teacher.
* Teachers will guide students through the assessment.
How can I set my child up for success?
* Find an area where students can sit comfortably with a computer/device in front of them and see the screen clearly.
* Choose a location without distracting sights and sounds (such as TVs or loud conversations).
* Make sure students are well rested, have eaten, and used the bathroom. Encourage them to do their best work.
* Explain that you will be assisting the teacher to make sure that students can do their best work. Tell students that you cannot give them answers or clues. Tell students that they will work with their teacher like they do during testing in school.
Do's and Don'ts for Testing:
DO:
* Make sure that the student is seated comfortably in front of the computer/tablet.
* Help manage the student's behavior with physical or verbal prompts.
* Make sure that the student continues to look at the screen throughout the test.
DON'TS:
* Don't restate directions to the student. Only teachers should give directions, and they will repeat if needed.
* Don't provide answers or clues to the answers. Clues could include pointing to an answer, covering up wrong answers, giving reminders, or looking directly at the item.
* Don't tell students whether their answer is right or wrong (such as by nodding, smiling, or telling them).
* Don't give feedback or ask questions to the teacher during a test. Many tests are timed and this will interfere with the student's score. Wait until the test is over if you have questions or feedback.
Remember: The purpose of this test is to let teachers know what supports your student needs. Helping with answers will not let teachers know what skills your student still needs to learn.
Where can I find the results from the test?
Results from the test will be available at the end of the testing window in late October through the Parent Portal. When in the portal, click the Standardized Tests tab. If you need help understanding the results, please contact your student's teacher. If you need help getting into the Parent Portal, look here: https://www.philasd.org/face/fr/parent-and-family-portal/
Who can I contact for help?
Technology Questions: Call the Parent & Family Technology Support Hotline at 215-400-4444
General Testing Questions: Contact your students' teacher | 1,481 | 762 | {
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Louise Bryant (1885-1936)
Louise Mohan Bryant's eight years in Oregon decided the direction of her life. Born on December 5, 1885, Bryant arrived in the state in 1907 to study at the University of Oregon and left abruptly on the last day of 1915 soon after meeting radical political activist John Reed.
After graduating from the university in January 1909, Bryant sought work in Portland, settling into a studio at 1033 Southwest Yamhill Street. Less than a year later, she married Paul Trullinger, a dentist from an Oregon pioneer family. A poet, playwright, and society columnist, Bryant was part of Portland's "vest pocket" Bohemia. She also worked as an illustrator for the Oregon Spectator and submitted articles and plays to radical publications such as The Masses. She spent a good deal of time with artists Carl and Helen Walters; the two women worked in local theaters and the Little Club, an artists' hangout, and volunteered as visitors to women inmates in the county jail.
Bryant was part of lecture tours for woman suffrage, traveling with activist Sarah Bard Field and sisters Emma and Clara Wold, who were writers, teachers, and librarians. At the Trullinger home on Southwest Riverwood Road, Bryant and her husband entertained such political activists as Emma Goldman and Alexander Berkman. She was also one of "eight pretty maidens" decorating the Rose Festival float in 1912 to celebrate Oregon women receiving the vote.
At Christmas 1915, Bryant's life took an abrupt turn. John Reed, already a well-known journalist for his reports on wars, revolution, and labor, arrived in Portland to spend the holidays with his widowed mother. The Walters invited the Trullingers for a dinner with Reed. Several days later, Helen Walters wrote in her diary: "Jack has fallen in love with Louise and impetuously wants to take her to New York . . . . We are endeavoring to avert scandal and save Paul." They failed. Even Portland's bohemian community was shocked when Reed left Portland on December 28 and Bryant followed him three days later. "I've found Her at last," Reed wrote before leaving. Bryant and Reed married in 1916 .
In New York, Bryant began a successful journalistic career, which included an article about Portland judges in The Masses. Her major work was Six Months in Red Russia, a report on the Russian revolution that was serialized in the Oregonian in 1918. Bryant's final visit to Oregon was in 1919 when, after writing Reed that "it gives me the cold chills to think of even being in Portland," she spoke against U.S. intervention in the Russian civil war before a packed house in the new Civic (now Keller) Auditorium.
John Reed died from typhus in Russia in October 1920, while reporting on the new revolutionary government there. Bryant took a job with the Hearst newspapers and, in 1924, married Ambassador William Bullitt, with whom she had a daughter, Anne Moen (1924-2007). They divorced in 1930.
Bryant died on January 6, 1936, in reduced circumstances in Paris. A group of Portlanders restored her grave there in 1995.
Written by Michael Munk
Further Reading:
Gardner, Virginia. Friend and Lover: The Life of Louise Bryant. New York: Horizon Press, 1982.
Munk, Michael. "The Romance of John Reed and Louise Bryant: New Documents Clarify How They Met." Oregon Historical Quarterly (Fall, 2008).
Copyright © 2008-2013 Portland State University page 1 / 1 | 1,494 | 762 | {
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DAILYROUTINES– PRESENTSIMPLETENSE
A DAY IN THELIFE OF ASTORMTROOPER
Answer the questions in full sentences to describe what the Stormtrooper does each day.
1. What time does the stormtrooper wake up each day?
_________________________________________________________________
2. What does he do after he gets up?
_________________________________________________________________
3. What does the stormtrooper do after his shower?
_________________________________________________________________
4. What does he do next?
_________________________________________________________________
5. What does he do after he has his morning drink?
_________________________________________________________________
6. What does he do at 10 o'clock?
____________________________________________________________________
7. How does he travel?
____________________________________________________________________
8. Where does he go?
____________________________________________________________________
9. Then what does he do?
__________________________________________________________
10. Where does he go next?
__________________________________________________________
11. How does he relax?
__________________________________________________________
12. What does he do at the end of the day?
____________________________________________________________________
DAILYROUTINES– PRESENTSIMPLETENSE A DAY IN THELIFE OF ASTORMTROOPER
Answer the questions in full sentences to describe what the Stormtrooper does each day.
1. What time does the stormtrooper wake up each day? He gets up at 8 o'clock.
2. What does he do after he gets up? He goes to the bathroom.
3. What does the stormtrooper do after his shower? He gets dressed. He puts on his gear.
4. What does he do next? He has breakfast. A Diet Coke.
5. What does he do after he has his morning drink? He plays video games.
6. What does he do at 10 o'clock? He leaves home.
7. How does he travel? He travels by commuter train.
8. Where does he go?
He goes to the grocery store. He goes shopping.
9. Then what does he do? He goes to the park.
10. Where does he go next? He returns home.
11. How does he relax?
He reads a book.
12. What does he do at the end of the day? He goes to bed. He falls asleep. | 1,761 | 680 | {
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Beginning of Term Backwards Planning
Backwards Planning is used to put your priorities in perspective. You should use this in combination with learning strategies, so you may implement those strategies in a way that will positively impact your academic performance. Having a plan, even a basic one, will give you a structure to follow and guide you toward your goal. It is far better to have a basic plan and basic structure then to 'hope' things will improve. Take intentional action, form your strategy, write it down, and revise as needed.
Remember, with all your studying and organization strategies, your goal should be to use the time you have wisely. Don't spend MORE time, use the time you have more efficiently. Be prepared for your 'scary' weeks! Do not let those weeks pull you under and put you in survival mode. You can be prepared for scary weeks, and that doesn't mean they will be easy. It will still be stressful, however, you should come out of a busy week not feeling behind and in survival mode for the rest of the semester. Plan ahead and do your best to prepare and adjust your strategies as needed.
To complete Backwards Planning, follow the instructions below.
Supplies Needed:
- Monthly Calendar - You need 1 month for each month of this semester.
- Syllabus for each class you are in, or any other document or resource which reflects major deadlines such as exams, project due dates, etc
- Other deadlines that may include important deadlines or events for the organizations you are involved in, conferences, personal events such as birthdays, holidays, etc
- A pencil
Instructions:
1.) Write in important deadlines for each class, student organization, or other personal obligations that have a time commitment and deadline
a. Example – If you are in Physics, write your test dates on the calendar. If you are in a humanities or writing class, write the dates your papers are due. If your Mom's birthday is on a Sunday and you will be spending half the day with her, write that in too.
b. Make sure to indicate what the deadline is, example "Physics test"
2.) Indicate where you will need to start preparing for each deadline.
a. For example, if you know you want to start writing your paper 5 days before it's due, write that on the calendar. Example "Start paper for [class name]".
b. Do this for each class, or other commitment for your personal life. No need to be very detailed yet.
3.) After you have written in all of your major deadlines and when you need to start working on things, take a look at your calendar.
a. Identify the "scary" weeks, when you have a lot of deadlines at once. Indicate this clearly on your calendar.
b. Adjust when you are starting to prepare for deadlines so you can get to this week and manage it!
[x] Are there any weeks where you have a significant amount of work or commitments?
[x] Are there any weeks where your deadlines are overlapping?
[x] What is realistic for you to be committed to during those weeks? Can you begin assignments or studying for exams earlier (such as the week prior) to off load busy weeks?
[x] Please adjust your "when to start" deadlines to reflect your strategy
Example Calendar:
Below is a table, which contains an exam calendar for a student, using the Backwards Planning model. On this table, the example student has listed their due dates for assignments or tests, when they plan to begin working towards those due dates, and other important dates such as their Mom's birthday. Also included on this example is a note that says, "Scary week!" on a week where the student has a lot going on at once. With Backwards Planning the student would ideally adjust when they begin working on deadlines in their 'scary week' so it is more manageable.
The next six pages include blank monthly calendar templates for you to create your own Backwards Planning. This is optional, and only included in this document as a place to start. You may use any calendar you currently own, blank paper, an app, or other technology, which suits your needs.
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HEALTHY YARDS
Most of us love the beautiful environment of our town. Yet, without meaning to, many of us have adopted landscaping habits that harm our environment and our health.
Luckily it isn't hard to change to healthier landscaping practices. Here are some important steps you can take.
Visit our website and get all the information you need to create beautiful healthy yards
Contact us to Learn how to participate in the Bedford Pollinator Pathway Project email@example.com
Invite Pollinators
Help butterf ies, bees and the birds with healthier yards. Visit our website and learn what to plant to invite pollinators and birds into your yard.
Love Leaves
Fallen leaves are good for your yard. They protect and nurture the soil. Don't blow, but mulch and mow! Visit our website and learn all about leaf mowing and mulching.
Plant Wisely
Avoid Pesticides
Pesticides are harmful. Healthy yards don't need pesticides. Visit our website to f nd out how to obtain a beautiful yard without the use of pesticides.
Go Electric
Gasoline powered landscaping equipment is a serious cause of air pollution. Electric machines are cleaner and healthier. Visit our website to learn more.
Talk To Your Landscaper
With the right plants you will use less water, less toxins and save money. There are plenty of choices. Visit our website, so we can help youwith f nding the right plants.
Let your landscaper know you want a healthier yard. Direct your landscaper to our website, where we explain professional sustainable landscaping practices.
visit:www.healthyyards.org
The annual ritual of raking, blowing, piling, bagging, and trucking leaves out of residential neighborhoods costs time and money.
It also robs the yards, and your lawn, of rich, natural compost.
The two stroke gasoline engine blowers produce a concerning amount of toxic pollutant.
That is why our town promotes the use of battery operated leafblowers and the practice of mow-mulching
These alternatives are ef ective and save you money.
For more information about how to manage your fall leaves in a sustainable way, visit www.leaveleavesalone.org
Mow the leaves
Mulch mowing is the practice of chopping leaves that have fallen on your lawn into pieces. Just mowing over them with a lawnmower will do the job. Mulch mowing the leaves will enrich the topsoil, and decrease the need for additional fertilizers. it also improves drainage and growing conditions, allowing the turf grass roots to grow deeper into the soil.
Mulch the Leaves
Top gardeners and Cornell Cooperative Extension agree: chopped leaves make the best mulch. You can chop your own leaves with a mower or a leaf shredder and use them as winter protection around shrubs and perennials, or keep them to mulch your garden in spring. Mulch protects roots from cold and heat, it retains moisture and adds nutrients to the soil.
Compost the Leaves
No need to waste time and ef ort to remove leaves from your property. If you don't use the leaves as mulch, you can compost them. Composting is the process or turning organic matter into soil. Once the leaves have decomposed, you can add the nutrient rich soil to your garden where it will help your plants grow, and it enhances the structure of your garden soil.
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Introduction
Policies
Leader Skills (Formerly Heart)
General Preparation (Formerly Nuts & Bolts)
Class 1:
Introduction to NAMI Family-to-Family
* Introduction to NAMI Family-to-Family
* Participant introductions
* Discrimination, stigma and bias toward mental health illness
* Impact of mental health conditions on the family
* Predictable emotional responses to the mental health conditions
Class 2: Understanding Mental Health Conditions and Preparing for Crisis
* Positive and negative symptoms of mental health conditions
* The brain
* Genetics and inherited risks
* Environmental factors
* Preparing for and responding to crises
* Self-harm and suicide
* Crisis File
Class 3: Getting a Mental Health Diagnosis and Sharing Our Stories
* Public and private health care services
* Challenges when seeking a diagnosis
* Getting a diagnosis
* Understanding the diagnosis
* Advocating for care
* Reevaluating a diagnosis
* False beliefs about mental health conditions and violence
* Sharing our stories
Class 4: Overview of Mental Health Conditions
* Holistic health care
* Cultural sensitivity in health care
* The difference between episodes and disorders
* Depressive disorder
* Bipolar disorder
* Psychotic episodes and first episode psychosis
* Schizophrenia and schizoaffective disorder
* Post-traumatic stress disorder
* Anxiety disorders
* Obsessive-compulsive disorder (OCD)
* Borderline personality disorder
* Co-occurring mental health conditions and substance use disorders
* Anosognosia: lack of insight
2020 course content
Class 5: Treatment Options
* Navigating systems
* Comprehensive approaches
* Collaborative care
* HIPAA: Health Insurance Portability and Accountability Act
* Treatment options
* Treatment settings
* Psychotherapeutic interventions
* Treatment providers
* Medication
* Hospitalization and Assisted Outpatient Treatment (AOT)
* Warning signs of relapse
* Biomedical approaches
* Complementary health approaches
Class 6: Communication Skills and Problem Solving
* Communication skills
* Communication guidelines
* I-statements
* Reflective responses
* Problem-solving skills
* Collaborative & Proactive Solutions (CPS)
Class 7: Empathy and Recovery
* Psychological impact of mental health conditions
* Psychological pain associated with any serious illness
* Protecting self-esteem with defensive coping strategies
* Guidelines for offering empathy
* Historical ideas of recovery
* Defining recovery
* The role of rehabilitation in mental health recovery
* Innovative approaches to rehabilitation
* Supported employment
* Recovery is different for everyone
* Guest speaker
Class 8: Moving Forward
* Challenges associated with mental health conditions
* Family roles and perspectives
* Talking about difficult emotions
* Ways to take care of ourselves
* Celebration and graduation
General Resources
Glossary
References | 1,544 | 591 | {
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This Is How To Get Better At Scrabble!
1. Introduction
You're interested in Scrabble because you're intelligent, you love the English language, thrive on mental stimulation and enjoy problem solving. The beauty of Scrabble is that it can be played at any level, and no matter whether you're a beginner, a social player or a club player, your game can be improved by learning a few more words.
2. The Easiest Way to Improve Your Scrabble
Words are your weapons in Scrabble, so it follows that learning more words is the key to becoming a better player. The most important rule when you set out to learn new words is this: "Don't be intimidated by word lists!" Start in a relaxed manner by learning the short and easy lists of words that are in Starter Pack Zero, and slowly build up your knowledge from there. As you learn more words, your brain will become trained to unscramble the jumbled up letters quicker, so the more you learn, the easier it gets!
3. Winning Is the Best Fun!
The more words you know, the more games you'll win, and winning is not only great fun, but a well deserved reward for the word studying you'll do. The words that will help you the most are the ones which occur most commonly in Scrabble, and some of the most important of these can be found in Starter Pack Zero.
4. Tips To Make Word Study Easy!
With certain word lists, it helps to cross out the words that are very obvious to you. This can cut down the number words to learn by quite a lot. Some words are harder to learn than others, and there are various ways that you can mark the more difficult ones so you know that you need to revise those more often. You may highlight the words that are difficult to remember, or put a pen or pencil line next to the question whenever you don't get it right. Very soon the most difficult words will have a number of lines next to them, so you'll end up with a small list of the words that you know aren't that easy for you, thereby making revision so much more effective the next time you look at the list.
(…………….continued on page 2 of 2)
5. What are "Alphagrams", and Why are They Important?
When you start with a study list, you'll notice that the question is in the form of a jumbled up word that you have to unscramble. If you look carefully, you'll notice that the jumbled up letters are always in alphabetical order. This is called an 'alphagram'. For example, the alphagram of DOG is DGO, the alphagram of FOOD is DFOO, the alphagram of HAPPY is AHPPY, and the alphagram of TAINTED is ADEINTT. Studying from alphagrams is the best way to learn new words, because your brain eventually learns the pattern of the alphagram, and when you see that alphagram again, your brain will often automatically unscramble it to give you the word! Virtually all top players study from alphagrams, and because of this, the majority like to arrange their racks in alphabetical order before they start shuffling their tiles. By doing this, their brains may recognise an alphagram almost instantly and the word then "jumps out at them". For example, a good player who's familiar with the alphagram AEHNORT will immediately spot the word ANOTHER. Try to make a habit of always first arranging the tiles on your rack in alphabetical order before you start shuffling, and you'll notice that many of the words you studied will be easier to see.
6. Studying with Zyzzyva Software and Cardbox
If you prefer to study words on a computer or laptop, go to www.youthscrabble.org , click "Resources", then scroll down to the heading "Computer programs". Download the word study software called "Collins Zyzzyva" and follow the "Demonstration of How to Set Up Cardbox by Elliott Richards". Read the advice of international expert Alastair Richards by going through the "Suggested Zyzzyva Cardbox Order for adding words by Alastair Richards" in the same part of the website.
7. The Final Word
Remember that studying words is quite easy, as long as you start with some basic lists and steadily build up your word knowledge from there. You get to decide the number of words to add at any time, and the pace of studying that you're comfortable with. The more you study, the more your brain becomes trained to unjumble words, so the easier it gets! Don't be intimidated by word lists – start with the essentials and add more words when you feel ready. Make your own lists, if you like, and think of creative ways to remember the words. Some suggestions for word lists are the words that end in WOOD, or -FISH. Playing a lot of games will improve your strategy and tactics, but this isn't nearly as important as learning some new words if you want to be a better Scrabble player.
Finally, always keep in mind my favourite mantra: "The more words you learn, the luckier you will get!"
(by Dr. Trevor Hovelmeier, South Africa) | 1,753 | 1,087 | {
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CURSOS ESPECIALS D'EDUCACIÓ PERMANENT I DE PERFECCIONAMENT
Introduction to Catalan language and culture
Introduction and discovery of the Catalan language and culture with a communicative approach integrating all communicative and sociocultural mediation skills.
Teacher: Ares Llop
Target students:
People with no previous knowledge of the language, interested in discovering the Catalan language and culture.
Duration:
30 hours (15 two-hour sessions)
Students will receive direct tuition via Google Meet plus indirect guidance by means of Google Classroom.
Time:
10.00 am – 12.00 pm
(there will be 100% direct tuition the first week and 50% in the following weeks)
Dates:
29/06/20 – 17/07/20
Course objectives:
- Language content:
Introductions; exchanging personal and other information; exchanging information about a place; daily routines; telling the time, talking about timetables and schedules; talking about origin and place of residence; describing home and neighbourhood; expressing feelings; describing people; exchanging information about traditional food and eating habits; expressing likes and dislikes; at the food store and restaurant.
- Sociocultural content:
Introduction to the geographic and socio-linguistic frame of the Catalan language; introduction to the customs and traditions in the Catalan Countries, as well as an introduction to relevant people and places; traditional celebrations and festivities.
Program:
- Vocabulary: numbers: the alphabet; countries and geographical adjectives; greetings, farewells and the language for social encounters; family and work colleagues; days of the week, the moths, seasons; homes and establishments; hobbies; food; physical and character description; description of places; common daily activities.
- Morphology: articles; basic text linkers; determiners; indefinite pronouns and determiners; place pronouns; possessive determiners and pronouns; use and form of personal (weak and strong) pronouns (pronominal verbs), introduction to pronoun hi, direct object pronouns; attributive pronoun ho; common irregular verbs of the 1st, 2nd and 3rd conjugation.
- Sociocultural content: introduction to the sociocultural and linguistic aspects of the Catalan area of influence, its customs, geography and cultural referents.
Language of tuition:
Catalan
Fee:
169,80 €
Evaluation:
- The evaluation will be based on teacher observation of all 5 skills (reading comprehension, oral comprehension, writing, speaking and mediation skills) based on various aspects of course work (online classes, autonomous learning observation, vocabulary and grammar tests, written and assignments)
- There will be a final individual oral presentation at the end of the course.
Certificate:
All students who successfully complete this course will be awarded a Certificate of Completion. (Completion requires participation in 80% of the total course workload)
This course may be accredited by some Catalan universities. You must inquire at the university of your choice to confirm this point.
This course is pending approval to be listed as a professional training course recognised by the Department of Education of the Generalitat de Catalunya.
Registration:
From 29/05/2020 to 20/06/20, at: https://www2.eoibd.cat/matriculacio. You will need a credit card.
After all places have been filled, you will be allowed to register for the waiting list only.
As long as there are available places, registration will remain open until the first day of class.
Please contact the Department of Special Courses for any problem or query that may arise during registration.
Essential documentation for registration
When registering you will need to attach a pdf or image (max 2 MB)of the following documents:
- DNI/NIE
- If you are claiming a tax reduction (of 50% of total fee, or full exemption of fees), proof of the circumstances
Payment
Payment must be by credit card at the point of registration.
Additional information:
The School may be forced to cancel the course if there are not enough students registered.
Fees will only be reimbursed if the course is cancelled.
Students who have been granted full exemption of fees must complete 65% of the course. Otherwise, a penalty will apply and they will not be eligible for enrolment on any other course during the following two years.
Please note: Any information given here may be altered if circumstances require it. | 2,045 | 911 | {
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Young Makers
2015 INITIAL REPORT
EXECUTIVE SUMMARY
The research and evaluation department at the Science Museum of Minnesota, in partnership with Maker Ed, developed and conducted an evaluation of the Young Makers program for the Spring 2015 season. The goals for this study were to document the experience of youth and their mentors in these diverse clubs, from the learning of technical skills to the formation and support of personal identity, and to understand in what ways Maker Ed can best support the Young Makers Program.
The Young Makers program is intentionally designed to welcome any group that works together to make things and work on projects consistently over the 12-16 session, which leads to a lot of variety in the way the groups are structured. Many are organized through a parent organization, ranging from the formal (a class at school) to the informal (a youth serving organization like a computer club). The other major foundations for the clubs are families, either one family alone or a group of families working together.
There is also a lot of variety to who the mentors and youth are and what drew them to the clubs. Mentors have a range of experiences working with youth of varying ages, mostly school-aged kids, in a variety of settings. In general, they share an interest in making and want to provide youth with opportunities to make. Most are connected in some way to the making community. Youth are also similarly motivated; most want to make things and are connected to their clubs through friends, family, or the previously mentioned parent organizations.
Participating in the Young Makers program appears to influence both youth and mentors personal identities as makers. While many identified as a maker before the season, every youth, and close to every mentor, identified as a maker after the 2015 season. Youth reported that they enjoy being a part of their Young Makers club because they get to learn new things, use tools and materials they haven't used before, and build connections to the larger making community. Mentors like being a part of their club because they get to provide youth with opportunities to make.
When it comes to solving problems, most youth turn to the mentors for help. Having an adult present to help develop problem-solving techniques may be one of the key roles mentors play in the clubs. Most youth have a positive attitude towards making mistakes with many viewing mistakes as part of the making process or the best way to learn. Of note, mentors noted youth needed more assistance problem solving than they anticipated, but less support with social skills like collaboration or presentation. As for the support that mentors needed, they listed training in technical skills and finding ways to connect those back to projects and suggestions for facilitating learning with youth.
The data collected suggest that the Young Maker clubs foster an environment where youth are comfortable learning new things, making mistakes, and developing important life skills through the support of dedicated mentors. | 1,154 | 595 | {
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Edinburgh Study Trip (6-8 January) Report
In the second project week, the class went to Edinburgh for three days.
Most of us arrived in Edinburgh on Sunday afternoon. When we arrived, it was already dark, and the Victorian town of Edinburgh was very spooky. But the high, dark houses and spooky lanes also had their own charm.
Monday
Our first official activity was to drink a coffee or a tea, which we all know as a very common British activity. Then we headed out for a Sherlock Holmes tour. An original Scottish man guided us through the old town and told us interesting facts about Edinburgh's history, current events and obviously showed us a few places with connections to Sherlock Holmes.
In the afternoon, we were invited to the University of Edinburgh for some geomatics presentations. One thing that really surprised us was the huge differences in cadastral surveying. In Switzerland, you need to have a building permit to being allowed to build anything, and when the construction is completed, the cadastral survey takes place. It works differently in Great Britain. There you can just build (maybe there are restrictions, he didn't say), and then every third year, a remote sensing takes place to measure all the differences and to update the cadastral survey.
After these interesting presentations, we went for a beer with some of the speakers and the students in Edinburgh. That was a great chance to talk to some native English speakers and to become more used to talking in English ourselves.
Tuesday
On Tuesday morning, we visited the office of ESRI UK. ESRI is an international company, which develops geoinformation systems and GIS solutions all over the world. We were told what it is like to work there, which departments they have and what exactly they do. The presenters also told us about their personal backgrounds, what they enjoy and what their challenges are. It was very exciting to get an insight into the GIS working environment.
In the afternoon, we visited the National Library of Scotland, which has one of the largest map collections in the world. We were shown their web application, with which you can search for places and display all the available maps. It was interesting to see that even old maps can be displayed in 3D. The contour lines were interpreted and modelled in 3D.
Wednesday & Back Home
The last day in Edinburgh was really sunny but still very cold. We went to the Edinburgh Gin distillery and had a guided tour. The whole process of making gin is very interesting, and we were also informed about the history of gin and its ingredients. We also tried the gin that is produced there. In the afternoon, we went home to Switzerland.
The trip to Edinburgh was a nice and interesting experience. Although it was January and the weather were sometimes rainy and windy, we had fun, and we learned many new things. We could test our English skills on native speakers and learn from the scientific talks at Edinburgh University and ESRI UK. | 1,086 | 599 | {
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MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: Articles File: Rock-Collecting_utf8.txt
Rock Collecting: A Hobby that's "Hard" to Resist
Rock collecting is a fascinating hobby for kids and adults alike. While rocks are common, cheap, and found everywhere, the variety is huge. Collected rocks can be displayed in many ways, from rock gardens to neatly kept showcases, making rock collecting a versatile hobby.
When rock collecting, you will soon find out that rocks can be categorized as one of three types. A sedimentary rock formed when sediments, such as sand or
silt, were pressed together under their own weight or the weight of water, and eventually became solid. An igneous rock is one that was formed by volcanic
activity. The third type of rock for rock collecting is the metamorphic rock, which is like a sedimentary rock which has been changed through intense heat and
pressure.
Another type of rock collecting is collecting minerals, gems, and crystals.
Pure minerals are not technically the same thing as rocks, but they fit well in rock collections. Minerals include things like pyrite, also known as fool's
gold, and quartzite, which looks almost like a diamond.
For some people, rock collecting consists of saving a pretty rock from different places they visit and keeping it as a souvenir. If these rocks are large, they
can be used to outline the driveway or start a rock garden. If they are small, they can line a windowsill. Label them with a fine point marker if desired.
Include the date and location the rock was found.
The souvinir type of rock collecting does not require much scientific investigation, but identifying rocks and minerals does. The different types of
rock can sometimes be differentiated easily. For instance, sedimentary rocks often look like particles glued together. Sandstone is a common example of
this. They also sometimes have visible flat layers. Metamorphic rocks, on the other hand, sometimes have layers, but those layers have been bent so that they
are no longer laying flat across the rock.
When rock collecting, the igneous rocks make some of the most exciting finds.
Obsidian is an igneous rock that looks like a broken piece of black glass. It is shiny and hard, and was used to make arrowheads in the past by the native
Americans. Pumice is another interesting igneous rock which is porous, making it so light that it will float. This stone is used for cleaning and rubbing
calluses off people's feet.
Keep in mind when rock collecting that different regions of the world have different types of rocks. In the American Midwest, for instance, there are many
MTBN.NET PLR Library
Category: Articles File: Rock-Collecting_utf8.txt Text and Word PLR Article Packs available at PLRImporter.Com
sedimentary stones, but metamorphic and igneous rocks are less common. In the Appalacians, on the other hand, you can find metamorphic rocks such as gneiss and schist. Wherever you live, though, you are sure to find rock collecting a hobby that's hard to resist! | 1,226 | 676 | {
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Subject: PSHE Year 3, Spring Term – Living in the wider world
* Key vocabulary: United Nations, Convention on rights, rights, benefits, responsibility, material, recycle, rubbish, environment, rule, break, fair, building community, purpose, support, together, consequence, charity, support, volunteer, fundraise, donation, care, password, intended , cyberbullying, job, career, skills, interest, stereotype, job, gender, qualification, anger,feeling, happiness, feeling , surprise, money, situation, negative,budget, spend, save, expense, need,
towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others
* L5. ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices)
* L6. about the different groups that make up their community; what living in a community means
* L7. to value the different contributions that people and
there is also a responsibility e.g. the right to an education and the responsibility to learn ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices)
about the different groups that make up their community; what living in a community means the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others
other people from enjoying their rights. ( Please see planning for full lesson details)
Money and Work
* about the different ways to pay for things and the choices people have about this
* to recognise that people have different attitudes towards saving and spending money; what influences people's decisions; what makes something 'good value for money'.
* that people's spending decisions can affect others and the environment (e.g. Fair trade, buying singleuse plastics, or giving to charity)
* to recognise that people make spending decisions based on priorities, needs and wants.
* different ways to keep track of money .
* about risks associated with money (e.g.
11
* about jobs that people may have from different sectors e.g. teachers, business people, charity work
* that people can have more than one job at once or over their lifetime
* to recognise that people make spending decisions based on priorities, needs and wants
* To identify the ways that money can impact on people's feelings and emotions
* about common myths and gender stereotypes related to work
* to challenge stereotypes through examples of role models in different fields of work e.g. women in STEM
* about some of the skills needed to do a job, such as teamwork and decision-making
*
* I know there are different types of jobs available.
Kapow primary- Jobs and careers Activity Outline
Using the ideas of jobs the children have come up with, ask them to create their own sheet of jobs they might like to do and jobs they would not want to do.
If there are children who are set on one job/career already, stress that they may change their minds as they get older and that it is always a good idea to have a range of options.
If children are really stuck, this website provides ideas of jobs in certain areas: My World of Work - explore careers.
Ask the children to add reasons to their sheets for why they have chosen the jobs they might like to do and those they would not like to do e.g. what they are good at, what they are interested in and things they know they could not do.
( Please see planning for full lesson details)
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OPENING YOUR FIRST BANK ACCOUNT
Opening a new bank account is a great first step towards managing your finances. There's a lot to consider, so it's helpful to know what type of bank account you need and then how to open one.
WHY YOU NEED A BANK ACCOUNT
Bank accounts are an easy way to manage your finances, and a safe place to keep your money. Most jobs won't pay you with cash, so having a bank account allows you to get paid without any fuss. Many banks will also offer a debit card meaning you'll always have cash at your fingertips.
There are many types of bank accounts, however, the first one that you'll need to open is a…
CURRENT ACCOUNT
This is for your day-to-day spending. It's typically the account your salary gets paid into, and the account that you'll use to pay and receive money from friends, family or anyone else. You'll also use it for paying direct debits and making cash deposits.
Once you've set that up and got on top of your day-to-day money management, you may want to open a…
SAVINGS ACCOUNT
This does exactly what it says on the tin. The best thing about them is that you can earn interest, so you make money just by saving. Different banks offer different rates, so make sure you do your research before settling on one.
Some savings accounts may require a minimum balance before interest is earned. An Instant Access savings account lets you add and take out money whenever you want, however, others may have penalties for taking your money out early.
THINGS TO CONSIDER WHEN OPENING A BANK ACCOUNT
* Are there any benefits with the account (e.g. travel or phone insurance)?
* Are there any fees you need to pay?
*
Does the bank require you to have a certain credit score to open an account?
* Are there any incentives or rewards, such as low interest rates for a certain time period?
* Can you set up an overdraft? If so, compare the rates so you can choose the best one.
* Is there a branch local to you?
* If it's a savings account are there any penalties for taking your money out?
* Do you have to put a certain amount of money in the savings account to open it?
* If it's a savings account, what's the interest rate?
WHAT YOU'LL NEED TO OPEN A BANK ACCOUNT
Personal Information (name, contact details and date of birth)
Proof of Address (for instance, a recent utility bill)
Proof of Identity (a valid passport or full UK driving licence)
If you're a student opening a student account, you'll usually only need your UCAS number. This will provide all the required info to open the account.
MOBILE BANKING
Once you've set up your bank account, you'll likely get access to app-based banking. This allows you to access your account from your mobile, making it really simple to keep track of your income and outgoings. | 1,204 | 608 | {
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Year 2 Autumn & Spring 1 Design and Technology
Vehicles
Design, make and evaluate a vehicle for Bob to help him show tourists around the moon
Working towards ...each child making a vehicle using a small cardboard box, shaping and cutting features, attaching wheels and axles and decorating with tissue papers.
Links to English—Man on the Moon, Bob's space buggy
Prior Learning (skills and knowledge)
Previously, Chn have …
* Experience and awareness of different vehicles
* Using scissors to cut and shape materials
* Using glue and sellotape to join materials
They have learnt about…
* Able to give simple explanation of how wheels work
Links to other curriculum areas
* Maths—measuring and marking
* Science—materials, changing states and selecting the right materials for the job
* Art and Design—developing imaginative ideas and decorating
* Links to English—Man on the Moon, Bob's space buggy
Essential skills
This time Chn will …
* Build simplistic versions of vehicles using kits
* Understand what a vehicles is, draw and label different parts
* Build their own version of vehicle using found materials
* Design a moon buggy and label imaginative features
* Assemble and join a cardboard box
* Use shears to cut and shape materials
* Measure, mark and cut dowel to make axles
* Join paper materials using PVA glue
* Decorate in an imaginative way using different paper materials
Key content
* Investigate vehicles—Children discuss different vehicles, job and features and complete spider diagram listing everything they know about vehicles. Children label image of a car showing its features. Children draw an example vehicle and label features
* Design vehicles—Teacher model drawing design ideas and children draw and label ideas for what their own vehicles could look like, encourage imagination and outlandish ideas, paying attention to the shape of the vehicle, placement of wheels and additional features.
* Build wheels and axles—Children see examples of wheels, axles and chassis, commenting on how they work and how they fit together, children build simple ones using construction kits. Children then given a range of different materials and make their own examples of wheels, axles and chassis.
* Make vehicles—Children construct cardboard box, then draw with markers doors and windows, children also draw in any shaping they want to do. Children cut windows and door shapes with shears. Children measure and cut axles and attach wheels and axles to vehicles using axle holders.
* Decorate vehicles—Children use tissue paper and PVA glue to cover and decorate vehicles. Children can also use card, straws, other materials to add other features to their vehicles.
* Evaluation—children comment on what they have learned this unit, what skill they were very good at and why and also what they would want to do better. Children also comment on how they feel about their final outcome and discuss their thoughts with others
Key vocabulary to be taught/embedded
Linked texts
Vehicle, wheel, axle, chassis, body, window, door, windshield, lights, mirror, radiator, move, forwards, backwards, rotate, spin, line, reciprocal, axle holder, card, assemble, cut, join, shape, finish, fixed, mechanism, shears, scissors, parcel tape, masking tape, cardboard box, PVA glue, spreader, tissue paper, features, decoration
* Man on the Moon
* The Ultimate Book of Vehicles from around the world
* Wheels and Axels: Simple Machines Fun! | 1,462 | 715 | {
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Name_______________________________________________ Date__________________________
Your Life in Christ Chapter 2
Across
1 For an action to be morally good, both the moral ____ of your action (what you do) and your intention (why you do it) must be good (6)
4 A ____ question involves what you will do. Is what you will do good or bad? (4)
6 The moral virtue that inclines you to discern a good, ethical, and moral life (8)
7 Prayer is communion and is best understood as abiding, as sharing in the ____ of God (8)
8 The ____ are the course of action or how something is accomplished (5)
9 One of the cardinal virtues whereby one controls their desires for physical pleasures (10)
13 A gift of the Holy Spirit whereby "the pope and bishops in union with him can definitively proclaim a doctrine of faith or morals for the belief of the faithful" (13)
18 This sacrament is intended above all for Catholics who have fallen into grave sin since their Baptism (7)
19 The Ten Commandments are good examples of objective ____ or morality (5)
whereby one gives God and each person his or her due by right (7)
20 Human ____ helps us recognize and judge which actions correspond to the true good (6)
21 The bishops, in union with the pope, who are the living and teaching office of the Church (11)
24 A ____ question helps uncover the motive or intention for performing an action (3)
25 One of the cardinal virtues which provides one the courage to persist in living a Christian life (9)
Down
receiving Holy Communion (6)
1 The O in the STOP process stands for this word and involves soliciting advice (6)
2 The ____ of an action-answers to the questions that begin with who, when, where, and how- cannot make an action that is evil good or right (13)
3 He described prudence as "right reason in action" (7)
5 The S in the STOP process stands for this word and involves ascertaining the facts (6)
8 Catholics are obliged to confess their ____ sins at least once a year or before
10 Good intentions cannot justify ____ means (4)
11 The P in the STOP process stands for this word and involves asking God for help (4)
12 A decision-making process that attends to the implications and consequences of an action or choice (11)
14 Indicates what good (or evil) you want to happen (9)
15 The summary of the whole Gospel (3,6)
16 Both good and bad actions are ____ forming (5)
17 One of the cardinal virtues
22 Prayer is an essential step in making ____ and moral choices. (4)
23 A common aphorism: "____ an act, reap a habit; ____ a habit, reap a character; ____ a character, reap a destiny." (same word in each blank) (3) | 1,242 | 597 | {
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Gregg Eyestone
110 Courthouse Plaza
Manhattan, KS 66502-0111
A Plant for All Seasons
The Viburnum group of plants was introduced to me for the first time in my college woody ornamental class. The course consisted of a lecture and then a hiking tour across campus and into the surrounding neighborhoods looking at trees and shrubs. I distinctly remember the first Arrowwood Viburnum shown to me by McCain Auditorium. This is only one of the 20 different species of Viburnum we had to learn.
Join me on Saturday, October 8 beginning at 10 am for a presentation on Viburnums. These plants range in size from two feet to thirty feet in height. Blueville Nursery at 4539 Anderson will be hosting the presentation. Along with slides, there will be samples of the plants to look over.
Viburnums are quite diverse and have more than one interesting characteristic. Many have showy spring flowers. Some are fragrant. Leaves vary in color, texture and substance between species. Changing leaf color in the fall is common for most. A few have a very showy late summer and fall fruit.
K-State Research and Extension recently did a study on 19 different species. I will share preliminary results from this study. There are 32 different Viburnums that I have in my landscape which I will share my antidotal thoughts on them.
If you only have room for one, I suggest the one named 'Cayuga.' It has done great in my collection and the K-State study. The flowers are fragrant and showy in the spring. I have had mine since 2004 and it is six feet tall and five feet wide. Leaves are dark green during the summer and an orange-red in the fall.
Planting in the fall gives plants an extra season to get established before the stress of summer. Soil temperatures in the fall and spring build healthy roots. The viburnums we plant here are genetically cold hardy. Viburnums are considered wildlife resistant. I do put metal cages around my young ones for winter protection insurance from rabbits.
Enjoy this fall season and your landscape. Research on gardening continues to prove its worth. It improves your mood, lowers stress, and cuts the risk of stroke and heart attack.
You can find out more information on this and other horticulture topics by going to the Riley County, K-State Research and Extension website at www.riley.ksu.edu. Gregg may be contacted by calling 785-537-6350 or stopping by 110 Courthouse Plaza in Manhattan or e-mail: email@example.com.
All educational programs and materials available without discrimination on the basis of race, color, national origin, sex, or disability. | 1,042 | 564 | {
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Pollution Prevention Program
Restaurant Best Management Practices
One common waste stream from restaurants is Fats, Oils, and Grease (FOG). These are found in common foods and food ingredients such as: meat, fish, butter, cooking oil, mayonnaise, gravies, sauces and food scraps.
Spill Preparation
If FOGs are not managed properly, they can stick to the sides of your kitchen drain and sewer pipe. Over time, buildup of FOG can plug your pipes and cause a sewer backup into your business! These buildups can also have harmful affects in our public sewer system and backup sewage into our streams, lakes, and the Spokane River.
Educate your employees on the importance of controlling FOG and use the following Best Management Practices (BMPs) for other common waste streams found in the restaurant industry.
Grease Interceptor
Grease interceptors (GI) and grease traps are designed to catch FOG before they reach the sewer, reducing the risk of clogged pipes.
Grease traps are usually located under or near sinks in cooking areas, and GIs are large underground vaults found outdoors.
Used Cooking Oil
* Drain pots, pans, or anything with FOG into a container and set aside for recycling FOG materials.
* Contact a grease recycling or rendering company for their requirements on containers, contents and storage.
* Secure storage containers to prevent accidental spills, vandalism, and unauthorized use.
* NEVER pour used cooking oil or grease down the drain.
There is potential for spilling oil and grease when using it in your business. FOG spills inside and outside of your business should be cleaned up immediately. It is your responsibility to be prepared with a spill plan and kit.
Spill Plan
This written plan should include:
* Facility information
*◦Owner's name
*◦Address
*◦Phone number
* Instructions for all employees
* Detailed spill cleanup and disposal procedures
* Map showing location of all grease storage areas and storm drains
* Designated spill response employee (include name, phone number, and address for this person)
* Name and phone number of agency and contractors to contact if employees cannot manage spill
Spill Kit
Assemble a spill kit and store it where spills may occur. The kit should include:
* Absorbent materials (e.g. pads, kitty litter, booms)
* Instructions for cleaning up the spill
* Broom and dust pan
* Garbage bags
* Gloves, goggles
Hood Vents
Hood filters should be cleaned regularly. Proper care reduces the need to have duct repair
and exhaust fan cleaning by an outside company.
* Remove the filters and wipe or scrape off as much grease as possible. Dispose of grease by recycling or placing in the garbage can.
* Wash hood filters with hot water in sinks that flow to sanitary sewer. If soap is necessary, use a small amount.
* Keep records of when the hood filters are cleaned.
* Make sure the hood cleaning companies collect and properly dispose of any waste water generated.
* NEVER clean hood filters outside or in any area where waste water can flow to the gutter, storm drain, or street.
General Cleaning
Floor Mats and Greasy Equipment
* Wash floor mats, grills, and garbage cans in a mop sink so the waste water goes to a grease-retention device, such as a grease interceptor.
* NEVER clean this kind of equipment outside or in an area where waste water can flow to the gutter, storm drain, or street.
Mop Water
* After cleaning floors, dump mop water in a mop sink or drain connected to sanitary sewer.
* NEVER dump mop water outside or in an area where waste water can flow to the gutter, storm drain, or street.
Trash Bins
Dumpster areas are important to maintain because they can discharge unsafe materials into our waterways.
* Pick up litter on the ground and dispose in trash bins.
* Sweep dumpster and parking areas frequently and dispose of debris in a trash bin.
* Keeping dumpster areas clean will minimize the attraction of rodents and other pests.
* Keep dumpster lids closed at all times.
Pressure Washing
Remember: Only Rain Down the Drain!
Water entering storm drains is not filtered or treated before it reaches our streams. Pressure washing any surface removes substances and directs them into the storm drain, which is harmful to our waterways.
Parking Lot
* Pressure washing these areas will pull up any grease and oils from automobiles, which are very harmful to our streams.
* NEVER pressure wash parking lots unless the storm drain is plugged and the water is collected for treatment or redirected to an area to be filtered.
Sidewalks
* Pressure washing sidewalks is allowed if no soap is used in the process. | 1,924 | 968 | {
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Cunningham Hill Junior School - Science Knowledge Organiser – Living things and their habitats – Year 5
Plant Key Vocabulary:
What is an animal?
Key Vocabulary:
The part of the plant that holds the
filament
anther.
An animal is any living thing that can move from place to place independently
and has senses that help it to recognise and react to the world around it.
Animals are unable to make their own food and so have to feed on other
living things.
reproduction
The process of new living things being made.
nectar
Sweet liquid food inside a flower.
Bees use it to make honey.
sexual
reproduction
A male and female parent are needed to make offspring which
are similar but not identical to either parent.
dispersal
The movement, spread of transport
of seeds away from the parent plan
by wind or animal.
Significant Scientists: Naturalists
asexual
reproduction
One parent is needed to create an offspring, which is an exact
copy of the parent. This mostly occurs in plants and bacteria.
A naturalist is someone who studies the behaviour of animals and living
things to help us to learn more about how they live.
pollination
The transfer of pollen to a stigma to
allow fertilisation.
Sarah Fowler has worked in marine ecology, conservation
and management for over 25 years. In particular looking
at saving and protecting sharks amongst many other
marine creatures.
fertilise
The action of fusing the male and female sex cells in order
to develop an egg.
pollen
A fine yellow powder from the male
part of a flower (stamen).
life cycle
The journey of changes that take place throughout the life of
a living thing including birth growing up and
reproduction
sepal
Small leaves under the flower that
keep it safe while it is growing.
David Attenborough is famous for his commitment to the
natural environment and has spent years studying animals
and living things.
life span
The life span is the length of time an animal lives.
Stamen
The male part of the flower which
has the pollen at the end.
metamorphosis
A major change from one form to another in the
life cycle
of some animals when they change from young to an adult.
ovule
The part of the ovary of the seed
plants that contains the female germ
cell and after fertilisation becomes
the seed.
Different types of animal life cycles:
larva
An animal in the early stage of development
Mammals
Mammals, including humans, develop inside their mothers and
live young are born. Young are fed milk and are dependent on
their parent for some time, until they are old enough to look
after themselves.
Endangered /
Threatened
Species:
Endangered means a species is at risk of going extinct (dying
out). Threatened means that a species is likely to become
endangered in the foreseeable future,
Amphibians
Amphibians, such as frogs, are laid in eggs in the water then,
once hatched, they go through many changes until they
become an adult. Parents do not look after their young once
the eggs have been laid.
migration
Many animals migrate. The distances they travel vary hugely.
Amphibians travel the shortest distances. Insects and birds
travel great distances, but there are many incredible journeys
undertaken by many animals as part of their
life cycles
Insects
Most insects, such as butterflies, emerge from the egg in one
state and then go through metamorphosis to become an adult.
Some insects hatch from the egg and grow into adults without
much change.
chrysalis (pupa)
A moth or butterfly at the stage of growth when it is turning
into an adult and is enclosed in a hard case.
animal class
Animals are split into different groups including: mammals,
fish, birds, amphibians, reptiles and insects, depending on
their characteristics.
Birds
Birds are hatched from eggs and are looked after by their
parents until they are able to live independently.
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NASA team hacks Opportunity to treat Mars Rover's amnesia
January 1 2015, by Amina Khan, Los Angeles Times
NASA's Mars Exploration Rover Opportunity captured this southward uphill view after beginning to ascend the northwestern slope of "Solander Point" on the western rim of Endeavour Crater. Credit: NASA/JPL-Caltech
NASA's Mars rover Opportunity has been working well into its golden years - after nearly 11 years roaming the Red Planet, it has survived more than 40 times past its warranty. But now, this trusty veteran explorer is experiencing some worrisome memory loss.
The long-lived rover has been having some senior moments, according to John Callas, project manager for the Mars Exploration Rover mission (as Opportunity and its defunct twin Spirit are formally known). The episodes of amnesia stem from faulty flash memory - the kind of memory in your digital camera that allows your pictures to stay saved even after your device is turned off.
But flash memory doesn't last forever - and the seventh, final bank in the
1/3
flash memory appears to be malfunctioning.
"Flash memory has a limited lifetime," Callas said. "It only allows so many read-write cycles before it starts to wear out some of the cells. And after 11 years of operation on Mars, we now suspect we're seeing a wearout of some of those cells."
This leads to a pair of problems. Since the rover can't use the seventh memory bank, it uses its random-access memory - or RAM, the kind of memory your computer uses when it's on for temporary data storage. The problem is, as soon as the rover (or your computer) is switched off, the information stored in RAM is lost. So if the rover turns off before sending all of its at-risk data back to its handlers at the Jet Propulsion Laboratory in La Canada Flintridge, then those data are lost forever.
That's an annoying, but manageable, issue, Callas said. The second snag is that the flash memory issue also causes the rover to reboot - and when it reboots, it stops the long-term activities the team had planned for the rover and simply waits for further instructions on the ground. On weekends and over the holiday season, when people are out of the office, these unexpected hang-ups can put the team days behind schedule, Callas said.
"It's like you're taking a family trip and your car stalls, and every time your car stalls you have to call triple-A - but now it's stalling every 20 miles," Callas said. "You're not going to make much progress."
The researchers do have a clever little fix, Callas added. They plan on modifying the software so that the rover thinks it only has six banks' worth of flash memory - which should make it skip faulty bank No. 7, since that's at the very end. (They're lucky the faulty segment wasn't right in the middle of the flash memory module, Callas added - that would make a fix much more complicated.)
2/3
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"You have a piece of lettuce you want to put on your sandwich and the edge of the lettuce is a little bit brown, and you just cut it off and you put the rest in your sandwich and you go," Callas said by way of analogy. "Maybe you have a little less lettuce, but it doesn't have any brown on it."
Opportunity, which along with its twin Spirit arrived at the Red Planet in early 2004, set out to find signs of past water on Earth's dry, dusty nextdoor neighbor. It did that and more, even finding evidence of past habitable environments in its later years that complemented the findings from its descendant, NASA's 2012 rover Curiosity.
Opportunity was never meant to last this long, and it's picked up a number of scars along the way. It's been described as arthritic, with a gimpy elbow and a somewhat disabled front wheel, but that hasn't kept the robot from logging roughly 26 miles on the Red Planet.
It's unclear how long Opportunity will last, said Callas, who compared the aging rover to an elderly parent (one in good health, who still plays tennis every day).
"With each passing day we get one day closer to that end ... but until that time, we're going to keep going, keep exploring," Callas said.
©2014 Los Angeles Times Distributed by Tribune Content Agency, LLC
Citation: NASA team hacks Opportunity to treat Mars Rover's amnesia (2015, January 1) retrieved 15 June 2024 from https://phys.org/news/2015-01-nasa-team-hacks-opportunitymars.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Our Learning Journey in Year 4 – Spring 2022
In Literacy we will be learning:
- Developing spelling, punctuation and grammar skills.
International Primary Curriculum (IPC) Topic – Inventions That Changed the World.
- Exploring adventure stories set in imaginary worlds and writing our own narrative texts.
- Writing instructions.
- Learning about and writing newspaper reports.
- Writing an explanation text based on Wallace and Gromit.
- Developing our handwriting and spelling skills as part of our general literacy sessions and through weekly targeted lessons.
- Exploring a range of texts and developing our reading skills through guided reading sessions and text immersion.
Literacy homework will consolidate work completed in class
In Numeracy we will be learning:
- Furthering our multiplication and division skills by using formal written methods.
- Looking at the 12- and 11-times tables.
- How to calculate area.
- Fractions and solving problems with fractions.
- Decimals – tenths and hundredths.
- Using our place value knowledge to divide 1- and 2-digit numbers by 10 and 100.
Maths homework will consolidate work completed in class
In History we will be learning:
- Inventions that changed how we live
- How to use different sources to find out historical information
- Creating an invention timeline
- Reasons for inventions
- Advantages, disadvantages and consequences of inventions
In International we will be learning:
- How the invention of electricity has many uses and benefits
In ICT we will be learning:
- To complete a range of challenges based around the Harry Potter books.
In Design and technology, we will be learning:
- To research, design, make and evaluate a toy with a moving part.
In Music we will be learning about:
- Musical instruments from the past
In MFL we will be learning:
- All about French foods
In P.E we will be learning:
- Continuing our swimming to develop our skills further
- Developing a range of ball handling skills
- Improving our key skills in football and netball
- Improving our dance skills and techniques during indoor PE
In Religious Education we will be:
- Exploring how food is used in everyday life and within specific religions.
- Reflect on whether believers should give things up based on their knowledge of food and fasting
In Art we will be learning:
- 3D clay models
- Human form and proportion
- Exploring backgrounds
International Community Links
A focus on USA as our chosen host country.
In Science we will be learning:
- The forces of pushes and pulls
- Different types of simple machines
- Man-made materials and their properties
- What friction is and what the world would be like without it
- How we use friction and how we can increase or reduce friction
- The direction of forces
- The strength of forces and how we can measure or compare them
- Investigating gravity, air resistance and buoyancy.
In RSHE we will be learning about:
- Solving friendship difficulties
- Identity and diversity
Help at home
- Weekly Maths Homework
-
Weekly Literacy Homework
- Reading homework – read at least three times a week for 10 minutes and recording in reading record to help toward our Million Minutes goal
- Spellings from the Year 3/4 spelling list of words
- Times table practise – mental recall of multiplication and related division facts up to 12x12 | 1,494 | 689 | {
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NWEA Assessment Item Illustrating 4.NF.A.2
© 2020 NWEA (EXCEPT FOR COMMON CORE STATE STANDARDS © 2010 NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES AND COUNCIL OF CHIEF STATE SCHOOL OFFICERS). ALL RIGHTS RESERVED. USED WITH PERMISSION FROM NWEA; VISIT https://www.nwea.org/ FOR TERMS OF USE.
Number and Operations—Fractions
Domain:
4.NF.A: Extend understanding of fraction equivalence and ordering.
Calculator Availability: No
Alignment: 4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
To order fractions with different numerators and different denominators correctly, students must understand fraction part-to-whole relationships, fraction equivalence, and benchmark fractions. In this item, three-eighths and one-half were specifically chosen because three-eighths is close to one-half. If students understand equivalent fractions, they can reason that three-eighths is less than four-eighths. Five-sixths and eleven-twelfths are both close to a whole. If students understand that one-twelfth is smaller than one-sixth, they will realize that eleven-twelfths is closer to one than five-sixths is.
Coherence: Students began comparing and ordering fractions with either the same numerator or the same denominator in grade 3. 3.NF.A.3d The fraction number sense that students develop by ordering and comparing fractions will serve them in grade 5, when they will learn to add fractions with unlike denominators. 5.NF.A It also provides a basis for comparing and ordering decimals in grade 5. 5.NBT.A.1, 5.NBT.A.3
Rigor: This item attends to conceptual understanding. Reasoning about the sizes of fractions and then ordering or comparing them is a grade-level concept for grade 4.
Answer Key:
1
Learn More
Learn more with the Math Assessment Item Alignment Professional Development Modules.
All content linked to within this resource was free for use when this resource was published in August 2020. Over time, the organizations that manage that external content may move or remove it or change the permissions. If the content is no longer available, please email firstname.lastname@example.org.
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YEAR 6 PARENT PLANNER - SPRING 2024
Vital vocabulary
Quality questions
Evolution, evolve, natural selection, survival , reproduction, offspring, parents, siblings, environment, variation, fossils, ammonites, belemnites, outdoor, adventure, orienteering , teamwork, communication, trail, control, map, symbols, compass, obstacle, equipment, competition, terrain, out-of-bounds, boundary, examine, analyse, evaluate, experiment, feedback, apply, consider.
People and places
Find out about:
Charles Darwin
Georges Seurat
Matt Whitlock
Alfred Russel Wallace
Richard Owen
How do biomes impact environments around the world?
What impact does pointillism have on a person' perspective of art?
How do our physical behaviours impact the environment?
Reliable reading
The Origin of Species—Charles Darwin
Jane Goodall—A life with Chimps
Poems from a Green and Blue Planet
Great Plant Hunt
Marvellous memories
Create a home made terrarium to represent the biomes.
Use different maps to navigate around your local area focussing on the different topography.
Create a gymnastics routine focussing on developing flexibility, strength, technique, control and balance.
Rewarding research
What Makes A Biome? | National Geographic Society
Georges Seurat (1859 - 1891) | National Gallery, London
Theory of Evolution | National Geographic Society
YEAR 6 PARENT PLANNER - SPRING 2024
As Geographers and historians this term...
As Mathematicians this term, we will:
We will explore the different biomes around the world and how these effect the environment. We will look at how physical changes and human behaviour, including climate change, is impacting the world around us. We will be using a range of maps to locate a variety of environments around the world.
In history, we will learn about the English Civil War. We will explore the differences between monarchy and parliament; the causes of the civil war; the significance of the Batlle of Worcester; and the impact on the development of the monarchy.
In P.E. this term...
As Artists this term...
Gymnastics—Develop flexibility, strength, technique, control and balance.
Outdoor adventure activities— team building and communication skills through challenges.
As Scientists this term...
Children will be able to identify how living things have adapted over time to meet the needs of their environment.
Children will research significant Scientists including Charles Darwin and his theories.
We will be creating an artist profile on Georges Seurat. We will be identifying a starting point and how to develop a painting through layering. We will be creating a landscape painting in the style of Pointillism.
Find fractions and percentages of shape and number
Understand and use equivalency between fractions, decimals and percentages.
Answer a range of problems that use percentages and fractions including pie charts.
As Writers this term, we will:
To write a narrative to entertain other children, using Narnia as a stimulus.
Use a range of punctuation types and parenthesis.
Use a range of multiclause sentences including subordinate, and relative clauses.
As Readers this term, we will:
Read a wide variety of text types including fiction and information texts and poems.
We will be developing our use of the 'expert tips' and answer a range of retrieval and inference questions. | 1,553 | 685 | {
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Keeping your child safe online
The internet can be an exciting and wonderful place for children and the whole family. It is a great tool for learning, socialising, and entertainment. However, just like in the real world the internet involves risks and challenges.
In an online environment, children may be exposed to content that is sexually explicit, violent, prohibited or even illegal. They may also experience cyber bullying, be at risk from contact by strangers and unknowingly or deliberately share personal information.
You can keep your child safe online by monitoring, protecting and teaching them. 1. Monitor your child online
- Talk with your children about the internet and answer any questions or concerns.
- Keep computers in family areas and avoid online activity in the study or bedroom.
- With your children, set up rules about internet use, such as limiting screen time.
- Check the websites your child has been visiting by using the history tab.
2. Protect your child online
- Use a family-friendly internet service provider (ISP) that offers families information and tools that help make the internet safer.
- Tell your child not to share personal information online
- Ask your child to let you know if someone they don't know contacts them online. Block this person from your child's account.
- Always select the strictest privacy settings and turn off location sharing on apps, websites and accounts.
3. Teach safe and responsible online behaviour
- When talking to your children about the internet focus on the positive aspects and show them sites that are fun, interesting or educational.
- Explain that some areas of the internet are for adults and not for children to see.
- Talk to your child about the way you should behave online. Your child shouldn't say, do or share something online if they wouldn't do it when faceto-face with someone.
As a parent or carer, you can play an important role in helping your child to have safe and positive experiences online.
For more information, the Raising Children Network website has current articles about cyberbullying, technology and entertainment, especially for teens and preteens, go to www.raisingchildren.net.au
Quick Tip
Screen time activities, such as watching TV, playing computer games, or browsing the internet, usually involve sitting or lying down for long periods which can harm our health. Try to move more and sit less by limiting screen time for entertainment to less than two hours a day.
Recipe Link
Pumpkin, Spinach and Cheese Cannelloni:
https://livelighter.com.au/Recipe/277/pumpkin--spinach-and-cheese-cannell oni | 1,032 | 524 | {
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Matisse Class Newsletter
Term 5 and 6
Welcome back! I hope you all had a lovely Easter holiday and a well-deserved rest. I am sure you are now ready to start the new term.
Staff will be the same with Matisse Class this term. Mrs Kennard will be our full-time teaching assistant, Mrs Witherden will be teaching Music every Tuesday, Mrs Coleman will be teaching literacy on a Tuesday and Mr Sapp will be taking one PE session a week. PE will still be on a Thursday and Friday.
Our topic this term will be 'Our Local Area'. This will incorporate many areas of the curriculum, here is a brief outline of this terms learning:
o Literacy. Our literacy lessons will be using the power of reading books. We will be studying the text in a particular sequence so I ask that this text is not purchased to be read at home, ensuring all pupils are at the same stage in the story that is relevant to their learning. Our first book is 'Krindlekrax' by Philip Ridley. Our main focus with this book will be developing imaginative writing and descriptions.
o Numeracy. We will begin this term by revisiting our place value, continuing improving our times tables and move on to looking at some new ways of multiplying and dividing numbers.
o Science. We will be spending both term 5 and 6 looking at plants. This will include looking at the life cycle of a plant, investigating the functions of the parts of a plant and having a go at growing plants of our own!
o History. This term we will be looking at the history of Newington including the train station, the history of the school and looking at what the village was like during the war.
o Geography. We will be using maps to look at where Newington is in the country, looking at farming in the village and comparing Newington to other places.
o Art. Our focus this term will be on sketching techniques and watercolour painting.
o DT. We will be sewing this term in DT. The children will be sewing a replica of an important village landmark.
o RE. We will be starting this term by looking at Islam, then moving on to Christianity. Our focus in Christianity will be Pentecost.
o PE. Please make sure that the correct PE kit is in school ready for lessons on a Thursday and Friday. Long hair must be tied back and jewellery should not be worn.
Home learning will be given in the form of a piece of numeracy and a piece of maths every week. This will be set on Friday to be completed by the following Wednesday. If homework is not completed, or is not of the expected standard, then children will be expected to attend homework club on Friday lunchtime. We encourage children to take pride in their work, including looking after their books and equipment. Please encourage your child to show the same care with their homework.
Please listen to your child read at home as often as possible. Children should be reading Accelerated Reader books at home as well as at school. This will help to improve their reading but also help them to meet their target on Accelerated Reader.
Upcoming dates:
```
Term 5 1 st May- Bank Holiday 26 th May- Pentecost Church Service - 2pm 26 th May- End of term. Term 6 5 th June- Inset day, no children to attend 6 th June- start of term 14 th June- Sports afternoon 21 st June- reserve Sports afternoon 4 th -5 th July- Production performance (more details re tickets will follow) 6 th July- Inset day, no children to attend 19 th July – KS2 Trip to Kent Life Heritage Farm Park 21 st July- Leavers service 2pm 21 st July- End of term. If you have any questions or queries please do not hesitate to contact us. Miss Shufflebotham
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Our Education system
With the growing world, the countries are in a race for getting the first position or stage for becoming the most Economical Country. But, for the economic development, our country's children and youth need to be educated. And for educating the youth and children we need to have a proper education system.
There is a vast difference between the old education system and the new or modern education system. In the olden education system, students didn't get the facilities which we get in this era. In the olden times the students sat down and didn't have any technological facilities like Plasma, Sound system or any Smart Class Apps. Nowadays it's all available plus, a thing that is most good is we get benches to sit. In the olden times the people had to go everywhere and give everyone messages about a holiday in school or any other issue or matter but, nowadays just a single click is required and we get the messages from the schools. In the olden days if the student had any difficulty, he or she needed to go to the teacher's house to find a solution but, now in the modern era we can just download educational apps so we can get free Videos and Tutorials to study, we can also give online exams if we aren't able to reach the Exam Hall. Administration is also changed in today's education system. First, the administration was handled by people whether it is account, records or anything else but, nowadays we just need to save a folder in a computer and after a small click everything gets shown on your computer screen and you can easily print it. To count money, there are Machines available. Even if the children and teacher or teacher and head authority wants to contact each other, Emails are provided and a central or a common email is given for the whole staff. If a child or the child's parents have any problem they just need to message the teacher. Nowadays there are video calls available by which meetings can be done easily, instead of gathering at a specific place like old times. You can just have a Conference Call and have a meeting. If a child lives away from his or her parents, marks are messaged to his or her parents.
Technologically also the Education System has got improved as, first there were no CCTV's to catch a thief but nowadays every single movement of a person is captured in a school's CCTV Footage. Even in the buses CCTV's are available. There are proper accessories given from the schools to the students to maintain a standard and it's very different from the olden times where students used to wear anything and come to school. Libraries, Music and Dance Rooms are provided to students with Classrooms which have all standard facilities and central A.C. Assembly Halls are also centrally A.C so the students don't need to stand outside in an open area. Proper Sanitation and Proper Food is provided with Filtered Water. The proper sanitation keeps students Healthy and healthy students get educated to be Wealthy. The wealthy students are a big part of a Country's Economy. At last: Education, Economy, Infrastructure, Future, Technology and Sanitation all are connected to the Education System. If the Education System of a country is good then it's Future will also be good.
By: DEVANGI .D.TRIVEDI | 1,229 | 663 | {
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Pajama Time: Bedtime Stories
Storytime Program for Ages 2–3
Opening Song
It's Time for Storytime
2.04
(sung to the tune of "The Farmer in the Dell")
It's time for storytime, (Clap hands to beat)
It's time for storytime,
Heigh-ho, the derry-o,
It's time for storytime.
We listen to some stories, (Two fingers point to ears)
We listen to some stories,
Heigh-ho, the derry-o,
We listen to some stories.
We sing some songs and rhymes, (Two fingers point to mouth)
We sing some songs and rhymes,
Heigh-ho, the derry-o,
We sing some songs and rhymes.
And now we'll have some fun, (Pat knees or legs)
And now we'll have some fun,
Heigh-ho, the derry-o,
And now we'll have some fun!
Early Literacy Tip: Reading books is an important bedtime ritual, because it's a calm period at the end of the day and a nice bonding experience for you and your child. But bedtime shouldn't be the only time to share books. Read with your child throughout the day, whenever you find a few minutes.
Opening Book
Llama Llama Red Pajama, by Anna Dewdney
Share this book or another title about getting ready for bed.
Pajama Time: Bedtime Stories
Early Literacy Tip: Sharing bedtime rhymes at night, such as "Wee Willie Winkie" and "Wynken, Blynken, and Nod" exposes children to vocabulary words they would not normally hear in everyday language.
Rhyme
Wee Willie Winkie
Wee Willie Winkie runs through the town,(Move arms as if running)
Upstairs and downstairs in his nightgown,(Move arms up, move arms down)
Tapping at the window and crying through the lock, (Pretend to tap on window; cup hands to mouth as if shouting)
Are all the children in their beds? It's past eight o'clock! (Hold bent arms out, palms up)
Song
Are You Sleeping? 1.03
Are you sleeping, (Fold hands under head as if sleeping)
Are you sleeping,
Brother John, Brother John?
Morning bells are ringing, (Pretend to pull bell cord back and forth)
Morning bells are ringing.
Ding! Dong! Ding!
Ding! Dong! Ding!
(Repeat)
Participation Book
Dinosaur vs. Bedtime, by Bob Shea OR How Do Dinosaurs Say Good Night? by Jane Yolen
Children can "roar" along with the dinosaur in the first book, or they can answer the questions posed in the second book.
Rhyme
After My Bath
After my bath I try, try, try To rub with a towel till I'm dry, dry, dry. Hands to dry, and fingers and toes, And two wet legs and a shiny nose. Just think how much less time it'd take If I were a dog and could shake, shake, shake! (Pretend to dry with a towel all body parts, then shake body at end)
Pajama Time: Bedtime Stories
Early Literacy Tip: The next song is a great one to act out at home with your child and her stuffed animals. Have her join in for the refrain, which is a great way to develop her narrative skills.
Song
Five in the Bed 1.23
There were five in the bed, and the little one said,
"Roll over! Roll over!"
So they all rolled over, and one fell out!
Additional Verses
There were four in the bed …
There were three in the bed …
There were two in the bed …
There was one in bed, and the little one said,
(Rest head on hands)
"Good night!"
Visual Props Book
Time for Bed, by Mem Fox or The Napping House, by Audrey Wood
Share one of these books using a flannel or magnetic board. Patterns can be found at: http://daycareresource.com/flannelstories37642.html.
Rhyme
Star Light, Star Bright
(Give each child a "star wand"—a yellow or white star cut from construction paper or card stock and mounted on a craft stick or plastic straw. Have children wave their wands during the rhyme. They can also use the wands in the next song and take them home.)
The first star I see tonight;
Star light, star bright,
I wish I may, I wish I might,
Have the wish I wish tonight.
Pajama Time: Bedtime Stories
Song
Twinkle, Twinkle, Little Star 2.26
Twinkle, twinkle, little star, (Open and close hands)
How I wonder what you are,
Up above the world so high, (Move hands slowly overhead)
Like a diamond in the sky,
Twinkle, twinkle, little star, (Move hands back down)
How I wonder what you are.
Closing Rhyme
Wave Goodbye
Wave high. Wave low. (Suit motions to words)
I think it's time, we gotta go.
Wave your elbows. Wave your toes.
Wave your tongue and wave your nose.
Wave your knees. Wave your lips.
Blow a kiss, with fingertips.
Wave your ears. Wave your hair.
Wave your belly and derriere.
Wave your chin. Wave your eye.
Wave your hand and say "goodbye."
©Rob Reid, from Wave Goodbye, Lee & Low, 2008. Used with permission.
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Chapter 1: Functional Organization of the Human Body and Control of the "Internal Environment" Cells as the Living Units of the Body
3. The most abundant substance in the human body and the approximate percentage of that substance in the body is which of the following?
a. Protein, 30%
b. Protein, 60%
c. Water, 30%
d. Water, 60%
e. Carbohydrate, 30%
f. Carbohydrate, 60%
ANS: D
4. Which of the following substances has the highest extracellular fluid to intracellular fluid concentration ratio for most mammalian cells?
a. Sodium ions
b. Potassium ions
c. Carbon dioxide
d. Glucose
e. Protein
ANS: A
8. ______ feedback is often referred to as a vicious cycle because it leads to _______ instability and sometimes death.
a. Positive, progressive
b. Positive, diminished
c. Negative, progressive
d. Negative, diminished
e. Adaptive, progressive
ANS: A
9. Which one of the following is an example of positive feedback in the body?
a. Clotting of blood
b. Return of blood pressure toward normal after a hemorrhage
c. Increased respiration rate caused by accumulation of carbon dioxide in the blood
d. Decreased sympathetic nervous system activity that occurs in response to increased blood pressure
Chapter 4: Transport of Substances Through the Cell Membrane
1. The diagram illustrates possible changes in red blood cell volume resulting from a change in extracellular fluid composition for a cell equilibrated in a 150 mmol/L solution of sodium
A
B
C
D
E
chloride (NaCl) at time 0. Which curve best illustrates the volume change caused by immersion of the cell in an aqueous solution of 300 mOsm/L calcium chloride (CaCl2)?
Answer: C ( because it's isotonic )
A
2. The diagram illustrates possible changes in red blood cell volume resulting from a change in extracellular fluid compo-
Initial
Volume
D
sition for a cell equilibrated in a 150 mmol/L solution of sodium chloride (NaCl) at time 0. Which curve best illustrates the volume change caused by immersion of the cell in an aqueous solution of 200 mOsm/L NaCl and 200 mOsm/L glycerol?
Answer: B
3. An artificial membrane is created that consists of a lipid bilayer. No protein molecules are present in this artificial membrane. The lipid composition of the membrane is essentially the same as that of a normal, biological membrane. Which of the following substances permeates the membrane more readily than water molecules?
A. Glucose
B. Glycerol
C. Oxygen
Initial
Volume
D. Sodium
E. Urea
Answer: C
4. A cell is equilibrated in an aqueous solution of 300 mOsm/L sodium chloride. Which of the following best describes what will happen to cell volume when the cell is placed in an aqueous solution of 300 mOsm glycerol?
A. Decrease
B. Decrease and then increase
C. Increase
D. Increase and then decrease
E. No change
Answer: C
5. The concentration of calcium ions inside ventricular muscle cells averages 10 -4 mmol/L at rest (i.e., between contractions). The calcium concentration in the transverse tubules (T tubules) averages 2.5 mmol/L at rest. A protein transporter on the membrane of the T tubule exchanges sodium for calcium. The transporter uses the transmembrane sodium gradient to fuel the exchange. Which of the following transport mechanisms best describes this type of transporter?
A. Facilitated diffusion
B. Primary active transport
C. Secondary active co-transport
D. Secondary active counter-transport
E. Simple diffusion
Answer: D
6. The diagram illustrates possible changes in red blood cell volume resulting from a change in extracellular fluid composition for a cell equilibrated in150 mmol/L NaCl at time 0. Which curve
A
B
C
D
best illustrates the volume caused by immersion of the cell in an aqueous solution of 150 mmol/L CaCl2?
Answer: E
7. Secondary active transport typically moves which of the following substances against a concentration gradient?
Answer: D
8. Which of the following transport mechanisms can move sodium ions across a cell membrane?
Answer: E | 1,945 | 938 | {
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MAFES Dawg Tracks
November 13, 2017
Ground Fault Interrupters
[x] The National Electrical code states that a "ground fault" is a conducting connection (whether intentional or accidental) between any electrical conductor and any conducting material that is grounded or that may become grounded. Electricity always wants to find a path to the ground. In a ground fault, electricity has found its path to the ground, but it is a path the electricity was never intended to be on, such as through a person's body.
What is a Ground Fault Circuit Interrupter?
A ground fault circuit interrupter (GFCI) can help prevent electrocution to a person a lot quicker than a regular fused circuit. A GFCI outlet constantly monitors electricity flowing in a circuit, to sense loss of current. If a person's body starts to receive a shock, the GFCI senses this and cuts the power before he or she can get injured.
GFCIs are generally installed where appliances or tools may accidently come in contact with water, damp conditions, or within 6 feet of a sink. In work atmospheres, they are usually found around sinks or outdoor work areas. In the home, you find them in kitchens, baths, and laundry rooms.
How Does a GFCI Work?
The "GFCI" will sense the difference in the amount of electricity flowing into the circuit to that flowing out, even in small amounts of current as small as 4 or 5 milliamps. The GFCI reacts quickly (less than 1/10 of a second) to trip or shut off the circuit.
Types of GFCIs -
* The most often used is the "receptacle-type" GFCI, similar to a wall receptacle, which is the one most people are familiar with.
* Circuit breaker GFCIs are often used as replacements for standard circuit breakers and provide GFCI protection to all receptacles on that individual circuit.
- Temporary or portable GFCIs are frequently used in construction and outdoor settings with electric tools, mowers, trimmers and other tools. Theses should not be used as a permanent alternative to a regular GFCI.
How and When Do You Test a GFCI?
GFCIs are electronic devices that can be damaged or wear out. Most GFCIs should be tested monthly to ensure that they are in good working condition. On a receptacle GFCI, pushing the TEST button should cause the RESET button to pop up. (Remember to push the RESET button to re-establish power and protection). For the circuit breaker type of GFCI, pushing the TEST button should cause the handle to move to the tripped position. (Remember to reset the handle to re-establish power and protection).
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Mickey Mouse Monday
What is Nutrition?
- taking in food and using it for energy.
Six Essential Nutrients
So what is a Nutrient?
Substances in food that your body needs for:
*growth, have energy, and to stay healthy.
Eat a variety of foods, since one food does not have all the nutrients.
2.Proteins
3.Fats
4.Vitamins
5.Minerals
6.Water
Carbohydrates
Carbs - main source of energy.
1. Simple
2. Complex
Crash & Burn Effect -comes from sugars like candy, soda, doughnuts.
Two types
Long term energy-comes from pasta, bread, vegetables like peas &
potatoes.
Carbohydrates Continued
Fiber
* comes from plant sources only such as:
* fruits, veggies and whole grains.
* Cannot be digested but helps in digestion by helping to eliminate waste products from the body.
Proteins
Proteins– builds and repairs body's cells.
*Protein sources: Beans, Soy, Lentils, Beef, Pork, Fish, Eggs, Cheese, Poultry, Seafood
Fats
Fats – cushions body organs.
* Types of fat include:
BAD - saturated, unsaturated, trans-fat, cholesterol GOOD - omega
Vitamins
Vitamins - regulate body processes (fight infection, uses energy, stores nutrients.
Vitamins- water or fat-soluble (dissolve)
* Examples include vitamin A, B, C, D, E & K
* Most come from fruits, veggies, & dairy.
Minerals
Minerals - form healthy bones/ teeth, keep heart working properly.
* Examples:
Minerals - calcium, iron, phosphorus, potassium, sodium
Water
Water – helps with body temp, digestion, hydration
*Need approximately 64 oz. daily.
* Sources: fruits, veggies, soups, juices, & milk.
Eat this and not that!
- Number your paper from 1- 9.
- Choose the BETTER option based on fat / calories.
- Or are they about the SAME?
EXAMPLE:
*Cup of peanut butter
*Cup of butter
-Oreo Blizzard
Put an "x" if your guess was wrong.
-Oreo McFlurry Don't worry, it's participation points for trying.
-10 Wendy's Chicken Nuggets
-10 piece McDonald's chicken nuggets
-Charms Blow Pop
-4 pieces of Starburst
-Burger King Whopper
-Mc Donald's Big Mac
-Kit Kat
-Reese's Peanut Butter Cup
-Wendy's Frosty
-McDonald's Shake
-Dr. Pepper
-Coke
-Bowl of Fruit Loops
-Bowl of Apple Jacks
-String Cheese
-Slim Jim
Fiber Saturated, unsaturated, cholesterol, trans A, D, E and K Calcium, iron, phosphorus, magnesium Removes waste, regulates temp, helps digestion Amino acid Keeps skin healthy Water-solubl e Keeps blood healthy Can't live a week without it How did you do?
Write these characteristics below in the correct nutrient categories. 3 for each. •Score correct out of 9?
Carbohydrates Vitamins Proteins | 1,375 | 671 | {
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Simulation
Description
Example 1
Example 2
How Active?
How Related to Real Life?
What Learning Outcomes?
Simulation provides experiences for students without the constraints of a reallife situation. With a simulation students can think through the scenarios and seek solutions to a hypothetical problem in order to experience what it moght be like in the actual situation.
PatientSim System (for Health Sciences)
A patient simulator is a fully computer-programmed robot, functioning as a real patient who reacts automatically to every single change (particularly the medicines injected into its body). This is widely used in health sciences education for students and trainees to carry out medical experiments (e.g., trying new drugs or therapy) which are not possible to do on real patients.
Merger Plan (for Business)
The Merger Plan Simulation is a computerised business simulation in which players are exposed to a number of issues addressing the challenges and trade-offs typically found in post-acquisition integration planning contexts and other major change management situations, including the consensus building process with a plurality of internal and external stakeholders. It can be run with 6 to 60 players. All data are processed in real time mode so that the information is ever changing, depending upon the actions taken by the players.
(source: http://www.insead.edu/facultyresearch/teaching_tools/merger_plan_simulation.htm)
Simulation is a powerful way to engage students in practical tasks as they are highly motivated to try different alternatives to solve problems. Students take action mainly in accordance with the reactions of the objects and environmental factors in the simulation. For instance, students can try different drugs on the patient simulator to lower the blood pressure caused by unknown reasons. In Example 2, players need to identify the determinants of each stakeholder's opinion of the merger scheme, and use the available actions to find a trade-off between the maximisation of theoretical value generation and of stakeholder support.
A simulation game mimics a complex real-life situation, where students hypothesise and modify their actions through trial and error. But still it is a simulation that does not entirely represent the complexity of the reality. The situation can be high-risk as in Example 1 or low-risk as in Example 2.
Simulation provides a development scenario where students interact with different factors in the simulation package and/ or other players. They engage themselves in specific tasks, make assumptions and evaluate alternative methods upon the direct instant feedback as a result of the actions taken in the process. These repeated steps of decision making and interaction with the factors in the simulated environment helps them construct deep thinking and knowledge so that they know how to solve real-world problems. | 1,213 | 532 | {
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The All-Win Principle and the Global Commons
The All-Win Principle
Since each of us and nature are parts of one integrated whole, the well-being of all people and all of nature are essential to us all.
People across the world are increasingly realizing that each of us is interconnected with every other person through the air we breathe and the systems of waters, soils, and life in all its forms. Together we form one organism. We are cells both in the body of humanity and Mother Earth.
The more we can empower one another to flourish in our own chosen ways without harming others, the more we will create an all-win universe.
We are also interconnected in many other ways including through inter-subjectivity, shared experiences, the Internet, the news media, other tele-communications services, and our systems of roads, air and waterways.
These services and systems are in part regulated by standards set out by the United Nations and its approximately 30 Specialized Agencies. This UN System connects all governments of the world and thousands of Civil Society Organizations (CSOs). We believe the power of the United Nations depends heavily on its ability to build consensus and implement the all-win principle by promoting the interests of each of its Members.
When any part of this global unity is harmed it affects all other parts and weakens the whole. For this reason the well-being of everyone and everything is important to each person.
The All-Win Principle and the Global Commons
Each of us depends on the fruits of nature and society to survive and prosper. It is therefore in the interest of everyone and of the various organizations – including, of course, commercial enterprises and governments at all levels – that we safeguard the well-being of this global commons.
The fruits of nature and society can therefore be seen as commons goods. Each person and each community (whether geographic, professional or community of interest) is responsible to care for these common goods and thereby has the position of commoner.
In addition, the system of communication between them while caring for these commons goods can be referred to as commoning. Most importantly, it is in the interest of these communities that such communication be open, transparent, participatory and inclusive.
Some analysts have divided commons goods into two categories: depletable commons goods – minerals, natural systems, biodiversity – and commons goods whose value increases with use – for example, culture and information. Energy can be included in both categories.
The All-Win Principle therefore lies at the very heart of the global commons.
The Challenge
In recent times, we have largely seen ourselves as separate both from one another and the natural world. There has been an intense effort to maintain our individual well-being in competition with others as well as to control nature.
Our challenge is to:
o Transcend both the win/lose consciousness we use to gain power over others in a hierarchical society and the win/win consciousness where people win by working together but nature is left out of the equation.
o Adopt an all-win approach to life where the well-being of people and nature are seen as being in the best interests of both.
The all-win approach is fundamental to recognizing the central role of the global commons to the well-being of everyone and the recognition of our responsibility to find ways to meet the unique needs of nature and each of our fellow human beings.
The All-Win Strategy in regard to Governments and the United Nations
The strategy consists of three steps:
Step One. To arouse interest both in the all-win principle and the global commons by showing their usefulness in bringing about sustainable development; their indispensability to human survival itself; and how these approaches relate specifically to the topics under discussion at the United Nations. (The specific points we make are outlined in other briefs.)
Step Two To build partnerships with CSOs who are dedicated to an all-win approach, including those that are brought together at the United Nations under the heading "Major Groups." Even though some of these CSOs are unfamiliar with the concept of the commons they tend to be in agreement with its elements through their dedication to the all-win principle.
Steps 1 and 2 must take place concurrently. Here the emphasis must be to build support.
Step Three Once a critical mass of both Governments and CSOs support the indispensability of both an all-win and global-commons approach to resolving the diverse global crises which are threatening our survival – and once a critical mass of CSOs are working closely together – then we can begin to take specific actions to ensure respect for the commons and implement the all-win principle.
Your help is needed to forge this movement.
Please contact Lisinka Ulatowska at: email@example.com For more information: www.globalcommonstrust.org; www.worldcitizensaction.com | 1,973 | 955 | {
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Plastic Packaging Stewardship Fixing Recycling and Reducing Plastic Pollution (HB1204/SBxx)
Making domestic recycling systems efficient and effective for plastic packaging
Increased use of plastic packaging by manufacturers is causing a myriad of problems
Plastics are a pollution problem in our rivers, lakes, Sound and ocean where they are ingested by birds, fish and marine mammals.
Plastics are causing serious problems for recycling programs, contaminating materials sent to markets oversees as well as clogging recycling machinery here at home. Our entire recycling system is currently at risk due to this contamination. Plastics are a major contamination problem for our commercial compost.
Manufacturers are rapidly expanding the use of plastic packaging because it is lighter and cheaper. Costs associated with plastic packaging are then shifted to ratepayers and the environment.
What this bill does: Establishes a Plastic Packaging Stewardship program, based on models that work in British Columbia and Europe
Includes powerful new incentives and requirements that will address many of the problems above:
* Shifts all costs associated with managing plastic packaging off the backs of ratepayers and on to the manufacturers where they belong.
* Creates incentives for waste reduction (less use of unnecessary plastic packaging) through fees and other mechanisms.
* Enhances recycling of plastic packaging through a range of mechanisms including incentivizing recyclable packaging, better sorting of materials (eliminating contamination and producing more marketable materials), funding for reprocessing and marketing of plastics, and public education.
Creates new jobs here in Washington as we build domestic markets for plastics and invest in recycling and processing facilities here at home.
Program based on successful models in British Columbia and Europe. Recycle BC has reported a 75% recovery rate for packaging in 2017.
This bill results in the recycling system working. It will clean up the system and create new jobs.
Existing jobs stay put and new jobs created
* Local haulers and recycling companies would continue their current operations and would receive financial support to handle the plastic items.
* New local jobs in Washington would be created because the program would be incentivized to upgrade equipment and build new facilities here to process and re-manufacture plastics here, rather than sending contaminated bales to foreign countries for processing.
Incentivizes the use of recyclable packaging and plastic packaging design innovations that are good for the environment through reduced costs to those manufacturers who innovate.
Plastic Packaging Stewardship Legislation Overview
Requirement that manufacturers of plastic packaging sold for use in WA:
Form a nonprofit Plastic Packaging Stewardship Organization
The Stewardship Organization must develop a Plastic Packaging Stewardship Plan
Plan is approved by Ecology
based on requirements in the bill that are designed to reduce unnecessary plastic packaging and ensure high recycling rates and environmental protections.
Stewardship Plans will have the following address the following elements:
* Widespread, convenient, and equitable access to collection opportunities of plastic packaging
* Reprocessing and marketing of plastics
* Sorting of plastics to ensure higher marketability
* Prevention and collection of plastic litter
* Public education and outreach
Producers of plastic packaging will pay charges accessed by stewardship organization to fund the stewardship plan
Charges pay for implementation of program/plan.
Charge structure rewards manufacturers who:
* Use less plastic
* Use plastic packaging that is more easily recyclable
Recycled content standards for certain plastic products:
To increase the value of recycled plastic resin (and thus recyclables), the bill contains recycled content standards for certain types of plastic packaging:
* Film bags, shipping envelops and shipping air bags.
* Plastic collection bins
* Rigid plastic packaging containers (i.e., bottles and cartons)
* includes post-consumer recycled content credit trade mechanism | 1,825 | 744 | {
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Winter Life Survey
Part A - Winter Attitudes and Behavior
1A. Complete the sentence: Winter in... is______________________________________________
2A. Complete the sentence: Winter in ... would be better if ______________________________
3A. How would you describe your overall attitude towards winter?
Part B - Built Environment
1B. How would you rate the safety and accessibility of sidewalks in the winter?
Y Winter walking
Y Skating at an outdoor rink or lake
Y Sledding
Y Cross-country skiing
Y Snowmobiling
Y Downhill skiing/ snowboarding
Y Snowshoeing
Y Snow biking
Y Winter running
Y Hut trip
Y Attending a winter outdoor festival or event
Y Playing in the snow
Y Ice fishing
Y Ice climbing
Y Dog sledding/joring
Y Other: ___________ ___________________ ___________________
Very Poor
Poor
Neutral
Good
Very Good
Very Negative
Negative
Neutral
Positive
Very Positive
4A. How much time do you spend outdoors during the winter compared to the rest of the year?
More Same Less
5A. Do you experience feelings of isolation or a lack of contact with friends and family in winter?
Yes Somewhat No
6A. What, if anything, makes it challenging for you to get outdoors and be active in the winter?
7A. What outdoor activities have you taken part in over the last 12 months in Eau Claire?
2B. Are there any areas or sidewalks that are especially challenging?
3B. How would you rate the maintenance and accessibility of parks in the winter?
4B. Walking, biking, and taking public transit in winter would be easier if there was more: : (Select two)
5B. Visiting parks in winter would be better if there was/were more: (Select two)
Part C – Demographics
1C. Which of the following gender identities most closely represents you?
2C. Which category below best describes your age?
3C. Do you identify as? (Check all that apply)
4C. What neighborhood do you live in? Please specify_________________________________________
Y Clearing of sidewalks
Y Clearing of bike lanes/tracks
Y Lighting
Y Weather protection (i.e awnings)
Y Trees and Lanscaping
Y Bus shelters
Y Activities/events
Y Places to warm up
Y Places to play and/or exercise
Y Lighting
Y Art installations
Y Seating/benches
YOther, please specify ____________________
Y Female
Y Male
Y Transgender
Y Non-conforming
Y Not listed, please specify _________________
Y Prefer not to answer
Y Child
Y Teen
Y Young adult
Y Adult
Y Senior
Y White
Y Black or African-American
Y Latin American Descent/Latinx
Y Asian
Y Indigenous, American Indian, or Alaska Native
Y Native Hawaiian or other Pacific Islander
Y From multiple races Y Other race, please specify:
________________________
Y Prefer not to answer
Very Poor
Poor
Neutral
Good
Very Good | 1,622 | 636 | {
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Aims:
* To develop an understanding of the Age Related Expectations for English.
* To develop an understanding about how we teach English at school.
* To help you to support your child at home.
Phonics
What are phonics?
* The way that we break down all combinations of letters (graphemes) into the 44 phonemes (sounds) which make up our alphabet code.
* There are always exceptions in our English language.
What programme do we use?
Letters and Sounds (Phases 3 – 6 in Yr 1,2)
* Rec s a t p i n
* Y1 ch th sh oo ow oi
* ay ai oi oy
* a_e e_e o_e ow
* Y2 - consolidation
Resources for you to use at home…
http://www.oxfordowl.co.uk/welcome/for-home/readingowl/expert-help
http://www.oxfordowl.co.uk/for-home/reading-site/experthelp/phonics-made-easy
Mr Thorne does phonics http://www.mrthornenetwork.com/
Your turn…
How would we firstly read (blend) these words and then segment these words to spell?
birth melt
st ew
th underi
ng
spr ou
t
float
Phonics How can I help my child?
* Practise with your child once you have got it!
* Sounds are sent home…
* Watch how we use our flashcards…two letters making one sound.
High Frequency Words
* Learn by sight along side phonics
Using your child's reading log
Reading at Home
* Expose them to stories
* Read above their level
* What about audio books?
* Spelling
* Handwriting
* Punctuation
* Sentence structure
Writing
Spelling
* c – a – t using phonic knowledge (Oxford Owl resource)
* HFW the / and / to / said / was / you / they / can / can't want
* Activity – write a silly sentence using these words
1. shut cat said they the
2. shook can't the want rat
Phonics/Spelling How can I help my child?
* Play games so that your recognises all 26 letters of the alphabet by sound.
* When reading, ensure your child can hear the individual sounds (phonemes) in simple words … we call this segmenting to spell words (blending when we pull the sounds together to read).
E. g. hat = h-a-t ; shut = sh-u-t
* Support your child as they complete their spelling homework.
Handwriting
* Be familiar with the way that we write letters cursively in school.
* Encourage correctly formed letters when children are writing at home – spelling homework in pencil.
* Encourage spaces between words.
Punctuation
Games
Play game… who am I?
I am very tall. I am taller than a mountain… In some stories I fall down a beanstalk…
I love my old grandma. I wear a red cloak. Big, bad wolves scare me…
Year 2 Games
* Sentence correction amy johnson was the first lady to fly to australia
* Parts of a sentence – construct your own sentence
birthday party, I went to a, at the weekend, brilliant
Games
* Make up and play with tongue twisters like Peter Piper picked a peck of pickled peppers or Betty Botter bought some butter....
* Find poems and rhymes that play with language, like Michael Rosen's 'There's mustard in the custard'.
* Make up guessing games during meal times, e.g. I'm thinking of an animal. It can gallop. You can ride it. What is it? Take it in turns.
Steps to success…
* Read every day
* Talk about the pictures
* Always ask them to point to the word
* Explain unknown words when sharing their reading
* Help your children learn the sight vocabulary.
* Learn spellings every week. Using the correct procedures – look, say, cover, write, check.
* Join the library.
* Play games such as junior scrabble, boggle and games shared today. | 1,659 | 888 | {
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How you can help
You can help the marine
environment:
Say no to single use plastics. Over 80% of ocean debris is manmade plastics and have detrimental effects on marine wildlife leading to strangulation, starvation, intestinal blockage and injury. Reuse shopping bags; switch from plastic bottles to a reusable drinking bottle; put your lunch in reusable containers. And always recycle.
Check for Microplastics. Microplastics is a broad term used to describe any plastic by-product with a diameter <5mm; this could be through specifically designed materials and products, or through erosion of larger plastic items already in the oceans. Take the time to go through your products and check for the presence of Polyethylene and Polypropylene microplastics. Things such as body scrubs, cleaning products and abrasives all contain micro plastics.
Instead:
Use environmentally friendly detergents. Some washing detergents contain phosphates which can be damaging to marine animals and lead to poor water quality. When you're shopping, check the labels on your products and whilst you're doing the washing, wash at a lower temperature.
Reduce, reuse and recycle as much as possible. You can always do your part for the environment, and recycling is a big one. If you can reduce your waste, you can reduce the amount of plastics that end up in our seas. Dispose of rubbish carefully including taking old engine oil to a recycling centre.
Buy seasonal and locally caught fish. In the UK, our food travels 20 billion miles per year which has a thoroughly negative effect on our environment, with each mile equalling relatively huge quantities of carbon dioxide being released from ships, lorries and planes. Buying locally caught fish not only means a fresher product, but dramatically reduces the carbon footprint of the food and buying seasonal fish funds sustainable fishing practices that lead to the conservation of species. Avoid deep water fish such as orange roughy.
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Don't buy ornaments or jewellery made from marine creatures. Never buy any souvenirs that have dried sea creatures (starfish, seahorses, coral, sponges or shells) stuck on them: often these are endangered species. Over 100 million (100,000,000) wild seahorses are removed from the oceans each year for sale, medicine and ornaments. Report any sales of dried sea creatures to firstname.lastname@example.org.
Take care of our beaches. In the last 15 years the amount of litter on our beaches has almost doubled. It is up to us to ensure that we prevent any more damage to our natural habitats. Whilst on holiday, you can do your part by taking any litter home or disposing of it carefully in provided bins.
Share our vision. Tell your friends, family and colleagues about Living Seas, and ask them to help us too.
Leave a legacy! Please contact us to discuss how you can support vital conservation projects around the UK.
Volunteer. Contact your local Wildlife Trust to find out how you can get involved in Living Seas.
Join your Wildlife Trust. Become a member of your Wildlife Trust and support conservation in your local area.
Become a Friend of a Marine Conservation Zone near you!
Thank you for your support!
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Protect What Matters (Part 2 of 2)
No. CR-2014-11 May 28, 2014
Learning Objective: The student will be able to explain the importance of developing a Community Wildfire Protection Plan (CWPP) that is specific to his or her community's critical infrastructure and other risks
N eighborhood
Residents and the neighborhoods they live in are linked by their wildfire risk. If one home is inadequately prepared, the risk level to the entire neighborhood increases. Everyone's safety is impacted, including firefighters and emergency responders. Work with your neighbors and the local fire department to make your neighborhood more fire-adapted.
Business and Infrastructure
Wildfires have far-reaching impacts and can damage highways, utilities, bridges, reservoirs and watersheds, agribusiness, ranching, timber operations, and community buildings. The economic and social impacts from damages include job loss, destroyed natural resources, burdensome rebuilding costs, and limited transportation options.
Parks and Public Lands
Forests, parks, open spaces and public lands provide important recreational opportunities, wildlife habitat, tourist attractions, water supply and timber resources for our communities. Fires that begin in these natural areas can spread to neighborhoods. Fire-Adapted Community (FAC) actions ensure the health and safety of these natural areas and lessen the impact of fire on nearby communities.
Get Involved With Your Community Wildfire Protection Plan
Protecting business and infrastructure assets is essential to creating FACs. One of the best ways you can do this is by getting involved in the local CWPP. A CWPP is a collaborative plan created by the fire department, state and local forestry staff, land managers, community leaders, and the public. The planning process maps at-risk values, including community business and infrastructure vulnerable to wildfire. The plan requires actions to reduce risk, such as prescribed burning, fuel reduction, or other measures that adapt a community to fire. You can participate in other opportunities to address business and infrastructure through wildfire management plans, emergency management and response plans, and land use planning and regulations.
You can address wildfire issues in parks and public lands by including them in local CWPPs. The planning process maps at-risk values, including parks, watersheds, and other important land features. The plan requires recommendations to reduce risk, such as prescribed burning, cutting and removing brush and small trees, or other fuel mitigation measures. The public can also provide support to land management objectives by understanding the important ecological role that fire plays in maintaining forests and grasslands. You can participate in other opportunities to address wildfire issues on parks and public lands through open space management and natural resource conservation plans, forest management plans, land use planning and regulations, and working with state and local parks and recreation departments.
For further information about Wildland Urban Interface — Fire-Adapted Communities, visit www.usfa. fema.gov.
www.usfa.fema.gov/nfa/coffee-break/ | 1,346 | 598 | {
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Christ Our Life Grade 5 At-Home Guide
Below are listed the at-home parent guides and interactive chapter reviews your child should complete each week upon completing the work in their book.
At the end of each interactive chapter review, the child should type in their name and email the results to: firstname.lastname@example.org
If you would like to be copied on this email, please have the child type in the email listed about and then your name, separating each email with a comma only.
For Unit Review Game, please send a screen shot of your final score to the email listed above.
| Due Week for Each Chapter | Interactive Chapter/Unit Review | Parent Guides & Games |
|---|---|---|
| Sept. 19th-25th | Chapter 1 | |
| Sept. 26th- Oct. 2nd | Chapter 2 | |
| Oct. 3rd- 9th | Chapter 3 | |
| Oct. 17th-23rd | Chapter 4 | |
| Oct. 24th-30th | Chapter 5 | |
| Oct. 31st- Nov. 6th | Unit 1 Review | Unit 1 At-Home Edition |
| Nov. 7th-13th | Chapter 7 | |
| Nov. 14th-20th | Chapter 8 | |
| Nov. 21st-27th | Chapter 9 | |
| Dec. 5th-11th | Chapter 10 | |
| Dec. 12th-18th | Chapter 11 | |
| Dec. 19th-25th | Unit 2 Review | Unit 2 At-Home Edition |
| Jan. 2nd-8th | Chapter 13 | |
| Jan. 9th-15th | Chapter 14 | |
| Jan. 23rd-29th | Chapter 15 | |
| Jan. 30th-Feb. 5th | Unit 3 Review | Unit 3 At-Home Edition |
| Feb. 6th-12th | Chapter 17 | |
| Feb. 13th-19th | Chapter 18 | |
| Feb. 27th-Mar. 5th | Chapter 19 | |
| Mar. 6th-12th | Unit 4 Review | Unit 4 At-Home Edition |
| Mar. 13th-19th | Chapter 21 | |
| Mar. 20th-26th | Chapter 22 | |
| Mar. 27th-Apr. 2nd | Chapter 23 | |
| Apr. 3rd-9th | Chapter 24 | |
| Apr. 24th-30th | Unit 5 Review | Unit 5 At-Home Edition | | 1,066 | 605 | {
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Walk to School Day
School Planning Toolkit
Planning your school's Walk to School Day event in 4 Easy Steps!
* 1. Get Going! Make Plans and Gain Support
* Register your school for Walk to School Day. Safe Routes to School | pittsburghpa.gov
* Determine what your event will involve. A basic Walk to School Day event is organized around encouraging students and families to walk to school from home. If you want to encourage groups to walk, organize a walking school bus in which students meet up to walk together with one or more adults. If students live too far to easily walk from home, start at a location such as a park or shopping center a few blocks from the school.
* Have students walk routes identified by the school. Set up meet-up locations for students to walk together.
2. Promote & Encourage Participation
* Communicate with families and students. Let families know when the event will be held. Promotion material can be downloaded from the City of Pittsburgh SRTS website.
* Keep school staff and administration in the loop. Teachers and staff are encouraged to talk about and remind students leading up to the big day.
* Promote with potential partners and supporters. If you need volunteers, reach out to your community partners.
* Inform law enforcement. SRTS PGH will contact local law enforcement to help with traffic control to make sure the walk day is safe and successful.
Join the fun! What is Walk to School Day? Walk to School Day is an international holiday celebrated in October each year. A Walk to School Day event is a simple starting place for getting students started safely walking to school, and introducing schools, families, and community groups to Safe Routes to School.
This event builds awareness around getting to school in people-powered ways that are good for our health, environment, and communities. Visit the City of Pittsburgh SRTS webpage for more information. Safe Routes to School | pittsburghpa.gov
3. It's Event Day!
* Volunteers. Make sure volunteers are given correct routes and times to report to their location.
* Provide incentives for participants. Printable stickers for students can be downloaded from the SRTS website.
* Greet media and assign someone to take pictures that can be used to promote the program for future events.
* Gather data on participation. Survey sheets can be found on the SRTS website.
4. Learn for Next Time!
* Set Goals! Identify a goal for your next Walk to School event- this will help show success, progress and garner support for future Walk to School Day programs. Suggested goals are a certain number of students participating or total distanced walked or biked to school.
Pittsburgh Department of Mobility and Infrastructure
Remember!
* Schools should register now for Walk to School Day at Safe Routes to School | pittsburghpa.gov
* Download Walk to School Day promotion material: Flyer, Stickers, Certificates and Survey on Safe Routes to School | pittsburghpa.gov
* The school with the most participants in Walk to School Day will receive the SRTS Golden Sneak Award. Make sure your school is registered.
If you have questions, please contact Harriet Jackson, SRTS Program Coordinator at firstname.lastname@example.org
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FIRST AID ACTIONS (CONSCIOUS PERSON)
PRIMARY SURVEY
1. CHECK the SCENE
- Put on gloves/plastic on hands
- Check for danger (e.g. fire, wires, gas, glass, pets)
- Try to guess at what happened to cause this injury/illness
- Check for other people around (witnesses + those to help you)
2. CHECK the PERSON
- Say: "Are you OK? My name is ____. I am trained in first aid and am here to help."
3. CALL EMS/9-1-1 (if ABC problem or you are unsure)
- If you are unsure you can take care of the person, arrange for someone to call EMS/9-1-1
- If there is an airway or breathing, severe bleeding or circulation problem (e.g. heart attack, stroke or shock), arrange for someone to call EMS/9-1-1 OR
- Have someone bring you a blanket and a first aid kit
- Also, have someone locate an AED (just in case)
4. CARE for ABCs
a. Keep Airway clear Keep head forward or to the side (to keep tongue and vomit away)
b. Maintain Breathing
Have the person take SLOW, DEEP breaths thru nose
Place cold & wet cloths/packs around (not on) throat, if swelling is causing breathing difficulties
c. Maintain Circulation
Remove the cause of shock, if possible and/or known
Place person close to the floor/ground
Make the person comfortable
Put pressure on any external bleeding (except out of ear)
Cover and create an artificial scab with any available cloths (for bleeding)
Calm the person down
Allow the ill or injured person to help him/herself whenever possible
Keep the person warm
SECONDARY SURVEY
1. Ask Questions (SAMPLE)
a. Signs & Symptoms
Take note of what the person looks like
Ask – "How do you feel?"
b. Allergies
Ask – "Do you have any allergies? Could this be the cause?"
c. Medications Ask – "Are you on any medication? If so, what is it for?" Ask – "Have you missed it today?"
d. Past History
Ask– "Has this happened before? If so, how was it taken care of?"
e. Last Meal
Ask – "When did you eat last? Is that normal for you?"
f. Events Preceding
Ask – "What were you doing before this happened? Is that normal?"
2. Check Vitals (record all info on paper or have bystanders keep track)
a. Level of Consciousness
Take note = Are they conscious or not? Are they responsive or not?
b. Breathing
Take note of quality (deep vs. shallow, noisy vs. silent)
Take note of quantity (how many times per minute – fast vs. slow)
c. Skin
Check how the skin looks (colour)
Check how the skin feels (temperature & moisture)
3. Head-to-Toe Exam = Hands off (i.e. ask person to move each body part one at a time to see if anything hurts, beginning with the head – treat any injuries uncovered)
a. If anything hurts, DO NOT get them to move it
b. Head – look in ears, nose & mouth for blood or fluids
c. Shoulders – ask them to shrug
d. Chest – ask them to take a deep breath
e. Stomach – ask the person to push stomach out and then pull it in
g. Toes – if no leg pain, wiggle toes
h. Ankles – if no pain in foot, circle ankles
i. Knees – if no pain in lower leg, ask person to bend their knees
j. Hands – wiggle fingers
k. Wrists – if no pain in arms, ask person to turn wrists
l. Elbows – if no pain in lower arms, ask person to bend their elbows
f. Hips – ask them to move hips side to side (if pain, STOP there)
CONTINUAL CARE = Keep the person comfortable & check vitals every few minutes | 1,564 | 951 | {
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What to do today
IMPORTANT! Parent or Carer – Read this page with your child and check that you are happy with what they have to do and with any weblinks or use of the Internet required.
1. Story time
Think about two versions of The Little Story that you have read and heard.
o If you need to, re-watch and/or re-read the story.
o Summarise your opinions about the two versions on My Thoughts About The Little Story.
2. Planning a story
You are going to make up a story for two of the characters that the Red Gold Dragon keeps in his golden heart.
o Look again at pages 5 and 11 of the story.
o Use My Story Planner to capture your ideas for a short story featuring these characters
o Choose two of the characters from these pages.
o Plan to include some direct speech between the characters in your story.
3. Write the story
Write out your story in a special mini story book.
o Use Conjunctions to link ideas together in your sentences
o Add some illustrations to your pages.
Now try this Fun-Time Extra
* Read and tell your story to someone in your family. Do they prefer it when you read or tell your tale?
My Thoughts About The Little Story
Write a full sentence explaining which version of the story you preferred, the oral storytelling or the book.
_______________________________________________________________________ _______________________________________________________________________
Write a paragraph giving at least at least two reasons why you preferred that version of the tale.
Use conjunctions to link your ideas and to explain your reasons because since as for although however but or yet
Which two characters is the story going to be about?
What ordinary, normal things are they doing at the beginning of the story?
Consider some direct speech you could include in this part of the story.
What problem or challenge or tricky situation occurs in the middle of the story to cause the characters some trouble?
Consider some direct speech you could include in this part of the story.
What clever things do they do to get out of trouble by the end of the story?
Consider some direct speech you could include in this part of the story.
My Story Planner
Making a Mini Story Book
1. Fold a large sheet of paper in half lengthways and then unfold it.
2. Fold the same sheet of paper in half widthways and leave it folded.
3. Fold it in half again in the same direction and then unfold the last fold.
4. Cut along the centre crease until you reach the middle of the piece of paper.
5. Unfold the paper completely. There should be a slit through the middle of the paper. Fold the paper in half lengthways again and then push the two ends inwards towards each other to create a star shape with four arms.
6. The four arms are the pages of the book. Fold all of the arms around to face the same direction and the book is complete.
Conjunctions
Join ideas together in your story sentences using these and other conjunctions.
| and although but |
|---|
| since as however yet |
| for or |
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Kid-Safe Chemicals Act
A Common Sense Approach to Protecting Our Children From Toxic Chemicals
Under the current, outdated and toothless federal law called the Toxic Substances Control Act, chemicals are allowed on the market with virtually no safety testing and EPA has almost no powers to protect public health. As a result, babies are born with hundreds of industrial chemicals in their bodies, many of which are suspected of contributing to health problems. The Kid-Safe Chemicals Act aims to change that by requiring that all chemicals be proven safe for children before they can be sold.
CURRENT LAW
BABIES BORN PREPOLLUTED
EPA has no mandate and almost no authority to protect children from chemical exposures. As a result babies are born with over 200 chemicals in their bodies, including many known carcinogens and chemicals that harm brain development.
CHEMICALS PRESUMED SAFE WITH NO DATA
When passed in 1976, TSCA assumed all 62,000 chemicals on the market were safe, without requiring a single test. More than 30 years later industry is still not required to prove the safety of any chemical to gain or retain market access. EPA must prove a chemi cal is dangerous to restrict its use, a process that rarely happens.
NO PUBLIC HEALTH MANDATE
Even when industrial chemicals known to cause cancer, re productive harm, and neuro-developmental problems have been found in people, including babies, the government is not required to take any action to protect human health.
HUMAN EXPOSURES NOT MONITORED
Chemicals escape scrutiny because neither the government nor industry is required to run regular tests to determine what toxic chemicals are in people. Ignorance equals safety under current law.
HEALTH STUDIES KEPT SECRET
Companies use loopholes in the law to keep the few studies they do secret from the public and even state governments.
PREEMPTS STATES RIGHTS
Current law prohibits state and local governments from estab lishing or enforcing stricter standards to protect people from chemical exposures.
KID-SAFE
HEALTH OF INFANTS TOP PRIORITY
CDC testing is required to determine chemical exposures dur ing pregnancy and early childhood. Chemicals found in human cord blood are presumed unsafe and subject to priority review.
NO DATA NO MARKET ACCESS
Failure to provide required health studies to the EPA triggers a ban on the chemical. Chemicals in people, food and drinking water are prioritized for testing. EPA given unrestricted authority to ask for any test it needs to evaluate a chemical's hazards.
STRICT PUBLIC HEALTH MANDATE
Chemicals must cause "no harm" to the fetus, infant and child, con sidering all sources of exposure. Chemicals in babies are the top priority for evaluation and control, and the most hazardous 300 chemicals must comply with the law within 5 years of enactment. Economic considerations are not allowed to override public health requirements except when national security is at stake.
BIOMONITORING REQUIRED
Testing of human blood, urine, breast milk, and umbilical cord blood is required to determine what chemicals are in people and at what levels. Chemicals in people are subject to priority reviews.
ALL STUDIES MADE PUBLIC
Thorough assessments of chemical risks are required and all health and safety data are made available to the public in a centralized online database.
PRESERVES STATES RIGHTS
The right of state and local governments to adopt and enforce any law or regulation that is more stringent than established under the Act is guaranteed. | 1,698 | 715 | {
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SW-PBIS for Beginners
Positive Behavioral Interventions and Supports (PBIS) when applied at the School-wide level is frequently called: SWPBS or Sw-PBIS. For the remainder of this article SWPBS will be used when referring to School-wide Positive Behavior Support.
SWPBS refers to a systems change process for an entire school or district.
The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject.
Typically, a team of approximately ten representative members of the school will attend a two or three day training provided by skilled trainers. This team will be comprised of administrators, classified, and regular and special education teachers.
The school will focus on three to five behavioral expectations that are positively stated and easy to remember. In other words, rather than telling students what not to do, the school will focus on the preferred behaviors. Here are some examples from other schools:
* Respect Yourself, Respect Others, and Respect Property
* Be Safe, Be Responsible, Be Respectful
* Respect Relationships and Respect Responsibilities
After the SWPBS team determines the 3-5 behavioral expectations that suit the needs of their school, they will take this information back to the staff to ensure at least 80% of the staff buy into the chosen expectations. Consistency from class to class and adult to adult is very important for successful implementation of SWPBS.
The team will then create a matrix of what the behavioral expectations look like, sound like, and feel like in all the non-classroom areas. This matrix will have approximately three positively stated examples for each area. Here is an example line from one school:
Keep food and drinks in backpack.
.
This would be filled out for each non-classroom area and each behavioral expectation. The Sw-PBS team would take the matrix back to the whole staff to ensure 80% buy-in from the entire staff on what expectations are taught in each area.
Another primary activity for the SWPBS team is determining how the behavioral expectations and routines will be taught in and around the school. There are many lesson plans available for teaching respect, responsibility etc. This website has many examples available under the primary level. Many schools choose to use several days at the beginning of each year to take the students around the school to stations, where the skills are taught in setting specific locations. For example, a bus may be brought to the school and the children will practice lining up, entering the bus, sitting on the bus, and exiting the bus using hula hoops to denote proper body space distance in lining up to enter the bus.
The next activity the SWPBS team will begin is the fine tuning of the office discipline referral form. The team will decide "What behaviors are an instant trip to the office and what behaviors are taken care of in the classroom." It is very important that every staff member is consistent. If it is not permissible to use a cell phone in band class then it has to not be permissible in art class.
Many schools choose to use School-wide Information System (SWIS). This is a web based program which graphs office discipline referral data. This program creates instant graphs for behavioral incidents per day- per month, time of day, specific behaviors, location and by specific student. The graphing program provides many other options. For more information on SWIS, please visit www.swis.org
Another activity for the SWPBS team is to determine a "gotcha" program. The gotchas are a system for labeling appropriate behavior. This website has many examples of gotchas in the primary section. Some schools use NCR paper for gotchas with one copy going home to parents, one to the classroom teacher, and one to the principal for weekly drawings.
The above activities are just a few of the steps a school begins to implement Sw-PBS. For further study check out these links in the resource box:
* Blueprint for Positive Behavior Support Manual
* Getting PBIS Into Your School Newletter Article
* PBIS Video
* State Map for Contact Information for Your State | 1,700 | 811 | {
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Do I HAVE To Rake the Leaves?
AGRI-VIEWS
by Chuck Otte, Geary County Extension Agent
Two years ago, by the time the 1 st of November rolled around, most of the leaves had already fallen. This year it seems like we're just getting a good start on the leaf drop and there's still a lot of green leaves on a lot of trees! Invariably I'll be asked, or I'll ask myself, "do I really need to rake the leaves off the lawn?" Sometimes it may seem like busy work, and other times it is totally justified!
Tree leaves are a very valuable resource. There can literally be several hundred pounds of leaves on a tree during a growing season. A large mature tree can have a ton or two of leaves. This is obvious is you've ever noticed the height of branch tips in the summer as opposed to the winter. But once they start to fall off, leaves have lost some of that weight, mainly the water component. But a large tree can still have a couple hundred pounds of weight in fall leaves.
These falling and fallen leaves have a whole host of nutrients including nitrogen and phosphorus and perhaps the most valuable component of all, all that carbon that we collectively call organic matter. If "captured" and utilized as soil additives in gardens or as mulch or in a compost pile, these leaves can be a great addition to any home gardener's landscape. Which still doesn't answer the question of whether one HAS to rake the leaves.
The potential problem comes from issues with the turf, namely getting a leaf load that is so heavy and matter down that it actually starts to smother the turf. Turf smothering can come from a heavy load of leaves that blocks out all the sunlight or it can come from a heavy leaf load that becomes matted down with rain or snow to the point that it actually shuts off air flow to the grass.
Some autumns are dry and because we have wind in Kansas, the leaves just start moving around with every little breeze. The leaves blow around, they start to break apart and they just start to disappear. Other years, just as the leaves start to fall and before the wind can blow them around, here comes a big rain or snow event and everything get's plastered onto the lawn. We had this just a few years ago.
Surprisingly, small leaves can create more of a problem and be harder to deal with than larger leaves. Studies have been done to see how much of a leaf load a lawn can handle and what it usually comes down to is how much rain or snow is expected. If you don't have a heavy snow or rain event, several inches of leaves can be tolerated by lawns, but it is advisable to try to shred them up with a lawn mower on a regular basis. Once the leaves start to get chopped up, they break down faster and just sort of disappear into the turf.
So let's get this discussion to the bottom line. If you have no need for the leaves as organic matter and regular mowing shreds the leaves up to where you can see half of the turf, don't bother to rake them. If a rain event comes along and really creates a matted thatchy mess, you'd better get the rake out and get to work. If you can make use of the organic matter then rake them or mow and bag them and put them to use. Using the lawn mower to bag the leaves is a great way to pick them up to dump them into a compost pile or directly on a garden. I find that the combination of the dry leaves and some moist grass blades makes a good combination for composting. Or bag them up and use them for mulch on tender plants. But whatever the situation, if the leaves become so thick that the grass is becoming pale under the leaves, you'd better get raking! | 1,223 | 789 | {
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How to help me
at home Year 5
Phonics/Spelling
* Each week your child's spellings are in their homework.
* Ask your child what my weekly spellings are and discuss the spelling rule
* Test your child on Thursdays ahead of their test on Friday.
* Choose an spelling activity to practice your weekly spellings. (see the back page)
Useful Websites: https://www.spellzone.com/word_lists/games-368726.htm
Reading
* Remind your child to read their reading book. Encourage them to read silently to themselves but check their understanding of what they have read after doing so.
* Give a wide range of texts, books, newspapers, magazines, poems.
* We read out class story daily, ask your child to summarise what they read today and make predictions for what might happen next.
* Read on Myon at least once or twice a week.
Useful Websites: https://www.myon.co.uk/login/ https://www.oxfordowl.co.uk/
Writing
* Encourage your child to write about their heroes, favourite books, sports events, hobbies and interests to help keep them interested in what they are writing about
* Encourage your child to create persuasive posters about topic there are interested n.
* Keep a journal about their day, this could help your child understand their own feelings about things that have happened throughout the day.
Useful Websites: Try this fantastic website with videos for you to learn about everything English. https://www.bbc.co.uk/bitesize/subjects/zv48q6f
Maths
* Play maths games such as Top Marks Hit the Button.
* When cooking at home, talk about fractions (half, quarter, thirds). Discuss cooking times and how to calculate ingredients.
* Ask your children quickfire multiplication questions (see the back page).
* When shopping try to get some maths practised by working out prices and change.
Useful Websites: https://whiterosemaths.com/homelearning/ (keep up to date with what your child is learning in maths each term. This website has useful
Ready for school
* Read at bedtime, and try to avoid screens at least one hour before bedtime, this will help to ensure a restful nights sleep. A child in year 5 needs around 10 hours sleep.
* Ensure your child has had breakfast to see them through the morning. Breakfast will help your child concentrate and give them energy for the day.
* 1 in 3 children are unable to tie their own shoes. Spend time teaching your child how to do this on a spare pair of shoes.
Useful Websites: https://www.nhs.uk/live-well/sleep-and-tiredness/healthysleep-tips-for-children/
Being healthy
* Aim for an average of at least 60 minutes of moderate intensity physical activity a day across the week. This could be: walking to school, playground activities, riding a scooter, skateboarding, rollerblading or walking the dog .
* Eat a well-balanced diet, include foods from all different food groups and check the following website for more advice on the health eating plate
* Remember the importance of good dental hygiene. Ensure that your child brushes their teeth twice a day.
Useful Websites: https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/ | 1,315 | 694 | {
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Snow Days for Reception
Here are some ideas of activities to do with your child if the school is shut because of the snow.
Any work you do we would love to see when school re-opens.
- Reading of reading book, sound book and number book (remember to ask your child questions about what they have read e.g. Who were the characters? Why was that character upset? How do they feel/why? What happened at the beginning/middle/end? Where was the setting? etc. Don't forget to write a comment in the reading record book so we can see when you have read (Literacy Development – Reading, Communication and Language – Listening and Attention & Understanding)
- Reading of other books – you can read to your child and then test their comprehension of what they have listened to by asking them questions similar to the those mentioned above (Literacy Development – Reading, Communication and Language – Listening and Attention & Understanding)
- Observational drawings (Physical Development – Moving and Handling, EAD – Being Imaginative, Literacy Development – Writing)
-Icicles
-Spider webs
-Trees
-Snow men
- Exploring the different ways you can make snow melt – Experiment with heat, salt etc (Understanding the World – World)
- Make a snow man
-Think about the 3D shapes you need to use to make them (Mathematical Development – Shape, Space and Measures, EAD – Being Imaginative)
- Compare footprint sizes (Mathematical Development – Shape, Space and Measures)
- Count how many footsteps you can see when you are out and about (Mathematical Development – Number)
- Identify animal footprints (Understanding the World – World)
- Leave out a small bowl of water. Observe how long it takes to freeze (Understanding the World – World)
- Put food out for birds. Observe when they come to eat it (Understanding the World – World)
- Play 'I spy' using the initial sounds we have learnt – wintery and snowy items (Literacy Development – Reading and Writing)
- Mark making in the snow with a stick:
-Writing your name
-Forming letters and numbers
-sounding out and writing words
-Drawings
(Don't forget to take a picture of these and bring them in to school!!!) (Literacy Development – Writing, EAD – Exploring Using Media and Materials/Being Imaginative, PD – Moving and Handling)
- Play outside in the snow – have a snow fight – practice throwing skills (Physical Development – Moving and Handling)
- Wrap up warm – encourage your child to put their coat, gloves, scarfs on by themselves (Physical Development –Health and Self Care) | 1,096 | 552 | {
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Lynnfield Catholic Collaborative
Children's Liturgy of the Word
33rd Sunday in Ordinary Time
Family Guide:
This is a guide designed for families to use in addition to our Children's Liturgy of the Word video for the 33rd Sunday in Ordinary Time! Included in this guide are the Opening and Closing prayers, the Gospel Reading, and Directions for the craft activity. You will find a resource page with additional activities as well!
Opening Prayer:
Generous and loving God. Thank you so much for the gifts and talents You have given to us. Help us to use our gifts wisely in service of those that we meet. Amen.
1st Reading:
Thessalonians 5: 1-6
A reading from the first letter of Saint Paul to the Thessalonians
Concerning times and seasons, brothers and sisters, you have no need for anything to be written to you. For you yourselves know very well that the day of the Lord will come like a thief at night. When people are saying, "Peace and security," then sudden disaster comes upon them, like labor pains upon a pregnant woman, and they will not escape. But you, brothers and sisters, are not in darkness, for that day to overtake you like a thief. For all of you are children of the light and children of the day. We are not of the night or of darkness. Therefore, let us not sleep as the rest do, but let us stay alert and sober.
The word of the Lord. Thanks be to God.
Psalm:
Blessed are they who fear the Lord.
Gospel Acclamation:
Alleluia (Click Here)
Gospel:
Matthew 25: 14-15, 19-21
A reading from the holy gospel according to Matthew
Jesus told his disciples this parable: "A man going on a journey called in his servants and entrusted his possessions to them. To one he gave five talents; to another, two; to a third, one-- to each according to his ability. Then he went away. "After a long time the master of those servants came back and settled accounts with them. The one who had received five talents came forward bringing the additional five. He said, 'Master, you gave me five talents. See, I have made five more.' His master said to him, 'Well done, my good and faithful servant. Since you were faithful in small matters, I will give you great responsibilities. Come, share your master's joy.'"
The Gospel of the Lord. Praise to you Lord, Jesus Christ
Profession of Faith
Yes Lord, I Believe! (Click Here)
Prayer of the Faithful:
Response: Lord, hear our prayer.
Family Activity:
For this week's activity, think about the gifts and talents you have received. We have received our gifts to share them with others. Complete the worksheet completed in this PDF. Think about what you are good at and draw yourself using your gifts and talents. Try to put those talents into action this week!
Closing Prayer:
Generous and loving God, Thank you for the gifts and talents You have given us. Thank you for the gift of being able to see. Help us to see You in everyone we meet. Thank you for the gift of being able to hear. Help us to hear the needs of those around us. Thank you for the gift of our voice. Help us to use our voice in response to what is just and right. Thank you for the gift of compassion. Help us to use our heart in service and care for others. Thank you for all of these gifts. May we use our gifts wisely and not be afraid to share them. Amen.
Closing Hymn:
Soon and Very Soon (Click Here)
Family Resources
* The Kid's Bulletin: November 15th
* Loyola Press: Living Stones
* October/November Family Activities
What are your talents and gifts?
In the frame below, draw yourself using your gifts and talents that God has given to you. This week, put those gifts and talents into action and share them with other people! | 1,514 | 871 | {
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14 Alkaline Foods and Drinks for Optimal Health
Elizabeth Renter | NaturalSociety
Staying in good health has a lot to do with balance. Eating just enough, but not too much; getting enough exercise, but not overdoing it; managing your blood pressure, blood sugar, and weight—they're all about balance. Being healthy also has a lot to do with pH balance. The pH scale is one that measures the acidity or alkalinity of something. In the case of alkaline foods, we are concerned with the pH of your body.
Keeping pH levels in check is something a healthy body does naturally. All life has a pH level that keeps the body healthy and balanced. When we eat foods that are highly acidic, for example, our body works to correct it, bringing it into alignment with our own pH balance. Ph levels are measured on a scale of 0 to 14. 7.0 is considered neutral; 0 is completely acidic, and 14 is completely alkaline. Your blood needs to be slightly alkaline, with a pH somewhere between 7.35 and 7.45.
Human blood needs to be slightly alkaline when looking at the pH spectrum, somewhere between 7.35 and 7.45. Some evidence exists that suggests today's modern diet, high in processed foods, is both acid-forming and thusly leading to disease and ill health around the globe.
Acid-forming foods could lead to kidney and liver damage, potentially even increasing your risk of diabetes.
One study from the Arizona Respiratory Center at the University of Arizona found that foods high in acid content (often those with an abundance of animal proteins and salt and low in fruits and vegetables) can lead to "a sub-clinical or low-grade state of metabolic acidosis," potentially leading to an increase in the risk of cancer.
In an effort to keep that balance within, eating foods that are alkaline-forming can offset the acidity of modern food sources.
Some of the top alkaline foods include:
1. Watermelon
2. Cayenne pepper
3. Lemon water
4. Apples
5. Leafy greens
6. Honey
7. Asparagus
8. Tomatoes
9. Raisins
10. Grapes
11. Bananas
12. Radishes
13. Carrots
14. Broccoli
These foods aren't only alkaline-producing, they are loaded with nutrients, antioxidants, and health benefits. These are foods that can help fight disease and encourage wellness in a variety of ways, with pH balancing being only one.
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"Cover the Bases & Strike Out Fire" in Your Home
Use the checklist below to help "Cover the Bases & Strike Out Fire" in your home, and help make your family safer from fire. As you look for fire dangers, keep a close eye on cooking areas, heating equipment, and electrical appliances. A more complete inspection checklist is available on the official FPW Website: www.fireprevention week.org (Kids: Ask a grown-up to help you!)
Is the kitchen stove top clean and uncluttered?
Does a grown-up always stay in the kitchen when food is cooking on the stove?
Are matches and lighters locked up high and away from young children?
Are space heaters at least three feet ( one metre ) away from walls, furniture, and anything that can burn?
If you have a fireplace, does it have a screen to catch sparks?
Are electrical cords in good condition? (Ask a grown-up to unplug appliances before you inspect the cords.)
Does your fireplace have a sturdy screen to catch sparks?
Are there working smoke alarms on every floor of your home and in or near every sleeping area? (Push the test button to check if batteries are working.)
Has your family planned and practiced a home fire drill?
Are all the exits from your home clear -- no trash, no toys, no clutter?
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
❑ yes❑ no
If you answered "yes" to all of the checklist questions above, congratulations!
You scored a fire safety home run. For all questions to which you answered "no" take the steps needed to make them a "yes" so you can score a fire safety home run.
Risk Watch ®
Campaigns like "Cover the Bases & Strike Out Fire" play an important role in helping make kids safer from fire. However, fires are only a small part of the unintentional injury problem facing today's children.
NFPA's comprehensive injury prevention program, Risk Watch, gives kids and their families the skills and knowledge to be safer from the eight areas they're at greatest risk to unintentional injury, including fires and burns, motor vehicle crashes, bike and pedestrian incidents, drowning, and falls. For more information about Risk Watch, visit www.riskwatch.org, or call NFPA's Public Education Division at (617) 984-7285. | 960 | 531 | {
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4 Common Symptoms of Asthma Attacks
by KRYSTINA OSTERMEYER
Asthma Attack Symptoms
According to the Asthma and Allergy Foundation of America, asthma is incredibly common — 1 in 13 people have asthma. 25 million Americans have asthma — this accounts for about 7.7% of adults and 8.4% of children.
In 2017, 11.4 million people with asthma suffered from at least one asthma attack; 3 million of these people were children.
What Is Asthma?
Asthma is a chronic lung condition that causes inflammation when exposed to certain triggers. Everyone has different triggers, though there are commonalities: dust, cold weather, smoke, pollen and pet dander.
When exposed to a trigger, the airways begin to swell. This causes narrowing of the airways, making it increasingly difficult to push air through the lungs. As this happens, the muscles around the airways also tighten.
4 Common Symptoms of Asthma
Asthma is characterized by several common symptoms. Most people with asthma will experience the following symptoms. The symptoms may vary in severity, depending on the severity of asthma or the asthma attack.
Coughing, especially at night. An asthmatic cough is one of the most common symptoms, and it has a purpose — it helps to remove foreign particles and bacteria. This prevents infections from occurring in the upper respiratory tract. A cough may be productive or nonproductive.
A productive cough rids the body of phlegm and mucus from the lungs. This may occur if the asthma is exacerbated by an upper respiratory infection.
A nonproductive cough is a dry cough and does not bring up any substances from the airways; it is the most common cough experienced with asthma, and results from spasms of the bronchial tubes.
Wheezing. An asthmatic cough is typically accompanied by wheezing. Wheezing is a high-pitched whistling sound that is caused by the constriction of the airways. Wheezing is caused by inflammation of the airways; the most common cause is the combination of asthma and COPD. However, there are many causes of wheezing, such as anaphylaxis, a foreign object in the airway, heart failure and gastroesophageal reflux disease (GERD).
Shortness of breath. Shortness of breath can be a symptom of asthma. Because the airways are constricted, less air is available, causing shortness of breath. In fact, for many people, shortness of breath may be the hallmark sign, accompanied by a chronic cough. However, not everyone experiences shortness of breath — and shortness of breath may also be caused by other conditions such as emphysema and heart disease.
Powered by TCPDF (www.tcpdf.org)
Chest tightness, pain or pressure. Chest pain can be frightening; a 2013 study indicated that for many people, chest pain was the only symptom associated with their asthma. The chest pain associated with asthma is related to the inflammation of the airways as opposed to chest pain related to the heart. However, it should still be taken seriously — if chest pain is experienced, it is best to speak to a health care provider right away to rule out an emergency situation.
Keep in mind that these symptoms may or may not manifest at the same time, and the quality of the symptoms may change during an asthma attack. It is important to note these symptoms and keep in touch with a healthcare provider, as significant changes may warrant a change in treatment.
Common Treatments of Asthma Attacks
The most common (and effective) treatment of an asthma attack is a quick-acting inhaler. A quick-acting inhaler, such as albuterol (ProAir HFA, Proventil HFA, Ventolin HFA, others) and levalbuterol (Xopenex), allows the airways to expand quickly because the medications can get deep into the airways, allowing them to open.
Typically, healthcare providers recommend using one of the above prescribed quick-acting inhalers at the onset of symptoms. Two to six puffs of the inhaler may be prescribed. After 20 minutes, an additional treatment may be recommended if symptoms are not improved. Children who have a difficult time using an inhaler may require a nebulized form of the inhaler.
When symptoms are very bad, or do not improve with the quick-acting inhaler, emergency treatment may be required.
How to Prevent Asthma Attacks
Prevention of asthma attacks is preferable to treatment of asthma attacks. Here are some key tips to preventing asthma attacks from occurring:
Identify asthma triggers; stay away from, or minimize exposure, these triggers if possible
Prevent illness from occurring
Avoid cigarette smoke
Practice hand hygiene
Take asthma medications as recommended
Get vaccines as recommended by your healthcare provider | 2,002 | 1,003 | {
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Oak Park Our Whole Lives 4 th & 5 th grade Curriculum
The OP-OWL 4 th & 5th grade curriculum consists of 9 workshops on a variety of subjects. Each workshop begins with a "re-entry" in which youth are asked to reflect on ways in which the topic might be relevant to their lives, now or in future; a reading; and answering the previous week's "Question Box" questions. Each workshop ends with all students contributing to the "Question Box" - a system that allows them to ask questions anonymously.
The book It's Perfectly Normal, by Robie M. Harris, is given to all participants and used as a reference for many questions and topics.
Session 1: Sexuality and Values In this session, participants become informed about and aware of how the media portray sexuality.
Session 2: Images in Popular Culture and Body Image This session helps participants become informed about and aware of how the media portray sexuality. It also helps participants explore the concept of body image, understand the diverse experiences that people have with their body and its abilities, and consider ways to keep their own body healthy.
Session 3: Changes of Puberty This session helps participants understand the physical and emotional changes of puberty.
Session 4: Gender Identity This session helps participants examine the messages they receive about gender. They learn what it means to have a gender identity and about some of the many variations in gender identity.
Session 5: Feelings and Attractions This session helps participants understand the concept of being romantically attracted to someone else, whether of a different gender or the same gender. Participants learn some of the terms com monly used to talk about sexual orientation, and think about what people may do in a variety of scenarios related to attraction.
Session 6: Reproduction and Staying Healthy In this session, we cover con ception, pregnancy, contraception, sexually transmitted infections, and other possible consequences of sexual activity.
Session 7: Decisions and Actions This session educates participants about a range of sexual activity, including masturbation and sexually explicit media (pornography). Participants have an opportunity to think about when they would and would not want to engage in certain behaviors.
Session 8: Consent and Peer Pressure This session helps participants learn how to communicate about consent, to examine situations in which consent is violated, and to identify people in their lives who can offer help.
Session 9: Healthy Relationships, Intimacy, and Celebration This session helps participants understand components of a healthy relationship. The end of the session is a celebration for the conclusion of the program. | 1,132 | 530 | {
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Continental Congress leaves Philadelphia fearing British invasion , Dec 12th, 1776
On this day in history, December 12, 1776, the Continental Congress leaves Philadelphia fearing a British invasion. George Washington's Continental Army was defeated in and around New York City in several battles during the fall of the year. As the army fled across New Jersey and into Pennsylvania, the British were hot on their heels. Since the dead of winter was setting in, however, the Commander of the British forces, General William Howe, stopped pursuing the Americans. He posted several large contingents in various places in New Jersey, including Princeton, Trenton and Bordentown, but many of his troops went back to New York for the winter.
The Continental Congress, which met at Philadelphia, of course had no knowledge that Howe would stop his advance through New Jersey. They feared he would march straight into Philadelphia, which was only 30 miles from Trenton. When Congress adjourned on December 12, they moved the whole operation to Baltimore, which was a hundred miles to the southwest, putting them far out of range of any British advance.
Congress convened again in Baltimore on December 20th at the Henry Fite House, which they rented for three months for £60. The building was built as a tavern by Henry Fite in 1770. With 3 stories and 14 rooms, it was the largest building in Baltimore at the time. It had large rooms with fireplaces that could accommodate Congress' need for multiple committees to meet at the same time and still stay warm in the cold winter months. It was located downtown, so it was near places to lodge and eat, but was also on the western edge of town, protecting it from any British advance from the east. While Congress met there, the building took on the name Congress Hall and in later years, it was referred to as Old Congress Hall. Unfortunately the building was destroyed in the Great Baltimore Fire of 1904.
1 of 2 pages
Continental Congress leaves Philadelphia fearing British invasion , Dec 12th, 1776
was dirty and they could only get to Congress Hall on horseback through deep mud. They created the powerful Board of War during this time, as well as a new Treasury Committee. Samuel Adams later said, "We have done more important business in three weeks than we had done, and I believe should have done, at Philadelphia, in six months."
Congress ended up staying in Baltimore from December 20, 1776 through February 27, 1777, the worst of the winter months. At this time, it was determined that the British would not be able to attack Philadelphia any time soon. George Washington had won several important battles during the intervening months, including the Battles of Princeton and Trenton, which helped increase American morale. Congress reconvened in Philadelphia again on March 5th. General Howe would eventually occupy Philadelphia in the fall of 1777, causing Congress to flee yet again, this time to York, Pennsylvania.
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AAD 202 Sp2020 Study Aide for First Hour Exam
NOTE TEST DATE: Tuesday Feb 25th
The test will be designed to take one hour, but you will have the entire class time to work on it.
The test will have 4 sections:
I. Identification of images – from text and reserve readings
– you will be asked to choose 6 of 8 images; the remaining 2 may be done for extra credit, with no penalty for wrong answers
– ANY images of projects on the handouts that are in Clark & Pause and the reserve readings, or in the ARTstor image groups, may appear on the test
– you may be asked for a project's name, designer, location, date (within the third of the century, or approximately 20 years each way), or patron; study the information on the handout, as the ARTstor information is NOT reliable
– you will also be asked a question regarding why it's an important project, how it fits into the historical picture, or what its symbolic significance was
II. Matching
– of terms with definitions – terms found at the bottom of class handouts
– of people with projects (designer, author, patron, etc.)
III. Multiple choice questions
– primarily drawn from lectures but also from reserve readings
IV. Analysis essay
– You will be asked apply the kind of historical urban analysis we have been doing in class and the historical information you've learned to an analysis of the plan of a city which you haven't seen before
– You'll be told what and where the city is, when it was founded, and other significant historical, topographical facts
– Use what you've learned, synthesize it, to do both a historical and formal analysis of the urban form
– The point is to see what you can tell about the space from applying what you've learned
– There will be a number of ways to do this
– You might be able to infer something about the history of the space from its form
– You might be able to deduce something about the power relations in the city at different times in its history
– You might discuss formal principles used and what this tells you about the time when a certain section of the city was built
– Keys to success:
– Know the typical patterns of urban development in different time periods and look for
them in the urban form
– Know the historical chronology – at what point in history did specific types of formal interventions in the urban fabric occur? Be able to recognize the physical characteristics associated with Renaissance, Baroque and 18 century urban th insertions into the urban fabric.
– Know how to recognize major building types and the significance of their location in the overall plan of the city
– THE MOST IMPORTANT THING: be specific and say how you know something (i.e., describe the evidence from the plan you are given to analyze which supports your statements)
The following are the essay instructions from a previous year's exam as an example.
The last page of your image packet is a map of Florence in the 1800's. Florence was founded in about 200 BCE. The city grew in the Middle Ages and a new wall was built about 1175 CE, but the city continued to grow quickly and another wall was needed in the 14 c. In the th 16 c., a Medici became Grand Duke of the city. th
Part A) Describe the historic stages of development of Florence over time, pointing out key evidence for each stage. Support each statement with SPECIFIC evidence from the plan.
Part B) Select a distinctive area of the city (NOT the whole city) and draw a sketch plan of it. Describe AND diagram the formal and spatial qualities of this area, using concepts discussed in class such as (but not limited to):
symmetry or balance, axiality, hierarchy, geometry, repetition or uniqueness, unit to whole, boundary, enclosure and revelation, progression
N.B. Do NOT attempt to discuss all of these; select 2-3 which are most useful in understanding the nature of the area you have selected for analysis,
Study Suggestions
For identification section:
– make copies or sketches of all images in text and reserve readings of projects on handouts and make flash cards
– find all id. info and write on back of flashcards– test each other
– skim through readings a second time; find everywhere they mention projects on handouts
– take notes on that section and add to lecture notes on that project
General:
– make yourself charts of time periods and places we have covered and list the major characteristics of urban design during each era, with the major examples:
– Medieval – Europe and Cairo
– Early & late Ren – Italy
– 16th-17th c – Italy, France – 18th c. – Germany and Austria, England, France – Early 20th c. – Europe, United States
– make yourself a glossary of terms – both those on handouts and those in readings
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English/Language Arts for 6 th -8 th
2021-2022 Session 1, Mondays/Wednesdays
Instructor: Melanie Ware
Contact: email@example.com
Course Objective:
This course will provide learners a solid overview and practice of effective reading, writing, and communication skills. Although varied levels are expected, students should be adept at basic mechanics and read proficiently at or above a 6th grade level. (Or, plan to reread/review all reading assignments weekly). Scholastic SCOPE and/or Junior Scholastic magazines will be used (provided with online access and/or hard copies). The reading for session 1 will include mostly expository articles, although students must have an independent novel. Over the course of the year, reading for more advanced groupings will include some material at a 7 th -9 th level for social studies, science and literature. A study of various types of writing will be explored and discussed; students will share and constructively critique each other's writing. By the end of the year, students will have completed 2-3 final draft essays. Writing focus in Session 1 will be summary and writing skills. Independent work is expected (on average, two hours per week with nightly independent reading expected).
Course Expectations:
* Attend all classes or let me know before class if you know you will be absent.
* Arrive on time and prepared to provide your best effort daily.
* Keep up with independent reading of a novel of choice (reading check-ins weekly).
* Be willing to discuss/share your work and assess your own progress.
* Complete your reading and writing assignments. Check in on Edmodo regularly.
* Materials needed: Spiral notebook or binder with lined paper, folder, highlighter, and pencil/pen.
Syllabus:
Sharing, article discussion, peer review, and collaboration will be ongoing. Mini lessons in grammar, vocabulary and spelling will be weekly. The following syllabus is a GENERAL framework only; class focus will adjust per students' needs, interests, and depth of articles.
Week #1: 8/22 and 8/24
Focus will be an introduction to online learning and the course (defining components of ELA, such as fluency, mechanics, varied genre, etc.). There will be an informal assessment of skills, combined with "getting to know you" communication and team building activities. Independent reading.
Week #2: 8/29 and 8/31
Focus on summary strategies, recognizing inferred and concrete details, as well as learn the difference between objective and subjective writing. Students will write an informal summary on an animated short and edit work. Independent reading and check in.
Week #3: 9/7
Focus on word choice and strengthening/clarifying ideas. Summary will be assigned for an expository article (from Scholastic Scope, issues provided). Students will discuss and analyze key ideas and evidence-based (cited) responses will be practiced, as well as reading- comprehension strategies. Rough draft of summary #1 is due. Independent reading and check in.
Week #4: 9/12 and 9/14
Students will continue to develop paraphrasing and direct quotation skills. Practice editing and revising sentence structure and paragraph organization to create more diverse and clear writing. Final draft of summary #1 is due. Independent reading and check in.
Week #5: 9/19 and 9/21
Students will discuss their perspectives on the purpose and power of various writing, and articulate what influences them and why. Students will analyze, discuss and evaluate different types of writing. Elements of fiction will be introduced, such as characters, setting, plot, themes and a short story will be read. Rough draft of narrative summary #2 is due. Independent reading and check in.
Week #6: 9/26 and 9/28
Students will edit and revise summary through peer collaboration and evaluation. Students prepare for Session 2 by practicing reading skills, including the use of annotating text while reading, and footnoting, quoting, citations when writing. Final draft of summary #2 is due. Independent reading and check in. Book Talk #1.
Week #7: 10/3 and 10/
Students will review editing skills and evaluate their writing/reading progress from the start of session. Begin preparing for session 2 by discussing and becoming familiar with a thesis. The final class of the session will culminate with a reader's theatre or similar activity. | 1,883 | 923 | {
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Scale & Exit
Prepare
Project status:
Prepare Phase. Lessons Learnt Story – Imarisha Naivasha – Kenya
What could happen by not knowing your stakeholders / beneficiaries as from the beginning
Name of Partnership:
Imarisha Naivasha Water Stewardship Partnership
Location:
Lake Naivasha Basin
Sectors involved:
Flower farms
Partners: the 12 Water Resources Users Associations (WRUA), 4 UK retailors.
Imarisha Naivasha, the Water Resources Management Authority (WRMA),
Prepare Phase. Lessons Learnt Story – Imarisha Naivasha – Kenya
The Imarisha Naivasha Water Stewardship Programme wanted to improve the water availability for communities and businesses in the Lake Naivasha Basin and to improve the water quality by implementing soil and water conservation activities and community water projects. The partners agreed upon supporting a project in every WRUA, to create awareness about water risks in the whole basin and to avoid conflicts amongst the WRUAs by not favoring only some of them. In order to identify the projects, the management committees of all the 12 WRUAs were each invited to propose a project. The projects differed from roof water harvesting at schools, setting up tree nurseries, bringing water abstractors along a river stretch together in a common intake, to water-friendly-farmers trainings and improving existing community water projects.
One of the WRUAs proposed the construction of a water intake, a storage tank, and distribution lines. After designing the project and selecting the construction company, the supervising consultant wanted to prepare the construction site. While doing so, an excited group of people approached him, expressing their anger. The group consisted of representatives of the community downstream of the planned project; they had never been involved in the planning process and now faced having their water supply cut off.
The partnership immediately put the planned construction on hold. It appeared that an existing conflict within the communi-
ty, although part of the same WRUA, re-emerged angrily due to the planned project. Mediation processes started.
The two most important lessons and results:
- The partners changed the identification and selection procedures: WRUAs need to show evidence of a broader consultative process within the communities in the area and propose several projects in writing. The partners must do a more thorough pre-feasibility study by visiting the WRUAs and communities, interacting with more stakeholders and local leaders, and physically checking the proposed sites.
- Strengthening the WRUAs as local water resources institutions helps them get more attention in current and future partnerships. WWF, WRMA, the Water Integrity Network, and IWaSP developed a self-assessment tool to aid this endeavor. Based on the outcomes of the assessment, tailor-made training modules were conducted with a focus on "Good Governance" and "Communication" (including representation of communities in the catchment), elements that are crucial in conflict management within the WRUA.
Anne Marie Ran Country Coordinator Email: firstname.lastname@example.org www.iwasp.org www.giz.de | 1,348 | 625 | {
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L1. Descriptive Statistics, Distributions, Sampling
The data are located at http://edu.modas.lu/data
1. For beer data (a) Build a cross-tabulation or pivot table (table) for men's and women's beer preferences. (b) Transform the pivot table into a relative frequency table (probabilities) for men and women (prop.table). (c) Illustrate your findings using a plot (barplot).
2. Based on the cancer data set, calculate the mean (mean) and median (median) survival time for men and women (Male=1 Female=2) subpopulations. You can also use the summary function. Note: focus on dead patients (censoring status 1=censored, 2=dead).
3. For the rana data: (a) Calculate Pearson's and Spearman's correlations (cor) between the temperature and heart rate of a frog. (b) Illustrate by a scatter-plot (plot)
Work with mice data:
4. Calculate the mean Ending weight of male and female mice (separately for each sex).
5. Consider the 50 heaviest mice in the group. Build and draw the frequency distribution for their sex. You can use functions: order, sort, barplot, pie
6. Estimate the probability that a randomly selected mouse is lighter than 20 grams. You can use sum or mean applied to TRUE/FALSE vectors
7. Estimate the probability that a randomly selected mouse has a bleeding time bigger than 1 minute.
8. Provide a summary of the Bone mineral density of all mice.
9. Draw the distribution of Bone mineral density
10. Based on Weight change, do you have any potential outliers? If so, provide the IDs of suspicious mice. Now try with Iglewich-Hoaglin's method.
11. The volume of a liquid in bottles of one company is distributed normally with an expected value of 0.33 liter and a standard deviation of 0.01.
a. Based on your knowledge about normal distribution, estimate the probability (pnorm) of buying a bottle containing less than 0.32 liters of the liquid.
b. Estimate the interval in which the volumes of 95% bottles are lying (many correct solutions exist, as the question is incomplete!) (qnorm)
12. A population of marine gastropods has shell lengths that are normally distributed (pnorm) with mean µ = 7 mm and variance σ 2 = 2.25 mm 2 . What proportion of the population will have a shell length between 5.5 mm and 8.5 mm?
13. Test the central limit theorem Generate k random uniform random vectors with 1e4 elements (runif) and build their distributions for k = 1, 2, 6, 12 | 1,104 | 584 | {
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Grade 9 Modern World Studies
Ohio Standards Connections:
History:
Analyze the global impact of post-World War I economic, social and political turmoil including colonial rebellion.
Geography:
Analyze the patterns and processes of movement of people, products and ideas.
CHINA - TIP
Purpose:
This lesson is part of a unit which asks students to consider American President Woodrow Wilson's principle of selfdetermination, part of the Fourteen Points proposed at the end of World War I, which urged the world powers to allow people to determine for themselves how they are to be governed, then use prior knowledge and what they have learned in this lesson to select and evaluate a current situation which might exhibit similarities today.
Estimated Duration:
Five forty-five minute classes.
Commentary:
World War I began the decline of Imperialism. Controls were relaxed as the belligerent powers exhausted resources and colonial efforts increased in importance. Following the war the espousal of self-determination contributed to rising hopes as exhibited in popular movements among intellectuals. Instead the imperial powers reacted harshly to re-establish political control: a reaction which laid the groundwork for differing approaches for independence.
Materials and Resources:
Multiple descriptions of the May Fourth Movement from differing perspectives (attachments)
Authorized textbook: Modern World History: Patterns of Interaction Evanston, IL: McDougal Littell, 2006.
Supplemental textbook: Farah, Mounir, and Andrea Berens Karls. World History: The Human Experience. Westerville, OH: Glencoe, 1994.
.
CHINA - TIP
Key Vocabulary
Treaty of Versailles
League of Nations
Fourteen Points
Self-determination
Lu Xun
May Fourth Manifesto
May Fourth Movement
Instructional Procedures:
All students will research how the Great Powers dealt with China at the Paris Peace Conference. Small groups of students will then select one of the reading attachments describing the May Fourth Movement from differing perspectives. Students will then compare with each other and with the text book to analyze what is said and omitted in these descriptions.
Attachments
Attachment Set 1:
Ebrey, Patricia Buckley. Cambridge Illustrated History: China. (New York, 2006), pp. 270-272.
Yutang, Lin. My Country and My People. (New York, 1938), pp. 169.
Attachment Set 2:
Schwarcz,, Vera. The Chinese Enlightenment: Intellectuals and the Legacy of the May Fourth Movement of 1919. (Berkeley, 1986), pp.
CHINA - TIP
12-23."May 4, 1919: The Making of a New Generation"
Attachment Set 3:
Murphy, Rhoads. A History of Asia, fifth ed. (New York, 2006), pp. 341-343.
Attachment Set 4:
Yeh, Wen-Hsin. Provincial Passages: Culture, Space, and the Origins of Chinese Communism. (Berkeley, 1996), pp. 71-74.
Attachment Set 5:
Schirokauer, Conrad, and others eds. A Brief History of Chinese and Japanese Civilizations, third ed. (United States, 2006), pp. 495-501.
Kenley, David. New Culture in a New World: The May Fourth Movement and the Chinese Diaspora in Singapore, 1919-1932. (New York, 2003), pp 6-7, pp. 49-52.
China
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
Students in Beijing rallied during the May Fourth Movement. http://en.wikipedia.org/wiki/May_Fourth_Movement
CHINA - TIP
五四運動;
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
Student protests at the May Fourth Movement http://www.bocrawler.com/encyclopedia/image:May_fourth.jpg | 1,770 | 818 | {
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British Values Statement
Promoting British values
Penarth Group School is committed to serving its community. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Penarth Group School is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students.
The Government emphasises that schools are required to ensure that key 'British Values' are taught in all UK schools. The government set out its definition of British values in the 2011 Prevent Strategy.
The five British Values are:
- Democracy
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
The academy uses strategies within the National curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways Penarth Group School seeks to embed British values.
Democracy
The principle of democracy is consistently being reinforced at Penarth Group School, with democracy processes being used for important decisions within the school community, for instance, elections being held for Head Boy and Girl and Prefects positions, Form and Sport Captains and Student Parliament members. The principle of democracy is also explored in the History and Religious Studies curriculum as well as in form time and assemblies.
The rule of law
The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Penarth Group School.
Students are taught the rules and expectations of the school which are highlighted by the student code of conduct and student expectations. Students are taught the value and the reasons behind laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service reinforce this message.
Individual liberty
At Penarth Group School, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure and supportive environment. Staff at Penarth Group School educate and provide boundaries for students to make informed choices, through a safe environment and an empowering education.
Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely, for example through e-safety and Form Time work.
Glyn has a robust anti-bullying culture and has in place a comprehensive Behaviour for Learning Policy.
Mutual Respect
Respect is a strong part of Penarth Group School and is part of its Mission Statement & Values. Students learn that their behaviours has an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments.
Mutual respect is embraced throughout the curriculum by providing the opportunity for students to express their views in a safe environment with Glyn's ethos being 'allow one voice – so that the thoughts and answers of all are respected'.
Tolerance of those of different faiths and beliefs
This is achieved though equipping students with the ability to understand their place in a culturally diverse society and by giving the opportunities to experience such diversity within the school community. Students benefit from a number of international visitors, including students from other continents and cultures. Additionally, students are actively encouraged to share their faith and beliefs within the school and celebrate festivities throughout the calendar year. The Religious Studies curriculum, which is compulsory for all students up to the end of KS4, provides a broad and balanced education on a range of faiths, religions and cultures.
Penarth Group School is part of the Global Learning Programme which is recognised by Ofsted for its contribution to students' SMSC and curriculum knowledge about global issues. Glyn has also been accredited with the International Schools Award – Intermediate and works in partnerships with schools overseas to teach students about life in other countries and develop them as global citizens
Penarth Group School strives endlessly to ensure that its students leave with the strongest foundation of values upon which to build a successful life and a successful contribution to our Society. | 2,030 | 893 | {
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Badger Class Curriculum Letter – Spring Term 1 2018
Happy New Year! We hope you have had a lovely Christmas break. Our new topic for this half-term is 'Inventors and Inventions', please find details listed below.
Reading
English
Our Grammar work this half-term will be based around spelling patterns for particular suffixes, for example –tion, sion, -ssion and –cian. Year 3 will be learning about the present perfect form of verbs and Year 4s about possessive pronouns. We will also be working on consistent size letters and joins in handwriting.
Our English for the beginning of the year will be based around
Once again we were proud of how many of the children in Badger Class received Reading Certificates at the end of term – we had 2 Bronze, 7 Silver and 5 Gold! Please remember to sign the reading diary so we can record the number of times read and change books when needed.
the book 'The Iron Man' by Ted Hughes. We will be looking at the writer's use of language and how it contributes to meaning. We will also be analysing the description of the Iron Man and how the writer builds suspense. We will then use this as an example to write our own character descriptions.
After this we will move on to instruction writing and have fun planning a trap to catch our own mechanical machines!
Finally we will be reading and writing some structured poetry.
Guided Reading
The children will continue to take part in a weekly guided reading session with their class teacher. Focuses this halfterm are the writer's use of language and the structure of writing.
Badger Class Curriculum Letter – Spring Term 1 2018
Maths
Both year groups will be working on measurement to include length, perimeter and area. The children will be measuring the length of several Iron Man body parts and converting them into different units of measurement. They will then be comparing these measurements, and answering questions involving the use of addition and subtraction.
The Year 3s will be measuring the perimeter of simple 2D shapes and the Year 4s will be discussing kilometres and measuring perimeter on a grid and of rectilinear shapes.
In Science the children will be studying electricity. They will be constructing and investigating components of simple series circuits and recognising some common conductors and insulators.
History/Geography
This half-term we will be looking at using four and six figure grid references and maps.
We will also be looking at significant inventions that changed the world!
Art and Design Technology
As part of our topic on 'Iron Man' the children will be designing and constructing their own 'metal monsters' with glowing eyes! They will need to think about how to make it, which components to use, and how they are going to insert an electrical circuit into it in order to make the eyes glow.
The children are going to learn about the
Badger Class Curriculum Letter – Spring Term 1 2018
history of the web before studying HTML (hypertext mark-up language), the language in which web pages are written. They will learn to edit and write HTML and then use this knowledge to create a web page.
French
The children will be studying 'Let's Go!' which includes learning about different countries and transport.
RE
The children will start studying Christianity. They will research the significant events in Jesus' life and understand why Jesus is important to Christians. They will look at how Jesus is depicted in different cultures and how he influences individual Christians today.
Physical Education
The Year 3s will be going swimming after playtime on a Wednesday. They will need to ensure they bring in swimming trunks/swimsuit (no bikinis please), swimming cap, a towel and some goggles if they would like to. Unfortunately, they will not be allowed to swim unless they bring in a swimming cap.
During this time the Year 4s will be able to work together in Maths. Both year groups will be learning Dodgeball skills on a Tuesday afternoon. Please ensure your child has a complete, named PE Kit in school at the start of the half-term. Also, please ensure your child has a fleece and jogging bottoms for outdoor PE.
PSHCE
Through the use of Circle Time and drama we will be discussing family, friendships and anti-bullying.
Library
Your child will continue to have the chance to choose a book from the library every Monday afternoon, please help them remember to return it or sadly they will not be allowed to take another one home.
Thank you for taking the time to read this newsletter – it should be an interesting and enjoyable half-term!
If you have any queries please do not hesitate to contact me.
Kind regards, Mrs Vessey | 1,829 | 972 | {
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1
2
3
4
5
6
7
8
9
after fast
last past
father class
grass pass
plant
Week 3 Spellings
Remember: Spelling test every Thursday.
High Frequency Words
1
2
3
4
5
6
7
8
9
path bath
hour move
prove improve
sure sugar
eye
Spelling Pattern –
ey monkey
key honey
money donkey
chimney journey
Year Two Term Four Spelling Lists
Below are the spellings for Year 2 for the whole of Term Four. We will send these out weekly as well but we know that some children and some parents/carers like to look ahead so please feel free to use as you wish.
| | Week 1 Spellings | | |
|---|---|---|---|
| Remember: Spelling test every Thursday. | | | |
| | | High Frequency Words | Spelling Pattern – ou or ow |
| 1 | | gold | loud |
| 2 | | hold | cloud |
| 3 | | told | found |
| 4 | | every | now |
| 5 | | great | crowd |
| 6 | | break | sunflower |
| 7 | | steak | |
| 8 | | pretty | |
| 9 | | beautiful | |
| | Week 4 Spellings | | |
|---|---|---|---|
| Remember: Spelling test every Thursday. | | | |
| | | High Frequency Words | Spelling Pattern – y at the end |
| 1 | | could | baby |
| 2 | | should | lady |
| 3 | | would | holly |
| 4 | | who | fairy |
| 5 | | whole | happy |
| 6 | | many | family |
| 7 | | clothes | |
| 8 | | busy | |
| 9 | | people | |
Week 2 Spellings
Remember: Spelling test every Thursday.
High Frequency Words Spelling Pattern –
or sound pork
walk jaw
north straw
saucepan
Week 5 Spellings
Remember: Spelling test every Thursday.
| | High Frequency Words | Spelling Pattern – silent h |
|---|---|---|
| 1 | busy | hour |
| 2 | half | ghost |
| 3 | money | rhyme |
| 4 | parents | rhythm |
| 5 | Christmas | honest |
| 6 | everybody | rhinoceros |
| 7 | even | |
| 8 | while | |
| 9 | believe | |
Week 6 Spellings
| Remember: Spelling test every Thursday. | | |
|---|---|---|
| | High Frequency Words | Spelling Pattern – silent c |
| 1 | football | scene |
| 2 | playground | scent |
| 3 | farmyard | muscle |
| 4 | bedroom | science |
| 5 | blackberry | scissors |
| 6 | armchair | crescent |
| 7 | fingernails | |
| 8 | sunflower | |
| 9 | rainbow | | | 1,344 | 752 | {
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Home Learning – Year 3
Week Beginning 8 th June
Topic - Seasides
English
Our story this week is: Bluest of Blues by Fiona Robinson We will be continuing to follow our school English scheme 'Power of Reading'. I have uploaded daily planning and activities for children to do based on this story. Upload your completed activities to our class dojo page.
Here are some additional activities you might want to do:
- Can you draw some pictures of your favourite memories?
- Write a story about a memory that you would want to keep a photo for, this can either be a memory of your own or one that you have made up.
- Do some research into how photography has changed, when the extract from the book talks about 'two chemicals, paper, water and sunlight', what is different now?
- Anna and her father spend time experimenting together, can you design your own experiment? Think of something that you would be interested to find out and what you would have to do to find this out.
[x] https://spellingframe.co.uk/
[x] Spelling rule 15 – words containing –ch-
[x] Use the games on the Spelling Frame website called 'Spelling Tiles'
[x] Can you use these words in a sentence?
[x] What do the words mean?
[x] Please continue to read every day as well
- Talk to an adult about holidays they might have gone on when they were a child. What was different about those holidays to your holidays?
- Do some research on animals that live in the sea, which one is your favourite? Can you make a fact file to go with it to tell me about how old they live to, what they eat, do they live in families or by themselves? It would be great to see some drawings or pictures to go with your fact files.
- Can you compare the most popular holiday destinations now to 100 years ago? What made the list change so much?
- Look back at different times in history and the holidays that people went on then, think about Victorian times in particular. Can you write a postcard to somebody as though you were on holiday during this time, what would you tell them about?
This week's Whole School Home Challenge What were seaside holidays like in the past?
You can choose the way in which you do this. It can be a painting, a model, an ICT presentation….anything you like. If you have brothers or sisters from Primary School at home, you can work with them. We look forward to seeing what you create!
We are really enjoying seeing what you have been doing. We know you are working very hard at home to support your children and we very much appreciate it. Thank you very much.
You can upload your child's work by clicking on their alien on our Class Dojo. It has been lovely to see what you have all been up to.
You're all doing great so far, keep going! Miss Moore
Mathematics
Our focus this week is lengths
* We will be continuing to follow our school Maths scheme 'White Rose Maths'. You can find daily videos and activities to do here: White Rose home learning Year 3 https://whiterosemaths.com/homelearning/year-3/ Upload your completed activities to our class dojo.
Here are some additional activities you might want to do:
* Continue to do Times Table Rockstars, see if you can move up a level! You can challenge each other too.
* Try doing times table quizzes at home like we do in maths lessons. Remember you can either pick a times table to practice or you can try lots of different tables.
* Can you estimate the length of items around your house and then use a ruler to find the length. How close were you in your estimate?
* Have a think about different objects such as a football field, a car, an ant, a blue whale, a country. What would be the best units to measure these in? Talk to someone at home about what units we would measure them in and why, does that person agree with you? Possible units of length could be mm, cm, m, km, miles etc.
* If you have a tape measure at home, measure yourself and your family members' heights and see if you can compare them. What is the difference between your heights? | 1,476 | 875 | {
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Lecture Contact Hours: 16-18; Homework Hours: 32-36; Total Student Learning Hours: 48-54
Laboratory Contact Hours: 16-18; Homework Hours: 0; Total Student Learning Hours: 16-18
CUYAMACA COLLEGE COURSE OUTLINE OF RECORD
EXERCISE SCIENCE 060A – BEGINNING BADMINTON
1 hour lecture, 1 hour laboratory, 1 unit
Catalog Description
Presentation of the official singles and doubles games including the six basic strokes, footwork, strategy and etiquette.
Prerequisite
None
Course Content
1) Basic strokes in forehand and backhand: long serve, clear, drop, dink, smash, short serve, drive
2) Scoring and rules of play
3) Basic strategies of court coverage
4) Round robin and/or ladder tournament
Course Objectives
Students will be able to:
1) Describe the rules of play, codes of behavior and scoring for badminton, and explain how they apply to singles and doubles games.
2) Identify the basic strategies of court coverage for singles and doubles play and utilize these strategies to improve court play.
3) Display individual performance skills for singles and doubles play (including basic footwork and strokes for serve and play), and demonstrate proficiency and improvement of these skills throughout the semester.
4) Use the above knowledge and performance-based skills to competitively engage in class competitions and tournaments.
5) Assess the relationship between physical fitness and good health, and apply the skills gained in class to promote good health and fitness throughout one's life.
Method of Evaluation
A grading system will be established by the instructor and implemented uniformly. Grades will be based on demonstrated proficiency in subject matter determined by multiple measurements for evaluation, one of which must be written exams, skills demonstration or, where appropriate, the symbol system.
1) Quizzes and exams that measure students' ability to identify, explain, describe and/or provide examples of the rules, ethics and strategies of play for badminton and how they apply to both singles and doubles games.
2) Objective skills testing that measure students' proficiency and improvement in the following: strategic court coverage, basic footwork, and strokes for serve and play including long serve, short serve, clear, drop, dink, smash, and drive.
3) Objective assessment of student participation and performance in class competitions and tournaments (singles and doubles) based on the following criteria: appropriate use of rules and scoring, sportsmanship and teamwork, and skills development and improvement.
4) In-class activities and/or homework assignments that measure students' ability to evaluate the relationship between physical fitness and good health throughout one's life.
Special Materials Required of Student
Proper attire, court shoes
Minimum Instructional Facilities
Badminton rackets, shuttlecocks, eight indoor courts
Method of Instruction
1) Lecture and demonstration
2) Individual, group practice
3) Tournament competition
4) Films
Out-of-Class Assignments
1) Assigned reading
2) Multimedia
3) Goals paper
4) Analysis of competitive badminton (as seen live and in available media)
Texts and References
1) Required: Instructor materials
2) Supplemental: None
Exit Skills
Students having successfully completed this course exit with the following skills, competencies and/or knowledge:
1) Successful demonstrate the following beginning skills: long serve, clear, drop, dink, smash, short serve and drive.
2) Identify basic rules and etiquette.
3) Choose appropriate strategy for court coverage during play.
4) Participate in class round robin or ladder tournament.
Student Learning Outcomes
Upon successful completion of this course, students will be able to:
1) Define badminton terms.
2) Describe badminton scoring.
3) Identify appropriate badminton etiquette.
4) Demonstrate badminton skills appropriate for competition, recreation, and fitness-enhancing play at the beginning level. | 1,864 | 809 | {
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Ashton St. Peter's Church of England VA Primary School
Food Policy Ratified Sep 2019 Update Sep 2022
At Ashton St. Peter's we endeavour to provide children with an education towards healthy eating and aim to help the children to understand the importance of a balanced diet.
Aim
- engagement by all our children and young people in their education so they achieve their potential
For all aspects of food and drink in school to promote:
- the current and future health and well-being of all the school community.
Objectives
To make information available about known allergenic ingredients used in any food and drink served
To protect those who are nutritionally vulnerable
To give our pupils, parents and staff the information they need to make healthy choices.
To ensure that we are giving consistent messages about food and health throughout the school day and maximise opportunities to promote a healthy diet.
To ensure that the food and drink provided to pupils in school is nutritious and of high quality, meeting Government standards for food in schools.
To provide guidance so that food brought into school is consistent with the standards for the food provided in school.
To involve all the school community in the promotion of a healthier lifestyle.
For the school to maintain our National Healthy School Status .
SECTION 1: FOOD THROUGHOUT THE SCHOOL DAY
* The benefits of a healthy breakfast are promoted in our school through Science, DT and PSHE lessons and discussions in parents' meetings.
* Reception and KS1 are provided with fruit at morning break and KS2 are encouraged to bring in a healthy snack of fruit or vegetables. Toast is provided at morning break for upper KS2. Milk is given free to under 5's and is available for the rest of the children for a small charge.
School Meals
* Early Years and KS1 pupils are entitled to receive a free school lunch if desired
* Children have the choice of school meals or packed lunches.
* We encourage healthy choices for packed lunches and do not permit sweets.
* Packed lunches are monitored by midday meal supervisors and anything not eaten is retained in the lunch box for parents to monitor.
* School dinners comply with the Government regulations for food based standards for school meals and the meals vary daily.
* Children sit in mixed year groups and mixed dinners/packed lunch groups.
* Children/parents are given menus for the coming month, therefore parents are aware of the food available and the children are able to choose when they would like dinners.
* Children are provided with water at lunch time and have the option of bringing in their own water
* Parents and staff notify the kitchen staff who ensure that the needs of children with dietary requirements are met.
* FSM are available and eaten by some of the children who are entitled to it.
* KS2 start their lunchtime later to minimise queuing at lunch time.
* Through the Science and PSHE curriculum, children understand the need for a balanced diet and as they become older understand how different types of food benefit the body.
After School Clubs
* Children are encouraged to bring a healthy snack e.g. a banana, if they are staying for an after school club.
* Drinking water is available during after school clubs.
Early Birds and Evening Owls
* Parents are able to supply cereal or a healthy snack if they wish
* Toast and water is provided for those children who would like it.
Water Provision
* Children are encouraged to bring water to PE sessions and may drink water at break and lunch times
* Children are actively encouraged to bring in water bottles and have access to drinking water in all of the classrooms through the day.
Other Food in School and Food Issues to Consider e.g. Food Safety and Hygiene?
* Children always wash their hands before lunch times or preparing food.
* Children are not allowed sweets during school time and we do not allow sweets to be given out at special times
SECTION 2: MESSAGES GIVEN BY THE SCHOOL
Aim
* We believe in the central importance of food in people's lives, not just for their health but socially, culturally and for personal enjoyment.
Curriculum
* Children learn about a balanced diet and how to make healthy choices.
* Food and nutrition is taught through PSHE, ICT, Science and DT topics.
* Children are involved in questionnaires regarding healthy eating and school dinners
Other Events
a) At parties of celebrations to mark religious or cultural celebrations
As defined in the DFE 'School food in England' 2015 document, The School Food Regulations do not apply to food provided:
b) At fund raising events
c) As rewards for achievement, good behaviour or effort
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Welcome to Country speech by Aunty Julieanne Axford for the opening of the Yallabirrang Learning Story Fence.
Wominjeka everyone.
My name is Aunty Julieanne.
I am elder of Wurundjeri the people.
In recognition of doing my welcome to country, I'd like to acknowledge and pay my respects:
To my Elders past and present and elders here today.
I would like to welcome the City of Yarra Mayor and Richard Wynn and everyone here today. I hope you all have an enjoyable day.
I feel honoured doing the Welcome to Country today as Aunty Gail and myself have been working with Sally and Yuki on this for the last 12 months, with the last few months it has just been Sally. It has been a privilege to get to know them and thank them for all their hard work. It was also wonderful acknowledgement of our people and other cultures.
The Wurundjeri tribe consist of three families the Nevins the Wandin's and The Terrick's.
I am part of the Nevin Family, the three family all descend from one woman called Annie Boorate, which makes us one big family.
Annie Boorate is the younger sister of William Barak, a pioneer for Aboriginal people in the 19 th century, fighting for equality and land rights.
I am here today to welcome you all to the land of my ancestors. We call the land within our tribal boundaries our country.
The kulin nation, Kulin meaning man, is made up of 5 groups. They are Woi -wur-rung /Wurundjeri BoonWurrung, Taungurong, Watharuong , Dja Dja wurung To give you an outline of Wurundjeri country and area we cover:
Wurundjeri Country extends from the north to the Great Dividing Range, East to Mount Baw Baw, South to Mordialloc Creek and West to Werribee River. We cover a diverse range of land, from the mountain, to the beach, and everything in between.
Many thousands of years ago if an Aboriginal person from another tribe wanted to cross over our boundary they would have to sit at the boundary and wait for our Nurungaeta (head man ) or an elder to come past to give permission to cross . Traditional Aboriginal culture was highly territorial, visitors risked violent reprisal for crossing a tribal or clan boundry without permission, this is how a welcome to country originated in our culture.
Traditionally, being welcomed onto Country meant you respected Bunjil's Lore. Bunjil, the wedge tailed Eagle, is our creator. As long as you look after the country, you had access to our waterways and land resources.
When you enter our country we ask that you respect our resources: our fauna, flora and water. They are very special to us and when you are ready to leave you should leave it how you found it.
Once again thank you Sally for having me do the welcome to country today.
On behalf of my elders I would like to say:
WOMINJEKA WURUNDJERI BULLUK YEARMAN KOONDIE BIK
Welcome to the land of Wurundjeri people.
Thankyou | 1,111 | 674 | {
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Name:_______________________________________ Date:____________________________
Ceratopsians
Ceratopsians were a group of herbivorous, beaked dinosaurs. They thrived in what are now known as North America, Europe, and Asia. They lived during the Cretaceous Period.
The earliest known Ceratopsian, a dinosaur named Yinlong, lived between 161.2 and 155.7 million years ago. The last Ceratopsian species became extinct at the end of the Cretaceous era-- 65.5 million years ago.
Early members of the Ceratopsian group, such as Psittacosaurus, were small and bipedal (they walked on two legs). Later members, including Triceratops, became large quadrupeds (they walked on four legs). Later members developed elaborate facial horns and frills extending over its neck. While these frills might have served to protect the vulnerable neck from predators, they may also have been used for display.
Ceratopsians ranged in size from 3 feet (1 meter) to over 30 feet (9 meters); some weighed as much as 12,000 pounds. They lived in herds and defended themselves with their horns and their sharp beaks.
Name:_______
KEY
__________________________ Date:____________________________
Ceratopsians
Ceratopsians were a group of herbivorous, beaked dinosaurs. They thrived in what are now known as North America, Europe, and Asia. They lived during the Cretaceous Period.
The earliest known Ceratopsian, a dinosaur named Yinlong, lived between 161.2 and 155.7 million years ago. The last Ceratopsian species became extinct at the end of the Cretaceous era-- 65.5 million years ago.
Early members of the Ceratopsian group, such as Psittacosaurus, were small and bipedal (they walked on two legs). Later members, including Triceratops, became large quadrupeds (they walked on four legs). Later members developed elaborate facial horns and frills extending over its neck. While these frills might have served to protect the vulnerable neck from predators, they may also have been used for display.
Ceratopsians ranged in size from 3 feet (1 meter) to over 30 feet (9 meters); some weighed as much as 12,000 pounds. They lived in herds and defended themselves with their horns and their sharp beaks.
sharp horns used to
stab attacking
dinosaurs
strong legs used to
hold up its heavy body
flat teeth used to
grind plants
a sharp beak to bite
attacking dinosaurs
a bony frill to protect
its neck or for display
Read about the adaptations in the boxes. Cut and paste them in the appropriate boxes.
very thick hide to
protect it from bites
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Cultural Daily
Independent Voices, New Perspectives
Cryptocurrency Mining: How To Get Started With Mining Free Bitcoins?
Our Friends · Friday, January 28th, 2022
Bitcoin has been the poster child of cryptocurrency in recent years, which is justified by looking at its performance. With a market cap of nearly a thousand billion now, it has been heavily speculated that it will one day replace more traditional forms of currency. Cryptocurrency is becoming very popular with people who have grown tired of traditional currencies. The long-term success of Bitcoin has led many people to look into other methods to mine these currencies. But without proper knowledge about different aspects of mining, you cannot possibly make the best use of mining tools. To cover all the answers to your questions, detailed answers to all your questions are provided here. You can check for more information at https://bitql.cloud/.
The Concept of Bitcoin Mining
Bitcoin mining is simply the act of executing a complex computational process to discover a unique number. It's called mining because the resulting number (called the "nonce") must be below a certain threshold for Bitcoin mining to succeed. Imagine solving a complex puzzle to give you a better idea of what Bitcoin mining is all about. Bitcoins are the currency used in this analogy.
You use your computer's processor to try and discover a solution to the puzzle. When you find it, you're "mining Bitcoin" and are then rewarded with new Bitcoins. As an incentive, the Bitcoin network increases the difficulty of these puzzles (i.e., makes them more difficult) by generating more hashes for each mining round. This is known as "adjusting the difficulty level."
Merits of Mining Bitcoin
The most apparent benefit of Bitcoin mining is that it would become less profitable over time. At first, miners used basic home computers to mine for Bitcoin, but now people are using vast arrays of ASICs (Application Specific Integrated Circuits) dedicated solely for mining purposes. This means that only those with the money and resources can profitably mine Bitcoin, creating a barrier to entry for new miners and maintaining profitability even at current prices. The main benefit of Bitcoin mining is that it ensures that all users are on the same page. Without Bitcoin miners, users could send each other Bitcoins freely without proof of who sent what to whom.
Some Term Related to Bitcoin Mining
Bitcoin Miner
Cultural Daily
- 1 / 2 -
02.02.2022
A Bitcoin miner writes the software to solve complex problems and maintain the network's integrity. Miners must work within the bounds of applicable laws to profit from their labours. This means that you must be aware of regulations in your jurisdiction and always comply with AML and KYC policies.
Bitcoin Difficulty
The difficulty (or hash rate) measures how difficult it has become to mine Bitcoin. As the difficulty increases, mining Bitcoin also gets tougher than mining bitcoin. The current block reward for mining bitcoin is 12.5 bitcoin for mining a single block. As time moves on, this reward rate will decrease to 6.25 bitcoins per block in 2140. Each year that passes will become harder and harder to mine a new bitcoin.
ASIC Software
The software used for mining is ASIC Miner (Application Specific Integrated Circuit). The cost of mining Bitcoin depends on several factors, including the current difficulty, power and space costs, the rate that you mine for coins, and even your location.
What is the role of mining in earning free Bitcoins?
You can't simply go to a website, enter your Bitcoin address and start earning free Bitcoins. But you can read more about them at bitql.cloud. The process of mining (solving complex math problems to find a new block) takes a lot of processing power, which costs money. However, using a unique piece of software called a miner, you can turn your computer's processing power into something useful, like new Bitcoins. There are many types of hardware that you can use for Bitcoin mining, each with advantages and disadvantages.
There are many different ways you can start mining Bitcoins, and many of them will require you to invest quite a bit of money upfront. The most common way is by buying specialized hardware, but it may take a while for Bitcoin prices to increase enough to recoup the cost. Other methods are available if you want quicker results and don't mind paying more upfront costs.
Photo by Shubham Dhage on Unsplash
This entry was posted on Friday, January 28th, 2022 at 2:03 am and is filed under Check This Out You can follow any responses to this entry through the Comments (RSS) feed. Both comments and pings are currently closed.
Cultural Daily
- 2 / 2 -
02.02.2022 | 1,932 | 958 | {
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Lesson 2: Herbivores or Carnivores
Objective:
1. Students will identify dinosaurs as consumers, as herbivores or carnivores.
Materials:
* Dinosaur Pictures PowerPoint Slide or printed document
* Class set of Document: Dinosaurs
* Class set of construction paper
* Color pencils, crayons, and glue
* Vocabulary Cards (herbivore, carnivore, consumer)
Procedure:
1. Show your students the Dinosaur Pictures of the Tyrannosaurus rex, Velociraptor, Triceratops, and Brachiosaurus.
2. Ask your students to compare and contrast the characteristics of the dinosaurs. Students may notice that the Tyrannosaurus rex and the Velociraptor both walked on two legs, had sharp teeth and sharp claws. The Triceratops and Brachiosaurus walked on four legs and did not have sharp teeth or claws.
3. Guide them to identify the Tyrannosaurus rex and Velociraptor as meat eaters, or carnivores, and the Triceratops and Brachiosaurus as plant eaters, or herbivores. Stress that all of the dinosaurs are consumers because they ate.
4. On the board, model a Venn diagram with herbivores labeled on one circle and carnivores on the other. Label your diagram. Students should copy the diagram in their notebooks. Ask students to help add information to the diagram. Carnivores walked on two legs, had sharp claws, sharp teeth, and had hollow bones so they were fast. Herbivores walked on four legs, had flat or rounded teeth, had long tails, and usually traveled in herds.
5. Distribute the document, Document: Dinosaurs and construction paper to each student.
6. Students should fold the construction paper in half, label one side "herbivore" and the other side "carnivore."
7. Ask your students to look at the information in their Venn diagram and infer which dinosaurs ate meat and which ate plants. Students will cut and paste the dinosaurs in the appropriate column. When finished, they can decorate the front of their construction paper.
Extension Ideas:
1. KLRN PBS LearningMedia: http://klrn.pbslearningmedia.org
On PBS LearningMedia, search: Living Together in an Ecosystem. It is an animated clip highlighting dinosaurs that were herbivores and carnivores that lived together and ate different food.
2. Students can select either to research for more information about herbivores or carnivore. They can create a PowerPoint presentation to present the information they learned. | 1,012 | 534 | {
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As Readers
We will develop our reading comprehension, fluency and vocabulary through explicit instruction and rigorous practise. We will encourage a love of reading and develop a broad knowledge base through exploration of these books:
Amazing Africa The boy who biked the world The pot of wisdom Africa is not a country
Butterfly Lion
Mama Panya's pancakes
As Authors
We will develop our understanding of grammar concepts and extend our range of sentences. We will assess the effectiveness of our own work by proposing changes to vocabulary to improve consistency when we write:
A setting Descriptions for an African country A poem
A children's guide to Africa.
As Scientists
We will compare how things move on different surfaces. We will observe how magnets attract and repel each other and attract some materials and not others. We shall describe magnets as having two poles. We will be able to predict whether a magnet will attract or repel depending on which poles are facing. We shall be able to compare and group together a variety of everyday objects on the basis of whether they attract a magnet.
As Artists/Designers
We will study and collate pictures of clothing from different cultures. We will look at colours and patterns and how culture effects clothing. We will create a large scale textile.
We will explore African print and design/create paintings using African prints.
As Historians
We will investigate the impact of the River Ganges in India and how it provides food and influences faith and culture.
We will taste and explore African foods and dishes to compare them to other cultures.
As Geographers
We will understand the concept of the physical world and how it relates to us. We will develop a knowledge of our planet and learn the location of the 7 continents. We will explore Africa and be able to locate South Africa and Ethiopia within it. We will look at different parts of Africa and explain the advantages and disadvantages of living in a city or village.
We will be able to locate places on a map/globe.
We will explore the impact of fair trade on farmers.
How does culture influence food?
Authentic Outcome: A guide to Africa
Critical Audience: School, community, parents and children.
Concepts: identity, belonging, strength, happiness, culture
Year 3 Belong Summer 2020-2021
As Digital Leaders:
We will learn about how technology is an important part of everyday life and how we stay safe online. We will explore the concept of coding and learn to write
more complex coding problems using Tynker and the Hour of code.
We will create a fashion wheel of pictures to showcase fashion around the world.
We will research Africa and explore their cultures. We will use iPads to locate continents and countries in Africa.
Children's ideas:
- African animals
- Egypt
- Poor and rich places
- Where do they get their water from?
As Musicians
We will sing a range of songs from with confidence. We will understand that posture, breathing and diction are important in music. We will learn musical terminology and practise and learn body percussion.
As Sportspeople
We will master fundamental movement skills with accuracy and show awareness of space and the actions of others.
Opportunities/situations where children will develop BELIEVE:
As Citizens
We will learn about Islam and Christianity and explore what is important to Muslims.
| Excited and motivated to achieve | Leading a healthy, responsible lifestyle | Individually | Excellent Communicators | | Valued and Respected |
|---|---|---|---|---|---|
| | | contributing to make a | | | members of our |
| | | difference | | | community |
| To design and make an item of clothing using African prints/textiles | To explore foods that are important to other cultures. | Self-care and the | Have informed, knowledge based discussions about differences between cultures. | To respect and celebrate different cultures from around the world. | To respect and celebrate |
| | | importance of looking | | | different cultures from |
| | | | | | around the world. |
| | | after yourself. | | | | | 1,716 | 868 | {
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Provider Information
BF – Breastfeeding
BF-N NUTRITION (MATERNAL)
OUTCOME: The parent/family will understand the foods that contribute to the nutritional well-being of breastfeeding mothers.
STANDARDS:
1. Encourage consumption of same kinds of foods that are important during pregnancy.
2. Identify foods to avoid if necessary (e.g., chocolate, gas forming food, and highly seasoned foods).
3. Emphasize the increased need for water in the diet of breastfeeding mothers.
Healthy Eating
Many new mothers wonder if they should be on a special diet while breastfeeding, but the answer is no. You can take in the same number of calories that you did before becoming pregnant, which helps with weight loss after birth. There are no foods you have to avoid. In fact, you can continue to enjoy the foods that are important to your family – the special meals you know and love.
As for how your diet affects your baby, there are no special foods that will help you make more milk. You may find that some foods cause stomach upset in your baby. You can try avoiding those foods to see if your baby feels better and ask your baby's doctor for help.
Keep these important nutrition tips in mind:
* Drink plenty of fluids to stay hydrated (but fluid intake does not affect the amount of breast milk you make). Drink when you are thirsty, and drink more fluids if your urine is dark yellow. A common suggestion is to drink a glass of water or other beverage every time you breastfeed.
* Limit beverages that contain added sugars, such as soft drinks and fruit drinks.
* Drinking a moderate amount (up to 2 to 3 cups a day) of coffee or other caffeinated beverages does not cause a problem for most breastfeeding babies. Too much caffeine can cause the baby to be fussy or not sleep well.
* Vitamin and mineral supplements cannot replace a healthy diet. In addition to healthy food choices, some breastfeeding women may need a multivitamin and mineral supplement. Talk with your doctor to find out if you need a supplement.
Can a baby be allergic to breast milk?
Research shows that a mother's milk is affected only slightly by the foods she eats. Breastfeeding mothers can eat whatever they have eaten during their lifetimes and do not need to avoid certain foods. Babies love the flavors of foods that come through in your milk. Sometimes a baby may be sensitive to something you eat, such as dairy products like milk and cheese. Symptoms in your baby of an allergy or sensitivity to something you eat include some or all of these:
* Green stools with mucus and/or blood, diarrhea, vomiting
*
Rash, eczema, dermatitis, hives, dry skin
* Fussiness during and/or after feedings
* Crying for long periods without being able to feel consoled
* Sudden waking with discomfort
* Wheezing or coughing
Babies who are highly sensitive usually react to the food the mother eats within minutes or within 4 to 24 hours afterward. These signs do not mean the baby is allergic to your milk itself, only to something you are eating. If you stop eating whatever is bothering your baby or eat less of it, the problem usually goes away on its own. You also can talk with your baby's doctor about any symptoms. If your baby ever has problems breathing, call 911 or go to your nearest emergency room.
Click here for a Patient Education Handout for the mother on the Maternal Nutrition during breastfeeding.
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On 28 March 2009 at 8:30 PM, cities and towns across the world will turn off their lights for ONE HOUR – Earth Hour – sending a powerful global message that it's possible to take action on global warming.
In what we hope will be the world's largest mass participation event, Earth Hour 2009 will be the culmination of one billion people around the globe, in more than 1000 cities from business, government and the community turning off lights, and sending a message to world leaders in the lead-up to the United Nations Climate Change Conference Copenhagen 2009 that we need a commitment to actions that will reduce greenhouse gas emissions for the short and long term benefit of the planet in order to avert widespread disastrous impacts especially in developing countries like the Philippines.
Taking the first step is as easy as turning off a light.
By encouraging entire cities to perform this simple act, for just one hour, a strong message is delivered to the world about the urgent need to address climate change, and shows that it is possible for everyone to make a difference.
In March 2008, Earth Hour reached 370 cities and towns in more than 35 countries across the globe and has become a fast-growing global sustainability movement. An estimated 50 to 100 million people around the world switched off their lights for Earth Hour in 2008, including an estimated 1 million Filipinos, and global landmarks including the Golden Gate Bridge, Rome's Coliseum, the Coke billboard in Times Square and Jumeirah Hotel in Dubai darkened for one hour. Our very own Manila City Hall Clock Tower, the Mall of Asia, and the Cultural Center of the Philippines were blanketed in meaningful darkness. Today, through the extensive WWF International network, Earth Hour 2009 has gotten commitments from over 70 countries, the number growing each day.
The Philippines will again join millions of communities around the world as we all literally "turn out the lights" for Earth Hour 2009. WWF, in collaboration with the Department of Energy, The Green Army, and the SWITCH Movement, will turn off lights nationwide – Luzon, Visayas, and Mindanao, aiming for the participation of at least 10 million Filipinos.
Earth Hour 2009 will be a major call to action for every individual, government and business to take responsibility and play a part in ensuring a sustainable future. Iconic buildings and landmarks across the world will go dark. People will join together to celebrate and create a conversation about the future of our planet.
Earth Hour is a message of hope and action. Imagine what we can do if we act together.
Join us for Earth Hour 2009.
For more information, visit www.earthhour.org and sign up! | 1,102 | 557 | {
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