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Publication FCS-54P
Learning in Families Together:
Adolescence and Brain Development
Adolescence is the transition stage between childhood and adulthood (age 12-19). There are many bodily changes and social and emotional changes.
Karen DeBord, Virginia Cooperative Extension Specialist, Family and Human Development
Parenting Tips
* Self-control is not fully developed in adolescents. They often seek instant rewards.
interested in, communicate, and be ready to talk and LISTEN!
* Adolescents take more risks when friends are watching. The reward seems more important to them than the risk. In groups, the risk for teens is doubled.
* Impulsivity (doing things without thinking) generally drops throughout life, starting at about age 10, but this love of the thrill peaks at around age 15. As teens mature into young adults, there is less interest in thrill seeking and more impulse control.
* Misbehavior occurs due to immaturity, and it often goes away without any intervention. It helps teens to learn self-control by having others (parents and leaders) set limits.
Together Time
Be involved in what your teen is emotions and more complex thinking processes develop.
Share in their interests. Listen to music (of their choice) together and discuss it, check out thrilling movies, shop together, and even plan a party together. Try not to be overly critical.
Set limits on the time they are allowed to use the computer and other electronic devices. Help them set their passwords and understand safe Internet use.
Learning Time
Change is exciting in adolescence. Teens like novel things. That's why new friends seem more interesting than familiar family members.
* Find ways to meet new families or expose adolescents to new places, careers, or hobbies.
Peer Time
The parts of the brain responsible for sensation seeking are still developing, and the parts responsible for impulse control are also under construction. Patience is critical. Adults must model good decision-making and problemsolving. Adolescents will see that learning is a process with many steps.
* Be consistent with rules and guidance, being firm but fair.
* Be smart by following up to make sure there really is a school dance or that there is a parent at a friend's home when an adolescent child says there is.
* The brain develops more complex functioning as a person ages. In infancy, the brain is mainly telling the body that it is wet, tired, or hungry. Later on,
* Know their friends. Invite them to your home and meet their parents. Obtain phone numbers so you can follow up with parents or double check on your child's outings.
Virginia Cooperative Extension programs and employment are open to all, regardless of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, genetic information, marital, family, or veteran status, or any other basis protected by law. An equal opportunity/affirmative action employer. Issued in furtherance of Cooperative Extension work, Virginia Polytechnic Institute and State University, Virginia State University, and the U.S. Department of Agriculture cooperating. Edwin J. Jones, Director, Virginia Cooperative Extension, Virginia Tech, Blacksburg; Jewel E. Hairston, Administrator, 1890 Extension Program, Virginia State, Petersburg.
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iLearning Guide
Module Name: Critical Reading and Response
Course Name: English 1 (Reading and Composition)
Learning Goals/Outcomes
Upon completion of this module, you will be able to:
* Locate thesis in an academic text
* Evaluate the effectiveness of the author's thesis and argument
* Locate main supporting evidence in an academic text
Learning Resources
Required Resources
* Read "Annotating the Margins" and "Critical Reading/Textual Analysis and Thesis"
* Read Carol Dweck's "Brainology"
* Read Russell Baker's "School vs. Education"
* Watch Dweck's TED Talk, "The Power of Believing You Can Improve"
Additional Resources
Find out what kind of mindset you have
* http://mindsetonline.com/testyourmindset/step1.php
Learning Activities
Activities for This Lesson
* Take the mindset quiz (link above) to determine what kind of mindset you have
* As you annotate, summarize each of Dweck's main points as she makes them in the text
* Write a summary of Dweck's main point for writing (thesis) and her supporting evidence
* Write a response paper evaluating the efficacy of Dweck's purpose for writing and how well she supports her thesis
Discussion Questions
* Dweck explains that "negatively stereotyped students" benefit from the research findings. Provide some examples of negative stereotyping and how these types of generalizations harm students. How are these students helped
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
or harmed by their mindsets?
* Apply the concepts of fixed and growth mindset to the students in Russell Baker's essay "School vs. Education." Which mindset does Baker focus on and what are the effects?
* Look at the results of your mindset quiz and discuss how your past educational experiences contribute to your mindset. What can teachers do to ensure that students are not negatively stereotyped by a fixed mindset?
Self-Assessment
Check your understanding. Can you ….
* Define fixed and growth mindset
* Discuss the benefits and drawbacks of each mindset
* Explain which mindset allows for greater learning
Lesson Evaluation: Graded Assessments
* Discussion
* Response paper
Learning Guide
Module Name: Revising vs. Editing
Course Name: English 1 (Reading and Composition)
Learning Goals/Outcomes
Upon completion of this module, you will be able to:
* Discuss and differentiate between revising and editing
* Revise essay, focusing on organization and development of ideas
* Analyze peers' essays for strong and weak areas
Learning Resources
Required Resources
* Read "Writers on Revising" and "Editing and Proofreading"
* Essay rubric
* Watch "No One Writes Alone"
* Mock student essay
Additional Resources
*
Learning Activities
Activities for This Lesson
* Students read and mark-up sample student essay and discuss the comments they've made
* Discuss the differences between revising and editing
* Discuss which types of comments were more helpful to the writer—were they revision or editing?
* Review peers' essays
Discussion Questions
* What are the differences between editing and revising?
* Is editing helpful in a peer review session? Why or why not?
* What types of things do you look for when revising (re-visioning) an essay?
Self-Assessment
Check your understanding. Can you ….
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
* List differences between editing and revising techniques
* Discuss what types of commentary benefit you and your peers
* Explain the benefits of editing and revising
Lesson Evaluation: Graded Assessments
* Discussion
* Peer review
i Learning Guide created by Lisa Fitzgerald for English 1: Reading and Composition. Feb. 16, 2016.
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008. | 1,869 | 841 | {
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Advocating For Your Child in School: Building a Partnership for Success
Purpose
Take-Aways:
Parents often don't understand how to effectively partner with their child's teacher and school to ensure the best learning outcomes. The purpose of this workshop is to provide parents with knowledge and tools to communicate effectively, understand the constraints school staff face, and build the kind of partnership that will create win/win outcomes for children and teachers.
…seeing their positive intentions and actions, and amplifying that, is a much more effective strategy than focusing on what you don't want…
Course Philosophy
This course rests on the notion that establishing a partnership begins with two parties feeling responsible for the success of a mutual purpose. In this case, it means parents need to establish relationships with teachers and other relevant school staff that build a common sense of purpose and that open authentic communication about the real issues and concerns each partner has in constructive ways that build trust and motivation to make the partnership work.
Two things are needed to build and sustain such partnerships. One is an ability to clarify the thoughts, feelings and intentions that both parties have; to not get caught up in the stories and sense-making that are a normal part of social
What will be in your workshop booklet
-
1. sample flow chart of a school district "chain of command"
2. who to talk to when you have a concern
3. checklist of what to think about before you make the first call
4. experience cube
5. what to do before your first face to face meeting
6. win/win model
7. golden rules of triangles
interaction, but to ensure that perceptions get tested so that people are dealing with what's real and not what they have made up in their heads. The second is that partnerships work best when people look for and align with the positive intentions that others hold. Learning to exert influence by focusing on what you want more of from your partners, seeing their positive intentions and actions, and amplifying that, is a much more effective strategy than focusing on what you don't want or don't like and complaining about it.
Learning Objectives
Understand who controls what…
- understand what the Ministry of Education controls and how school districts are funded
- appreciate what constraints school systems work with (union contracts, legal requirements, legislation)
Understand the chain of command
- learn the difference between political and administrative roles
- learn how school districts are organized
- understand the principal's role and the budget s/he controls
Increase the chances your kid will get what s/he needs
- learn how to get clear in your own thinking
- learn how to get clear about your intentions and wants
- learn how to listen and what to listen for
- understand the process of finding win/win solutions
Understand how to get the school system on your side
- learn about describing your experience and understanding the experience of others (experience cube)
- learn about appreciative change process and how to use it
- learn about triangulation and how to avoid it
If things go sideways, how do you get back on track?
- when you have a problem, first see the teacher etc.
- learn how to be descriptive, not judgmental
- learn more about appreciative process and see the good intentions of others
Your Instructor…
Carmen Farrell
Carmen's career started as a junior researcher with the Royal Commission on Education, and eventually became part of the executive team at the Coquitlam School District, responsible for community relations and development.
As a mother of a boy with developmental challenges, she knows firsthand what it's like to advocate for your child. She can teach you how the school system works, what strategies are likely to succeed, and how to avoid making things worse.
A leadership trainer with Clear Learning Ltd., she utilizes models from the Clear Leadership course for collaboration and partnerships
SEEDS is a non-profit society dedicated to creating more kindness in our schools and society.
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JK PUBLIC SCHOOL KUNJWANI
HOLIDAYS HOMEWORK CLASS 11
ENGLISH: Writing Skill, Notice ,Letter, Poster
Literature: - A portrait of a lady
A Photograph
The Summer of Beautiful white horse
Voice of Rain , The Addres
Novel :- Chapter No 1 Reading
Grammar :- Tenses ,Determiners
PHYSICS: Revision of unit 1 & 2
- Project work – electric motor, electric bell, total internal reflection.
CHEMISTRY: Revise Unit 1 – Some General Concepts of Chemistry
Unit 2 - Structure of Atoms
Prepare Unit -01 and 02 for Unit Test -01
MATHS: Practise all the topics explained in the class in a separate notebooks
BIOLOGY: CHAPTER 1 :- Living World
CHAPTER 2 :- Biological Classification
CHAPTER 3 :- Plant Kingdom & Project Work
Prepare for Unit Test -01
PHE: Revised Unit I :- Changing trends and career in Physical Education
Unit II :- Olympic Movement
Unit III Physical fitness ,wellness and Lifestyle
ACCOUNTS: Practise all numerical of the chapters ( Accounting equation, rule of Debit and Credit vouchers and Journal Entries)
*Project work –
Prepare a project file on Accounting Vouchers.
Rules of Debit and credit.
BUSINESS: Revise Chapter 1,2&3.
*Project: Collect information on various professional bodies related to different professions like C.A., Lawyers, architects, doctors, artists, authors, writers etc.
ECONOMICS: Revise all the syllabus done in the class.
*Project: status of poverty & unemployment in India.
PSYCHOLOGY :-
- Complete assignment 1 of psychology related to chapter 1 "What is Psychology"
- Choose an interesting person in the "History of Psychology" and write a paper about them .Your paper might focus on many different elements of the individual's life ,such as their biography , professional history, theories or influence on psychology
- Consider such famous individual as Sigmund freud , R,F Skinner or on the many other eminent psychologists. There is not word limit but the paper should not be less than 5 sides .Present the paper nearly in a handwritten format ,put in a file
COMPUTER SCIENCE
- Write the answers of the following questions in a computer science register :
1. What are the two languages that contributed to design C++?
2. Give two examples of Object Oriented Language.
3. What is the name of the function that should be present in all C++ program?
4. How is the statement terminated in C++?
5. List five fundamental data types available in C++.
6. Why is char often treated as int data type?
7. Which is the last character of a string?
8. Write various rules for declaring a variable.
9. What is the difference between 'a' and "a" in C++?
10. Why is main ( ) function necessary in C++?
B) Write C++ coding of the following programs in the Computer Science register
1. WAP in C++ to display your name, class and school.
3. WAP in C++ to input Principal, Rate and Time and find Simple Interest.
2. WAP in C++ to input three sides of a triangle and find its area using Heron's formula. Hint :Make use of sqrt( ) function present in math.h
4. WAP in C++ to interchange the values of two variables without Using the third variable.
C) Learn and revise all the chapters done in the class.
5. WAP in C++ to input any two numbers and perform five basic arithmetic operations (addition, subtraction, multiplication, division and remainder) on them.
SOCIOLOGY:-Chapter 1:- Sociology and Society
Chapter 2:- Terms, concepts and their use in sociology
Chapter 3:- Understanding Social Institutions
Chapter 4:- Culture and Socialisation
Revise Chapter 1,2 and 3 for Unit Test -01
GEOGRAPHY:-
POLITICAL SCIENCE :-Revise for Unit Test -01
HISTORY :- 1.
Do 20 question of 02 marks of Theme I and Theme II respectively
2.Do all activities related to theme I and theme II I.E from the beginning of time and writing and city life
3. Revise theme I and theme II done in the class
4. Learn time line of theme I | 2,005 | 924 | {
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English
Text: The Wild Way Home by Sophie Kirtley
Text types:
Story with a theme
Newspaper article
Monologue
Key skills: fronted adverbials, noun phrases, paragraphs, direct speech and similes.
Science
Teeth & the Digestive System
Describe the simple functions of the basic parts of the digestive system in humans.
Identify the different types of teeth in humans and their simple functions.
Construct and interpret a variety of food chains, identifying producers, predators and prey.
PE
Cricket
Participate in team games and apply simple tactics for attacking and defending
Gymnastics
Can perform a basic log, egg, shoulder and forward roll. Responds imaginatively and with control and coordination.
Computing
Software Development
Develop an educational computer game using selection and repetition.
Understand and use variables.
Start to debug computer programs.
Recognise the importance of user interface design, including consideration of input and output.
Anderton Primary School
Autumn Term 1
Year 4
This Is Me!
Art
Screen Printing
Research, create and refine a print using a variety of techniques.
Select broadly the kinds of material to print with in order to get the effect they want
Resist printing including marbling, silkscreen and cold-water paste.
PSHE
Keeping Safe
Understand the hazards in the home and outside and how to react.
Understanding of warning signs.
Considering 'What is safe?'.
RE
Islam
Examine structures that underpin Islamic practice and belief.
Focus on Tawid, Iman, Ibadah and Ahklaq. Explore the Five Pillars and to link these to
the lived faith.
Consider that which determines their values and behaviour.
Music
Mamma Mia!
Recognise the sound of musical instruments and key features of musical styles.
How pulse, rhythm and pitch work together to create music.
Preparing to sing and singing as a soloist or as part of a group.
Use evidence to build up a picture of a past event
Choose relevant material to present a picture of one aspect of life in time past
Ask a variety of questions
Use the library and internet for research
History
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PBiS Statement of Purpose
Stockbridge Central School is a community of learners who
show respect, take responsi- bility, and work together to
create a safe and positive school for all. We are commit-
ted to promoting academic growth, social development
and meaningful participation in a global society. We are
ready to grow, learn, and lead.
At SCS we agree to… Be respectful Be responsible Be ready to learn
We have created a list of expected behaviors in various locations around the building including the hallway, lunchroom, playground, classroom, and bus. Below are the behaviors we expect in all settings. These behaviors will be taught and reinforced throughout the school year.
BE RESPECTFUL
Keep my body in control ( hands and feet to self, walking )
Be polite ( word choice, tone, volume )
Be honest
BE RESPONSIBLE
Clean up after myself ( return materials/ equipment to where they belong )
Use words to solve conflicts
Help others
Accept direction/consequences the first time
BE READY TO LEARN
Listen for and follow directions
Focus on the speaker
Stockbridge Central School
School-wide Behavior System
Be Respectful
Be Responsible
Be Ready to Learn
Positive Behavioral Interventions and Supports
Tel: 55 5 55 5 55 55 For more information about our school wide behavior system, please contact us at 234-9249.
Recognition
When students are following the behavior expectations, they are recognized by a staff member with verbal praise and a paper cut out hand.
Once received, students write their name on the hands and put them in a collection jar in their classroom for a weekly drawing for classroom based incentives such as a pencil, special time with an adult, a homework pass, or a book. The classroom hands are turned in each week to be counted and added to the whole school collection box. Classrooms each set a goal to work towards and when reached, the whole class celebrates. Each month at an all school meeting, one student ' s name is drawn out of the whole school box for special recognition. Special whole school goals are set and when reached, the whole school gets to celebrate our success.
Reinforcement
Students are taught the behavior expectations at the beginning of the school year and throughout the year. Students learn and practice how to be respectful, responsible, and ready to learn in the classroom , hallway, multi-purpose room, on the playground, and on the school bus.
Who, when, where?
This is a school-wide program and it takes place in all school settings and includes all staff and students.
Redirection
When students are not following the behavior expectations, they are given a verbal warning and a reminder about appropriate behavior. If the misbehavior continues, teachers and staff will problem solve with students to determine if they recognize what they are doing wrong and how to fix it. More serious consequences will be given if student misbehavior continues after redirection. Students are given 4 opportunities to correct their misbehavior before being referred to the principal ' s office. Serious misbehavior will result in an immediate referral to the principal ' s office. | 1,345 | 641 | {
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St. Nicholas is remembered by the church because of his intercession for others.
One exercise you could try this Advent and Christmas is to make a list of individuals and categories of people whom you would like to pray for and why you would like to pray for them and then quite simply pray for them .
Some of you might wish to write a special prayer for this.
Wishing you a Blessed Christmas
December 2018
Focus on Advent and Christmas
The Man Behind the Story of Father Christmas/Santa Claus
St. Nicholas was a Bishop who lived in the fourth century in a place called Myra in Asia Minor (now called Turkey). He was a very rich man because his parents died when he was young and left him a lot of money. He was also a very kind man and had a reputation for helping the poor and giving secret gifts to people who needed it. There are several legends about St. Nicholas, although we don't know if any of them are true!
The most famous story about St. Nicholas tells how the custom of hanging up stockings to put presents in first started! It goes like this:
There was a poor man who had three daughters. The man was so poor that he did not have enough money for a dowry, so his daughters couldn't get married. (A dowry is a sum of money paid to the bridegroom by the bride's parents on the wedding day. This still happens in some countries, even today.) One night, Nicholas secretly dropped a bag of gold down the chimney and into the house
(This meant that the oldest daughter was then able to be married.). The bag fell into a stocking that had been hung by the fire to dry! This was repeated later with the second daughter. Finally, determined to discover the person who had given him the money, the father secretly hid by the fire every evening until he caught Nicholas dropping in a bag of gold. Nicholas begged the man to not tell anyone what he had done, because he did not want to bring attention to himself. But soon the news got out and when anyone received a secret gift, it was thought that maybe it was from Nicholas.
Because of his kindness Nicholas was made a Saint. St. Nicholas is not only the saint of children but also of sailors! One story tells of him helping some sailors that were caught in a dreadful storm off the coast of Turkey. The storm was raging around them and all the men were terrified that their ship would sink beneath the giant waves. They prayed to St. Nicholas to help them. Suddenly, he was standing on the deck before them. He ordered the sea to be calm, the storm died away, and they were able to sail their ship safely to port.
St. Nicholas was exiled from Myra and later put in prison during the persecution by the Emperor Diocletian. No one is really knows when he died, but it was on 6th December in either 345 or 352.
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Just the Basics for Stat 185
By next Tuesday (November 17), I will tell you your current grade in the class. If you have an A or B, then that is your grade for the semester. If you have a D or F, then you may take a "final" to potentially raise your grade by one letter. If you have a C, then you can take the same "final" to raise your grade by a portion of a letter (C to C+ or B-, for example.)
That final will consist of three basic problems - the type of problems that I definitively expect Stat 185 students to be able to do. Those three problems will be very much like the problems below but with different numbers.
You will access the final using MyOpenMath - but, it will not be the type of MyOpenMath we've been doing. Rather, you'll write out your answers by hand and upload your work as a scan or photo. The problems will be available next Thursday and Friday and you will have one hour to do them, once you've started.
The problems
Here are the problems. We will practice this in class on Monday in groups. I expect everyone to participate.
1. Suppose we randomly select 400 college students and measure their heights in feet. We find that our data has an average of 5.9 with a standard deviation of 0.42. We wish to write down a 98% confidence interval for this data.
(a) Find the standard error associated with this sample.
(b) Use a normal table to find the z ∗ value that corresponds to a 98% confidence interval.
(c) Write down a 98% confidence interval for the average height of college students based on this data.
2. Suppose we randomly select 4 college students, measure their heights in feet and find them to be
5.9 5.5 6.0 6.1
(a) Write down a formula showing that the mean of these heights is 5.875.
(b) Write down a formula showing that the standard deviation of these heights is approximately 0.263
(c) Find the standard error associated with this sample.
(d) Write down a 95% confidence interval for the average height of college students based on this data.
3. Supposedly, approximately 10% of the population is left handed, but we think it might be higher than that. Suppose that in a random sample of 75 people, we find 12 left handers. Let's use this data to explore the question of whether the 10% estimate is truly correct vs whether there might be more than 10%.
(a) Write down the Null and Alternative Hypotheses for this problem.
(b) Compute the standard error, test statistic, and p-value.
(c) State the conclusion of the hypothesis test and your reasons why. | 1,034 | 625 | {
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Name:
Date:
The Carbon Cycle
1. When carbon emission exceeds carbon assimilation, the system is a carbon .
a. sink
b. spot
c. source
d. sign
2. A positive net primary productivity indicates that the system is a carbon.
a. sink
b. spot
c. source
d. sign
3. The carbon cycle designates that carbon may be stored in the atmosphere, land, and ocean. In which of the following would you NOT expect to find stored carbon?
a. carbon dioxide
b. plant biomass
c. organic matter
d. all of the above are carbon sources
4. A cap and trade system of exchangeable carbon credits will provide incentive for which UN block to receive needed assistance?
a. AOSIS (Island States)
b. China
c. Developing World
d. EU (European Union)
e. United States
5. The difference between carbon assimilation and carbon emission is known as what?
a. Carbon Analysis
b. Carbon Source
c. DBH
d. Net Primary Productivity
6. Which of the following greenhouse gases is produced from fossil fuel combustion and deforestation?
a. Methane
b. Carbon Dioxide
c. Nitrous Oxide
d. CFCs
7. What is carbon assimilation?
a. rate at which plants convert carbon dioxide to oxygen
b. frequency with which plants perform photosynthesis
c. amount of carbon dioxide that plants convert to glucose
d. rate at which plants convert carbon dioxide to glucose
https://www.helpteaching.com/tests/355386/the-carbon-cycle
1/2
8. We know that temperature controls the rate of respiration and changes the amount of organic matter stored in soil. Based on your knowledge of respiration, would you expect to find more carbon stored in soil in a cool or warm climate? Why?
a. cool, because there is less sunlight available, which reduces the rate of photosynthesis
b. cool, because microbes in the soil are less active as evidenced through lower rates of respiration
c. warm, because microbes in the soil have higher rates of respiration, which releases more carbon into the soil
d. warm, because sunlight is readily available, which means plants increase their rate of photosynthesis, leading to more carbon produced
9. Name a natural process that removes carbon dioxide from the air.
10. If a specified area has a carbon assimilation rate of g/day and a carbon emission rate of g/day, state how to calculate the net primary productivity of the area. Is the area a carbon source or a carbon sink? How do you know? 7.2 × 10 4 9.3 × 10 9
https://www.helpteaching.com/tests/355386/the-carbon-cycle
2/2 | 1,148 | 589 | {
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Year Group: 3 and 4
Date: W/C 12 th October 2020
This week in school we will be learning about a range of topics. Please find this list below, with links for worksheets and additional assistance. Please do not hesitate to contact the school if you have any queries. We would like to thank you for your continued support and assistance during this difficult time.
Subject English
Activities:
Mathematics
PE
Science
History
Computing
* We are reading the Twits by Roald Dahl as our class novel so could you please create a mini project about the book: write a letter of complaint from Mrs Twit to the walking stick company about her faulty walking stick.
* Proof read to check that you have not made any mistakes and if there are improvements you can make so your writing is fabulous!
* Practise common exception word spellings and Year3 and 4 spellings. Lists can be found via Twinkl https://www.twinkl.co.uk
* Read any books, comics, magazines you may have at home.
* Handwriting practise and letter formation. Use the spelling lists for handwriting practise words or worksheets can be found via Twinkl https://www.twinkl.co.uk
* Complete some Number and Place Value activities on Mathletics.
* Log in to Times Tables Rock Stars to practice times tables.
* Practice the 10x, 5x, 3x, 4x 8x, 6x tables on paper in order and random questions.
* Practice counting in 25s, 50s
* Learn about Roman numerals and represent numbers using this number system
Support, tasks and activities for these topics can be found via the White Rose website https://whiterosemaths.com/homelearning/
We will be learning about teamwork in our PE lessons. Be outdoors in your garden and be active. Draw a plan of your garden and locate different objects. Go on a treasure hunt around your garden. Can you find ways to get from one side of the garden to the other without your feet touching the ground? Make an obstacle course.
How is light reflected? Demonstrate reflection using a torch and a mirror. Discuss why reflection changes as the angle of the mirror is changed.
Predict/measure reflection from a variety of materials / objects.
Pupils will explore these questions by experimenting, exploring and observing using a variety of scientific equipment (e.g. torches, different materials, mirrors etc.) and watching videos. Pupils will present their thoughts and findings with words and pictures.
Excellent science videos are available via the BBC Bitesize website.
https://www.bbc.co.uk/bitesize/subjects/z6svr82
Pupils will examine ancient Greek democracy. They will become historical detectives and discuss what they have found out and what the evidence tells us about the ancient Greeks. How is democracy similar and different today? How have the ancient Greeks influenced our lives? Write a report recording your findings.
Use the computer to create the power point or word document for the ancient Greeks. Information about the ancient Greeks can be found via the Twinkl website: https://www.twinkl.co.uk | 1,270 | 651 | {
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January 2020
STEM News You Can Use. . .
i
VISIT THE DUPAGE ROE STEM WEBSITE AT http://stemdupage.com/
Keep STEM Learning Fresh
Sustaining an interest in STEM is as important as sparking an interest in STEM. Here are a few key elements that help keep STEM learning fresh for the students and teachers.
Nurturing Diversity in STEAM
Nurturing diverse voices and participation in STEAM means applying a few different approaches. Here are some ideas that have worked for one educator.
Integrating Argumentation from Evidence Practice into Engineering Design Projects
emersonhubbardschools.org
Consider these strategies to more effectively connect argumentation from evidence to the engineering design process.
STEM Mindset: Supporting Girls' Ongoing Engagement and Success in STEM
Supporting the development of a STEM mindset is increasingly important in developing our future citizenry and work forces, especially among underrepresented groups, including girls.
Upcoming Events and Opportunities
U.S. 5-Year STEM Strategic Plan Presentation and Illinois PAEMST - February 4 or 8, 2020
Curious about the U.S. 5-year STEM Strategic Plan? Or, perhaps you are interested in applying or recommending someone for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), which will honor K-6 and 7-12 teachers. Come to the Crouse Education Center (CEC) - Room B6 on Feb. 4, 2020 (3:30 pm - 5:00 pm) or Feb. 18, 2020 (4:30 pm - 6:00 pm) to learn more. Light refreshments will be served. Reserve your spot by January 21.
Small Group Math Instruction for Grade 6-8 Teachers - January 23, 2020
Register for the #ILMathCom session to examine the use of small group instruction, a form of differentiation where teachers use formative assessment data to inform the grouping of students.
Dolphin Training Institute Associate Degree Program
Considering a career in dolphin training? Wondering what the training experience is like? Learn more about this intensive learning opportunity. Applications are due February 28, 2020.
Toshiba/NSTA ExploraVision STEM Competition - Applications Due February 10, 2020
This competition for K-12 students is designed to inspire students to envision what technology might look like in the future, while researching science in an engaging, hands-on way.
Resources
Educators: Find Resources through DiscoverE
DiscoverE is the organization behind Engineers Week, Introduce a Girl to Engineering Day, World Engineering Day, and the Future City Competition. The DiscoverE website has a wealth of materials for teaching students about engineering.
A Smart School Building - Project Idea for Grades 6-12
This lesson explores the practical, scientific, ethical, and environmental issues that emerge in creating "smart" buildings.
Engineering Career Resources and More
The website, developed through a NSF and NBC partnership, offers short videos on various engineering fields. Also, view the links to STEM related features such as the science of sports, chemistry in everyday life, nanotechnology, and many more.
Reducing Waste
Use the Your Plan, Your Planet Google Tool to explore ways in which we can improve our impact on the environment.
Pi Day Activity
Looking for a Pi Day lesson that involves middle grade students in a hands-on activity? The STEM Team has assembled a lesson and classroom materials for the first 10 teachers to email Mary Biniewicz at email@example.com. | 1,673 | 735 | {
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day 5
Today, practice being last at everything you do.
Not late . . . just last.
* If a line forms to do something at school, let others go ahead of you.
* When you and your sister arrive at the bathroom door at the same time, let her go first.
* When the brownies are cut at the dinner table, let everyone else pick first.
Put others first all day long.
Then tonight, spend some time praying and thanking God for the chance to lead with humility. Because that's what you did when you put others first today! By valuing others more than yourself, you showed true humility, as Jesus Himself modeled for us.
day 1
Go to Studio252.tv and watch this week's episode of The So & So Show. (Click on Fun2Watch! then The So & So Show.)
Even if you already saw it at church, feel free to check it out again!
SO & SO TOP 3
After watching, write one thing that . . .
1) YOU LIKED: ______________________________________________
2) YOU LEARNED: ___________________________________________
3) YOU'D LIKE TO KNOW: ___________________________________
day 2
Read Philippians 2:3-7a
In the re-write of Philippians 2:3-7a below, write in the words that have been substituted by a math symbol.
Don't do anything only to get ahead. Don't do it because you are proud. Instead, be humble. Value others > yourselves. 0 of you should look out just for your own good. Each of you should also look out for the good of others. As you deal with 1 another, you should think + act as Jesus did. In his very nature he was God. Jesus was = with God. But Jesus didn't take advantage of that fact. Instead, he made himself 0.
You may not think of humility like a math equation, but it kind of is! It means making others > yourself. We have the best example in Jesus, who made himself 0 . . . nothing . . . even though He is = with God!
Who is the person that you wrote about yesterday that you have the hardest time showing humility to? Today, f nd that pers o n and apologize for the times that you've been too prideful to put them first. You may want to do it in person, or you may find it easier to send a text or email or write them a note. day 4
day 3
Look back at yesterday's equation. The math may not be hard, but there is a super hard part of the equation: making others > ourselves, or making ourselves 0. Easy to solve, not so easy to live!
Thankfully, we not only have Jesus' example, but we also have God's help. We just need to ask Him. Fill out the blanks in the prayer below. Then, as you read the prayer out loud, move as the words in parentheses guide you.
"Dear Jesus, thank You for coming down from heaven (kneel with one knee on the floor) and humbling Yourself to die for me. The fact that You, God's Son, would give up Your life for me (put your hand on your chest) is amazing to me. I am incredibly thankful, and I want to follow in your footsteps (walk a few steps) and put others first too (take a big step back). One area or person I have trouble with humility is because ___________________________________________. Help
___________________________________. I confess it's hard me to put others first in this situation, even though
You for loving me (cross your arms over your chest) even when I'm not good at putting others first, and help me to live a life of humility (kneel with one knee on the floor) like You did. Amen."
________________________________________________. Thank
If that's not possible, or if there's not one particular person, then find a trusted friend or parent and share with them your struggles to put others first. Ask them how they've struggled with humility too, and together, share one area where you can each put others first because Jesus put you first. | 1,526 | 868 | {
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Thoughts on a good practice session:
1. One of best ways to ensure a succesful practice is to be come to the practice with a group of
activities that will keep the most amount of kids engaged for the largest amount of time possible.
2. A well organized practice will have a variety of activitites that will address development of
different skills. For the older kids, these skills are both individual and tactical.
3. Thes activities will also be divided into active and passive activities. The passive activities
allow for skill development in a somewhat resting mode.
4. You can do the same activity from week to week. In order to keep it interesting to the kids,
vary the activity, making it more difficult, as the kids show signs of development.
Here is a sample lesson plan.
| Time | Type | Name | Activity |
|---|---|---|---|
| 4 min. | Activ e | Dribbling Exercise | Set up cones in a square. Instruct the kids to stay within the cones. Watch for those are only using one foot. Give them direction to use: -the other foot, -the outside of the foot, |
| 4 min. | Activ e | Find the Coach | Use same cone area. Coaches ask players to bring ball to them by carrying. They gently place it in coach’s hand. Alter activity by having them: bounce the ball back, palm it back, dribble with feet, etc. Once coach has ball they roll it away for the player to go collect. |
| 5 min. | Activ e | What’s My Number | As the kids to dribble around the coned in area. Ask the kids to listen for you to say, “What’s my number?” When you say this you put your fingers up in the air. The kids need to look up to find you, and count the number of fingers you are showing. To be more advanced, don’t say the phrase, but rather just put your fingers up. See who is looking for you. |
| 3 min. | Passiv e | Juggling | For the younger ages getting them to ‘catch’ the ball on their foot is a good start. Once they develop this skill have them work on dropping the ball to their foot, then snapping the ball back up and |
| | | | catching it. |
|---|---|---|---|
| 5 min. | Activ e | Catch the Cone (or something) | Kids are dribbling in the are. Coach walks around with the item and gently tosses it to one player at a time. If they drop the item the have to do 10 toe touches. |
| 3 min. | Passiv e | Closest to the Cone | Have everyone freeze where they are. One at a time have the kids kick their ball to see whose ball comes closest to the cone. | | 1,007 | 621 | {
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Great Archaeological Sites in Blaenau Gwent
2. TREFIL RANGE ROUND CAIRN
The hills to the north of the Tafarnaubach industrial estate were once used as a rifle range, traces of which can still be seen on the hillside, but far older than these is the cairn that can be seen at SO 1169 1162. A roughly circular heap of stones about 4m in diameter and 0.75m high, it stands on the edge of north-east facing escarpment on a spur overlooking the source of the Sirhowy River.
Round barrows and cairns were constructed in the Early Bronze Age to mark burials. Barrows are typically made of earth and cairns of stone, depending at least to some extent on the materials that were to hand when they were being built, but external appearances can be deceptive.
The primary burial in a barrow or cairn is usually at the centre, and may be enclosed in a cist built from stone slabs before the earth or stone was heaped up above it. At times the primary burial was made in a pit dug into the ground. Sometimes the body was cremated before burial, in which case the ashes might be placed in a pottery urn. At other times the unburnt body was buried in a foetal position. Any secondary burials were made around the sides, and sometimes were added well after the monument was first constructed.
The cairn on Trefil Range is a typical example for the southern edges of the Brecon Beacon, made up of a loose heap of lumps of the local stone. It was only recognised in the early 2000s and has never been excavated, so we do not know what lies within and under the heap of stones, how many burials there were, or whether the inside of the cairn was carefully structured.
Its position is a typical one too, situated in a prominent position on a spur of slightly higher ground on a mountain plateau. It has extensive views to the north-east, east and south-east, but on the western side the long-distance views are blocked by the high ground of Cefn Pyllau-duon.
The site is on open access land north-west of Tynewydd and south-west of Trefil village. Maps: OS Landranger Series sheet 161, Explorer Series sheet outdoor Leisure 13.
Timeline (the asterisk indicate the possible time-span)
********
You can learn more about this site, and other similar archaeological sites in Wales, by going to https://www.archwilio.org.uk/arch/. Please read and observe the Conditions of Use. The Trefil Range round cairn has the PRN (Primary Record Number) 08656g, and you can search for other similar sites here too. You can contact us via social media or through the methods given at the bottom of the page. See more prehistoric burial monuments on our website at http://www.ggat.org.uk/cadw/fun_rit/english/fun_ritmain.html. | 1,115 | 642 | {
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Great Archaeological Sites in Merthyr Tydfil
7. GURNOS QUARRY, LEAT AND TRAMROAD
All ironworks needed supplies of raw materials – iron ore, coking coal, and limestone. The ironmasters leased land that where they could mine or quarry these resources, which were then taken by tramroad to the furnaces. The works at Cyfarthfa were no exception. In 1771 limestone quarries were opened for Cyfartha further up the Taff Fechan, alongside the river below what is now the Gurnos estate, and in 1792 William Crawshay constructed a tramroad to carry the limestone to the Cyfarthfa Ironworks. Drams full of ironstone would have been drawn by horses along a plateway formed from L-shaped iron plates was fastened to the pairs of sleeper stones that can still be seen at intervals along the route. The surviving part runs between SO 0341 0828 and SO 0348 0839.
Another necessity was water – the Cyfarthfa works were known for the great waterwheel known as Aeolus that was built in the 1790s to power the blowing engine for the furnaces. Although this was eventually replaced by a steam-powered blowing engine, Cyfartha continued to make use of waterpower right up until the 1870s. In 1825 the channel known as the Gurnos leat was constructed alongside the tramroad to bring water from the Taff Fechan down to Cyfartha, via Pont-y-cafau, 'Bridge of the Troughs', which took the leat and the tramway across the river to the works. The leat another branch of the leat ended at the lake in Cyfartha Park. This was not just an amenity for the grounds of the castle – it also acted as a reservoir, feeding water as it was needed into the works. This end of the leat has been partly rebuilt in brick, but further up its course it still has stone-lined banks and runs along a stone embankment above the tramway.
The leat was filled by means of a sluice in the riverbank, which lead the water via an underground channel into its head at the south end of the quarry. This was the means by which the water was kept topped up. To prevent it from bursting the banks there was an overflow further down, where the water cascades back down into the river if the leat is in danger of becoming too full.
A footpath follows the Gurnos leat and tramway, access at the bottom of Gurnos Road opposite the entrance to Cyfarthfa Park (CF48 2EH). Maps: OS Landranger Series sheet 160, Explorer Series Outdoor Leisure sheet 12.
Timeline (the asterisks indicate the time-span)
**
You can learn more about this site, and other similar archaeological sites in Wales, by going to https://www.archwilio.org.uk/arch/. Please read and observe the Conditions of Use. The Gurnos quarry has the PRN (Primary Record Number) 03183m, the tramroad is 02433.0m and the leat 02434.0m. You can search for other similar sites here too. You can contact us via social media or through the methods given at the bottom of the page. You can find more about the South Wales iron industry via the industrial pages of our timeline http://www.ggat.org.uk/timeline/timeline.html. | 1,273 | 739 | {
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Shan Goshorn
INTERTWINED Statement
I consider myself to be an artist who starts with an idea—most frequently a human rights issue that targets Indian people—and then chooses the medium through which that idea can best be expressed. In the last ten years I have deliberately challenged myself to stretch beyond the paint, photography and metalwork of my formal training to explore new formats and media. Surprisingly, I have found myself drawn back to the traditional crafts of my tribe as a powerful way to bring awareness to issues that affect Native people today. One particular skill that has tapped my passion: the ancestral art of making baskets.
In 2007, I discovered a creative twist on traditional basket weaving as a more effective way to present topics already prevalent in my work, such as tribal sovereignty, repatriation, removal from ancestral homelands, genocide, treaty violation, the stereotypical use of Indian names and images in commercial products, the far reaching impact of boarding schools, and more. The dominant white culture often misinterprets photographs, documents and, even, Indian baskets. Native American people, myself included, have the right and responsibility to tell their own histories.
The time-honored shapes, patterns and functions of Cherokee baskets inspire the form of my work, but I weave with the contemporary medium of Arches Watercolor paper. Since first contact, paper (and the written word) has been used as a weapon against Native Americans. By creating baskets out of paper digitally printed with a variety of documents and photographs, my work offers an opportunity to re-examine history from a unique perspective.
In 2011, I was honored to receive the Grand Prize award on behalf of my basket Educational Genocide; The Legacy of the Carlisle Indian Boarding School from RED EARTH Indian Art Show- a prestigious Native American art market in Oklahoma City. This work addresses the infamous government institution, which forced assimilation upon thousands of Native children. When newspaper coverage of the event included a photo of this basket, the article inspired a traditional Kiowa elder to travel a long distance to see it. As I explained the message behind the basket, she listened carefully and began to cry when she saw the children's images and the hundreds of names woven into the interior. She said, "This piece belongs in a museum. We need to use it to let everyone know about our history. It is one of our national treasures now."
It was a deeply moving experience to see how my art affected someone in such a profound way. Consequently, I redirected my professional goals to include the research of historical documents and photographs, creating work that educates young America about the impact these policies still hold on us as contemporary people. A 2013 Smithsonian Artist Research Fellowship granted me access to historical papers and objects - exposure to more knowledge and compelling evidence than I ever imagined. No matter where I was researching, ideas bombarded me at every turnconvincing me that not only are the ancestors supporting my efforts, but also they are impatient to have their stories told.
I have created approximately 175 baskets since my first one was completed in 2008. Upon my return from two research trips in DC, I have sketches and thoughts for over 60 more. People often ask me: Now that I have obtained a level of success, will I ever work in another medium?
My reply: I will create baskets as long as I feel challenged by the medium and believe it is a successful way to express my ideas. I witness audiences literally leaning into these baskets to better understand my messages and feel encouraged that my work is educating and inspiring honest dialogue between races, which has always been a goal of my work. I never want to become so comfortable with my medium that statements, research and final products become rote. There are too many issues that need to be righted on behalf of Indian people. I choose to accept this challenge out of respect for the sacrifices of the ancestors, who are entrusting me to tell this important version of our history.
Shan Goshorn Eastern Band Cherokee | 1,647 | 815 | {
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Sending Seeds
How do seeds travel? Do different seeds use different methods of dispersal? Explore how seeds are dispersed through this design challenge activity.
Methods of Seed Dispersal
Wind- seeds dispersed by wind are usually small, and occasionally have a wing or feather like structure
Water -seeds dispersed by water must float and have a hard outer coating to protect the seed
Expulsion- seeds dispersed by expulsion usually house their seeds in pods that are opened due to environmental stimuli such as heat, or drying out
Animal carriers -seeds dispersed by animal carriers typically get stuck in animal fur due to barb like structures, or are eaten and dispersed due to their fleshy fruit structure
Part One- Collection and Sorting Materials
An old, clean, adult size sock (a mismatch from the dryer is perfect!) Large paper or cloth to sort
Procedure
1. Head to your backyard or local natural area
2. Place your old sock over one of your shoes
3. For 5-10 minutes, walk around the area, all the while collecting on your sock
4. Spread your paper or cloth out on the ground, and begin removing your collection from the sock.
5. Sort the seeds you find by how you think they might move: wind, water, expulsion, and animal carriers
Guiding Questions
1. What did the seeds that you found look like?
2. How do you know or how do you guess which seeds move by each mechanism? Appearance, texture, size? What characteristics did you use to determine a seed's dispersal method?
3. Based on the seeds you have seen that nature created, do you think you could build your own seeds that traveled each of the four ways? What materials would you want/need? What would each design look like? Make a list of materials and sketch a design for one (or more if you want) of the four types of seed dispersal: wind, water, expulsion, and animal carriers.
Sending Seeds
Part Two- Design Challenge Materials
Your list of materials from Part One Other suggested materials could include:
Recycled paper
Recycled cardboard
Recycled plastic (bottles, jugs, etc)
Scissors
Glue
Tape
Procedure
1. Following your sketched design, build a seed that you think could travel by one of the four seed dispersal methods.
2. Test your design!
a. Wind test: Can your seed float through the air and travel 5ft?
b. Water test: Can you seed float in water for 5 minutes without breaking down, sinking, or deteriorating at all?
c. Expulsion test: Can your seeds travel 5ft when released from the pod?
d. Animal carrier test: Can your seed attach to an animal and travel 10ft?
i. Please do not test your design on wild animals. Use a human wearing textured fabric such as a fuzzy sweater, scarf or gloves!
3. If your designs did not work go back to the drawing board! Ask yourself some questions:
a. Wind: Do you need a lighter seed, or a better "wing" or "feather"
b. Water: Does your seed have enough of a protective coat? Is it too heavy to float?
c. Expulsion: Did your seed pod not pop open? Was the materials inside small enough to fly out of the pod?
Guiding Questions
1. How do a seed's shape and size affect its dispersal?
2. Why is it important for seeds to disperse at all?
3. Why would plants have adapted various methods of seed dispersal? Why not just rely on one method? | 1,344 | 745 | {
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Grace Sightings
Long, long ago, God kept trying to be friends with humans, but people wanted to try things their own way. After several tries with everyone, God focused in on one couple. At that time, their names were Abram (A-brum) and Sarai (SAY-rai). (Later God would change their names to Abraham and Sarah, but that's another story.) Maybe, God thought, working together with one or two people would be easier than the whole world, and the whole world could receive the blessings God had for everyone through these two.
God said to Abram and Sarai, "Go! Take all your family, your brothers and sisters and cousins and second-cousins—everyone—and go to the land I will show you." Before they could even ask a question, God said, "I will make of you a great nation." Abram and Sarai probably wondered how that could be since they were old, they didn't have any children, and it would take lots of descendants to make a great nation. But they didn't say anything. God continued, "I will bless you, and make your name great, so that you will be a blessing to many others."
God promised them three things:
1) a land to live on;
2) children, and their children's children, and so on and so on; and
3) a blessing so that they would bless the rest of the world.
E
Abram and Sarai Went
(based on Genesis 12:1–8)
God didn't even ask for anything in return! There was no discussion about "if you do this, then I will do this." God just asked them to go and trust that God would keep these promises.
Even though God's promise was just some words at this point, Abram and Sarai trusted and obeyed God. They, and all their family, packed up their tents and pots and pans, and loaded their donkeys and camels, and herded their sheep and goats, and set forth for the land God would show them.
When they arrived, God said, "To your children, and your children's children, and so on and so on, I give this land." Even though it was a bit of sandy desert, no children yet, and blessings to come, Abram and Sarai trusted God. They built an altar—stones placed upon stones—to remember what God had said and done for them and their family. And they praised God.
5
E
Abram and Sarai Went
(based on Genesis 12:1–8)
Use one or more activities from each section to explore grace and gratitude with your children this week.
Recognizing God's Grace
Responding to God's Grace
Z Wonder together what conversation might have taken place between Abram and Sarai and their family when Abram and Sarai said they were packing up everything and moving far away to a place where God would lead them.
Z Read and enjoy the story with your children— imagine and wonder.
Z Use a map or a GPS and plot a route to a destination far away. Who all would go with you? How would you get there? What modes of transportation might you take? How long would it take to get there? Where would you stay along the way? What would you take with you?
Z God promised Abram and Sarai three things. What were they? Wonder together what promises God has for your family. Choose three and make a poster of God's promises for your family.
Z Go on a family scavenger hunt. Look for or do the following things: Z
Z Go to bit.ly/AbrahamMap and look at the map of Abram and Sarai's family's journey from Haran to Beersheba. Wonder together using the same questions as above for Abram and Sarai's trip.
Say hello to someone. Z Find a road or street sign. Z Point out a landmark by your home. Z Point out an animal. Z Tell a story using a place on your outing. Z Get something to eat.
Celebrating in Gratitude
Z Make an acrostic using the letters from the words TRUST and OBEY. Write each letter (skipping "and") down the left side of a piece of paper. Jot down a word or sentence describing how you can trust and obey God. Z Pray this prayer each day this week:
Z Play a game together. One person begins by saying, "My name is (name that begins with A). I'm going to (place that begins with A) and I'm bringing (items that begin with A). Each person takes a turn, repeating the person(s) before them and adding their own sentences with the next letter of the alphabet. Make it easier with younger children by saying, "I'm going on a trip and I'm bringing (items that begin with A)," and continuing with letters of the alphabet.
Dear God, thank you for leading us in your ways. May we trust and obey you each day. Amen.
Note: bit.ly web addresses are case sensitive.
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Computing
Over this half term children will be using a range of apps on the iPads to support them in all areas of the curriculum. The apps we will be using this terms are Explain Everything for Maths. We will also be using Puppet Pals to re tell stories and Book Creator to publish our work.
We will also start to learn how to code in year 2.
Religious Education
This half term, children will further develop their understanding of Christianity.
Children will explore some of the ways in which children learn about their faith by growing up in a Christian home. For example, worshipping together on Sundays and other days, reading and studying the bible and listening to stories.
Physical Education
This half term the children in year 2 will be using their class P.E lessons to play 'getting to know you' games. These games will help children to develop their skills in partner work, small group work and team work in a range of ways.
We will practice throwing and catching skills so that they begin to design their own games with each other.
Please Remember
PE: 2B have P.E on a Tuesday afternoon. 2W and 2D have P.E on Wednesday afternoon. All 3 classes will have P.E with the sports coaches on Thursdays.
Book bags: Children should bring their book bags to school with their reading journals in order for their reading books to be changed regularly.
Woodberry Down Community Primary School Woodberry Grove Homework: Children receive homework every Friday and have until Thursday to return it. Their spelling lists are stuck into their books, so please ensure you are practicing with your child as much as you can.
London N4 1SY
02088005758
Woodberry Down Primary School
Curriculum Information Autumn 2
Year 2
All Dressed Up
IPC Topic
Our topic this term is 'All Dressed Up' which is all about clothing and textiles.
In Geography we will find out about what people wear in different countries, what the climate is like in different parts of the world and how the weather affects what people wear.
In History we will learn about clothes people wore in the past and we will compare clothes from the past and now.
In Science we will sort materials, carry out scientific investigations and discover which materials keep us dry and warm.
We will also learn about the different clothes we were for different occasions. We will also create our own tartan designs and how to make repeated patterns.
REMEMBER OUR IPC PERSONAL LEARNING GOALS
RESILIENCE
Adaptability
thoughtfulness
morality
respect
enquiry
communication
cooperation
Reading
In RWI children will be focusing on building their phonological awareness. In year 2 there will be a focus on reading with fluency and expression. The children are expected to share their ideas about the stories they have read.
At the end of each 5 day cycle children will write a piece of compositional writing based on the book they are reading that week.
Children are expected to regularly read at home to practise and consolidate their learning at school.
Writing
In English this term we will be studying a range of genres.
For our second writing week we will be reading the story 'Meerkat Mail. We will start off by retelling the story and by the end of our writing week we will have created our own quest tales.
In our non-fiction writing we will be writing persuasive texts and non-chronological reports based on our learning in our IPC topics. Children will analyse the features of these text types and use their knowledge of the scientific concepts we are learning about to explain and report on different types of clothes.
Mathematics
In the beginning of this half term, we will be learning how to solve word problems using the bar modelling concept. We will be using a range of resources to support our learning.
We will then move onto learning about length and using graphs to represent data.
During our length lessons we will understand the importance of measuring using standard units. We will also use a metre stick to measure length in metres. We will also compare and estimate a variety of lengths. We will also solve word problems involving length.
When we learn about Graphs we will organise data using pictograms and interpret data. We will also collect and organise data as a tally chart.
We will also have consolidation lessons which will enable the children to cover any gaps in their learning.
How can you help me at home?
Help by sitting with me whilst doing my homework. If you're not sure on how to do the task, please ask your teaching to give you extra guidance.
Help by asking your child if they have all they need for the day (P.E. kit, book bag, homework book etc.). We encourage independence, but we all need a reminder from time to time! | 1,845 | 980 | {
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In literacy, we will be focusing on the books 'The Rainbow Fish' – by Marcus Pfister and 'Get Busy This Summer!' – by Stephen Waterhouse
We will be practising our fine and gross motor skills and writing our full names independently. We will be listening and writing the initial, middle, and end sounds in CVC words.
How can I help at home?
Listen to the stories on YouTube.
Do your homework every week!
Talk about the importance of water and why we need it. Where does water come from? How can we be safe near water? Who needs water?
In maths, we will be focusing on reciting numbers to 12, subitising irregular arrangements, comparing capacity and weight, making pairs, sharing, and making ABAB patterns.
How can I help at home?
Practise counting objects to 12. Making patterns with objects such as leaves and twigs.
In phonics, we will be focusing on Phase 1 letters and sounds.
How can I help at home?
Practice oral blending and segmenting CVC words. Play lots of different listening games such as 'I Spy' or 'Simon Says' etc. Go on a sound walk and talk about what you can hear. This could be in your home, the garden, when you are shopping, etc.
It is vital that your child gets to school on-time every day. The doors are open from 8.40am so you can bring your child in to settle for the school day. The bell goes at 9am. Nursery finishes at 3.05pm.
Classes are rewarded with £5 vouchers for the best attendance!
Nursery Newsletter
Summer 2
Our nursery team is...
Mrs Ridings (Teacher)
Keyworker group: Bumblebees
Mrs Watson (TA)
Keyworker group: Ladybirds
Miss Carpenter (TA)
Keyworker group: Caterpillars
Mrs Asma (TA) Miss Almond (SEND TA- The Beehive)
Our Big Question this term is… What does water do?
Every Friday your child will be given a library book. Please take time to read it every night with your child. Books need to be returned on Tuesdays.
Homework will be given out on Fridays and will need to be returned Tuesdays.
Celebrations, Festivals, and Events!
Relationships Education Week- 26-28 June
International Women's Day- 8.6.23
Healthy eating week- WB 12.6.23
Access all arts week- WB 19.6.23
School summer fair- 28.6.23
INSET DAYS- 29.6.23 and 30.6.23
Sports week! WB 03.07.23
WB 10.7.23- Transition/ class swop week 10.7.23- Nursery- Teddy Bears Picnic- Old Moat Park Trip 17.7.23- Nursery Stay and Play- Come and play in nursery!
18.7.23- Reports out to parents 21.7.23- last day of school
You can see what your child is learning in nursery by logging into their Tapestry account. Login information will be sent to your email address.
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Organizational Overview
The Problem
No one's life should be limited by how they cook. Yet globally, 2.3 billion people depend on polluting, open fires or inefficient stoves to cook their food, harming health, the climate, and the environment. Women and girls, who often spend hours cooking and collecting fuels, are disproportionately affected.
The Solution
The Clean Cooking Alliance (CCA) works with a global network of partners to build an inclusive industry that makes clean cooking accessible to families around the world. Established in 2010, CCA supports the development, sale, distribution, and consistent use of clean cooking solutions that transform lives by improving health, protecting the climate and the environment, empowering women, and helping consumers save time and money.
The Benefits of Transitioning to Clean Cooking
IMPROVED
HEALTH due to lower exposure to emissions from cooking
CLEANER AIR & ENVIRONMENT
GREATER SAVINGS
for families due to reduced spending on cooking fuel
The Impacts of Cooking
* 2.3 billion people depend on polluting, open fires or inefficient stoves to cook their food.
* 3.2 million premature deaths each year are attributable to household air pollution from cooking, lighting, and heating.
* Over 450,000 children under 5 die each year as a result of household air pollution, primarily in sub-Saharan Africa and Asia.
* Over 50% of global black carbon emissions come from burning solid fuels for household energy needs.
* Inaction on clean cooking costs $2.4 trillion per year, primarily from health costs.
due to reduced emissions and forest degradation
Building an Inclusive Clean Cooking Industry
There is no single stove, fuel, or business model that can meet the needs of every family, community, or country. Achieving universal access to clean cooking solutions requires scaling up a range of technologies and business models. CCA's work is built around three core pillars:
1. Driving consumer demand for cleaner, more modern stoves and fuels by supporting behavior change and awareness-raising interventions.
2. Mobilizing investment to build a pipeline of scalable businesses capable of delivering affordable,
appropriate, high-quality clean cooking products.
3. Fostering an enabling
environment for industry growth by advocating for effective and predictable policies; providing trusted, relevant data; and continuing to serve as the convener and champion of the clean cooking sector.
Delivering on the Sustainable Development Goals
In 2015, all United Nations Member States adopted the Sustainable Development Goals (SDGs) as a guide toward ending poverty, protecting the planet, and ensuring prosperity for all. Clean cooking directly supports 10 of the 17 SDGs, making access to clean cooking critical to achieving these goals.
Clean cooking is necessary to leading healthy and productive lives, and it also helps consumers save time and money.
Clean cooking is essential to addressing energy poverty and ensuring sustainable energy security for billions of people.
Clean cooking reduces fuel needs, thus reducing the burden on families to collect, buy, or trade other resources, such as food, for fuel.
Clean cooking improves health by lowering the burden of disease from exposure to household air pollution.
Clean cooking can help children, especially girls, stay in school by reducing time spent on cooking and collecting fuel for the household.
Clean cooking can reduce the burden of unpaid care work, which remains a major cause of gender inequality.
About the Clean Cooking Alliance
CCA works with a global network of partners to build an inclusive industry that makes clean cooking accessible to the 2.3 billion people who live each day without it. Established in 2010, CCA is driving consumer demand, mobilizing investment to build a pipeline of scalable businesses, and fostering an enabling environment that allows the sector to thrive. Clean cooking transforms lives by improving health, protecting the climate and the environment, empowering women, and helping consumers save time and money.
Energy access enables enhanced productivity and inclusive economic growth. A global clean cooking sector can boost job creation.
Clean cooking addresses household and ambient air pollution, resource efficiency, and climate vulnerability.
Clean cooking reduces harmful, climatedamaging emissions from burning polluting fuels in inefficient stoves.
Clean cooking reduces the amount of wood required for cooking, thereby reducing environmental degradation and pressure on forest resources.
For more information, please visit CCA online at CleanCooking.org
@cleancooking
@cleancookingalliance
@cleancookingalliance info @ cleancooking.org | 1,990 | 900 | {
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Summer Planting Essentials: Staying Safe in the Texas Heat
Summertime in Texas brings the perfect opportunity to enhance our outdoor spaces with vibrant plants and flourishing gardens. However, as we immerse ourselves in the joys of gardening, it is crucial to prioritize our safety, especially during periods of intense heat. In this article, we will explore the essentials of planting in the summertime and share valuable tips to keep safe and protected under the scorching Texas sun.
Plan Your Planting Schedule:
Timing is key when it comes to summer planting in Texas. To avoid the harshest heat, plan your gardening activities during the cooler parts of the day, such as early morning or late afternoon. This reduces the risk of heart-related ailments and allows your plants to adjust and establish themselves before facing the full force of the sun.
Stay Hydrated:
When working outdoors in the Texas heat, it's vital to keep yourself well-hydrated. Drink plenty of water before, during, and after gardening sessions. Consider carrying a reusable water bottle and take regular breaks in shaded areas to replenish your fluids. Avoid excessive caffeine or sugary drinks as they can contribute to dehydration.
Dress Appropriately:
Wear lightweight, loose-fitting clothing made from breathable fabrics to help regulate your body temperature. Opt for light-colored clothing to reflect sunlight and keep you cooler. Don't forget to wear a wide-brimmed hat, sunglasses, and apply sunscreen with a high SPF to protect yourself from harmful UV rays.
Work Smart, Not Hard:
Divide your gardening tasks into smaller, manageable sessions to prevent overexertion. Pace yourself and listen to your body's signals. If you start feeling lightheaded, dizzy, or experience any heat-related symptoms such as nausea or rapid heartbeat, take a break immediately and seek shade.
Create Shade for Your Plants:
Just as you seek shade for yourself, provide some shade for your plants as well. Consider using shade cloth, umbrellas, or constructing temporary shade structures to shield delicate plants from excessive sun exposure during the hottest parts of the day. This helps reduce water evaporation and prevents heat stress.
Mulch and Water Wisely:
Apply a layer of organic mulch around your plants to conserve soil moisture, regulate soil temperature, and suppress weed growth. Water your plants deeply and less frequently to encourage deep root growth. Water early in the morning or late in the evening to minimize evaporation and ensure optimal absorption.
As we indulge in the joys of gardening during the summertime in Texas, it is essential to prioritize our safety and well-being in the face of the scorching heat. By following these essential guidelines, we can enjoy our gardening pursuits while keeping ourselves protected. Remember to plan your planting schedule wisely, stay hydrated, dress appropriately, work smart, create shade for both yourself and your plants, and practice efficient watering techniques. By taking these precautions, you can savor the beauty of your garden while staying safe and comfortable under the Texas sun. | 1,207 | 603 | {
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The information below is for Year 4, however we wanted to make you aware in advance.
Dear Parents and Carers,
As you might be aware, Year 4 children will be completing the Multiplication Tables Check later on in the school year. Here's what you need to know:
1. At Engayne we love maths. It's an awesome subject to learn and to teach.
2. Maths is a big subject and we appreciate there's more to it than times tables and there's more to times tables than learning them off by heart. However, a lot of the rich, interesting maths is all about the multiplicative relationships and these are hard to fully grasp without fluent recall of the tables. For that reason, learning the tables is fundamental – they are a key facilitator to the maths that sits on top. We've always believed that.
3. We're not worried about the checks and this wasn't a surprise. In fact, we're in favour of the checks because it's always good to sharpen practice across the education sector and this is a useful lever to get schools to do that. We're already in a good place with learning the tables and the expectations are in line with the National Curriculum so it's business as usual for us.
4. The results of the test are not published publicly, they're not going to end up on a league table and they're not to worry about. There's no pass or fail, there's just a score out of 25 marks. They're not to be used to compare children, they're for us to reflect on so that we make the most of our provision. We're actually looking forward to seeing how well we do.
5. The checks consist of 25 questions. The questions will only be multiplication and they will go up to 12×12. There's nothing novel about the questions and they don't require problem solving so there's nothing to trip them up.
6. The checks are all about remembering the multiplication facts. That doesn't mean we'll forget all about the concepts, patterns, structures and relationships in multiplication. We're going to be learning those too, partly because they go hand in hand with excellent recall.
7. You may notice us taking even more initiative when it comes to learning the tables with more options for home learning. If you can, please ensure your child/ren continue to practise their times tables for the benefit of their wider maths education, not for them to get a high score on the tests.
It would be really helpful to your children if you could try some of the following at home with your child/ren.
- TT Rockstars Soundcheck Arena – This arena has a similar format to the end of year MTC check. There are six seconds to answer each of the 25 random multiplication
questions. Once completed a graph shows how much progress has been made with results of the score the child gets each time.
- www.timestables.co.uk – This website has a Multiplication Tables Check option on the right hand side of the home page. Again, the children have six seconds to answer 25 different multiplication questions. This page is very basic which closely matches what the official MTC test will look like. Scores cannot be tracked on this website.
- When practising times tables at home, please can you ask your child/ren to practise the full times table, for example, 1 x 6 = 6, 2 x 6 = 12, 3 x 6 = 18 rather than repeating the multiples of the times tables such as 6, 12, 18, 24, 30, 36 and so on. Repeating the whole times table will help your children to learn which times table gives the answer, whereas when repeating the multiples, they will have to double check which times tables gave them that answer which they will not have time to do during the six seconds given for each question.
- There are lots of ways to play games to practise times tables for example:
Using Die: Roll a dice twice and multiplying the given numbers together. You could add an extra challenge by asking your child to roll the dice three times and add the first two numbers together and then multiple by the third number.
Playing cards: Remove the Ace, King, Queen and Jack and take a playing card each from a pile and multiply the numbers together.
If you have a question on any of the above, please direct them to your child's teacher.
Yours sincerely,
Mr Nash and Year 4 Teaching Team | 1,545 | 916 | {
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A Collection of Short Stories Helyos K9 young writers (2023)
Along the year of 2023, a remarkable journey of creativity took place. Our 9th graders embarked on an endeavor that would culminate in the pages of this collection of stories. This is more than a book:, it is a celebration of their effort and ingenuity, an impressive gathering of creative plots and characters from their own perspectives.
From epic fantasy to drama, from mystery to humor, this collection shows the diversity and capacity of our young writers.
As educators, we are extremely proud of our students, who embraced the challenge and showed that writing and art are for everyone, and that crafting their own tales definitely helps improve writing skills.
The reader will also notice that these students made illustrations carefully conceived having their stories in mind, which makes this project a multidisciplinary production (English and Arts).
So, dear reader, find a comfortable place to sit and see for yourself what great worlds literature can take us to. I hope you enjoy it!
Luciano Penelu.
Rewriting the meteors
Alice Lopes
Stella was a girl that was completely interested and dedicated to studying space. That night, there was a forecast for the passage of a meteor that supposedly was responsible for uniting couples, but Stella didn't believe in that kind of superstition, she lived a solitary life, and felt really good being single, at least until that night.
She was waiting to see the meteor in the park. She mounted her telescope, and was seated by its side reading a book while waiting for the time.
"Hey!". She heard a voice.
When Stella looked up, there was a guy standing in front of her. His style was so common, she had seen at least three boys like this on that same day, but when she looked at him, he was so handsome that it seemed like the first time she saw anyone like that. His hazel eyes matched perfectly his brown hair and light skin, his face had a pure expression, with a gentle smile in the corner of his mouth.
"Oh, hi!", she answered.
"My name is Lucas, I was sitting right there, and saw you and was wondering what you were doing with this telescope here in the middle of the park", he added.
His voice was velvety, Stella felt her whole heart melting during each word that came out of his mouth.
"Hum…Hi, Lucas. My name is Stella", she said after hesitating a little. "I'm waiting for a meteor that's passing near the Earth today. It's all over the papers, haven't you seen it?", she asked.
"Oh, yeah! I've heard something about it. May I stay here with you?", he said.
"Of course! We can see the meteor together." Stella moved a little to the side, giving Lucas space to sit down.
The first minutes were awful. An awkward silence took over the first moments of Lucas and Stella. Both of them were trying to find something to say, but everything seemed uninteresting, and they were just there, looking at each other and smiling in a failed will to disguise the shame that was consuming both of them.
Finally, Lucas saw Stella's book. Shakespeare, Romeo and Juliet, the tragic love story of two young people who loved themselves but were designated to be apart.
"Oh! It teaches the torch to be bright. One would say that the face hangs from the night, like a piece of jewelry. Very precious from | 1,154 | 709 | {
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Self-Assessment
As you know—and your children will soon learn—you have to know yourself to know the right career for you. If you don't, you may be very dissatisfied with how you spend most of your waking hours, which is at work.
You'll find the most job satisfaction if your work and job setting match your interests and goals.
Identifying Interests
To find an occupation or field of study in which your children will be happy, productive and successful, you should together identify and discuss their interests in work, personal values and leisure activities. The methods change as your children mature.
1. Start Casually
To begin helping your children identify their interests and preferences, discuss their:
* favorite and least favorite school subjects
* favorite activities and hobbies
* personal interests and goals
* favorite types of work (e.g., working outdoors, working with his/ her hands or using a computer)
Share your favorites as well. That turns the self-assessment process into a conversation rather than a test or interrogation! It can make your children feel more comfortable opening up.
2. Move onto Informal Assessments
As your children reach middle school, have them take some informal interest inventories, such as the one below. You might also try searching online for free tools, such as the Interest Profiler tool at NextSteps.Idaho.gov/interest-profiler.
Instant Interest Inventory
Have your children answer the following questions to get a clearer sense of the type of work that interests them.
Do you like:
* building things?
* fixing things?
* helping people?
* being outdoors?
* selling things?
* solving problems?
* being creative?
* speaking in front of people?
* initiating projects yourself?
* working alone or with others?
* following the same daily routine?
The goal of these assessments is to tease out information that will help your children choose an educational and eventual career path. Make no judgments or criticisms.
3. Arrange for Formal Career Assessments
Encourage your children to take formal interest inventories and assessments. These career assessments often examine interest, personality, and work values.
It's not hard to find these tests for your children. Their guidance counselors have access to many different tools and know how to help your children go through this process and understand the results. Many community colleges also administer them for a small fee. If you type in "career assessment" into any Internet search engine you will see hundreds of options; many at no added cost. Since many of these assessments can only be administered in group settings, check with your counselor to see which tests the school administers and ask to receive an interpretation of the assessment results.
Career assessments have improved considerably in recent years. Still, always remember that they can point you in the right direction but they can't make decisions for you. When your children take career assessments, remind them that there are no wrong or right answers. The results serve only to help your children investigate occupational and training options, not to force them to "pick a career."
The information gathered in the inventories can help them start comparing interests with actual careers to assess how well they match. They might start with a school subject that they enjoy and search for related careers. An interest in math, for example, would result in occupations ranging from cashier to engineer.
You can also explore careers using specific types of work activity and conditions that your children enjoy. If your children enjoy public speaking, what kinds of occupations allow or require that? Teachers, trainers, coaches and scientists leap to mind and there are many more. Again, tools such as Idaho Next Steps can help make the connection.
As your children learn more about different occupations, take different subjects in school, gain experience through job shadowing or mentorships or expand horizons through part-time jobs, they may find certain jobs or training options more appealing. Some of these experiences will coincide with assessment results and others may be different. That's normal!
Learning what they enjoy can help children appreciate that work isn't just "putting in time" to get money; it's about providing a service. Still, money— and the lifestyle it affords—is important and can help children focus on the types of careers they want. The Plan Smart calculator at Next Steps Idaho is especially helpful for connecting educational and lifestyle desires (nextsteps.idaho.gov/plan-smart). | 1,803 | 874 | {
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Peter Le Marchant Trust
MOUNTSORREL
The Peter Le Marchant Trust was established over 35 years ago as a result of a bequest by Peter Le Marchant to his sister, Clare. Clare wished to enable all groups of disabled people and those who are seriously ill to enjoy the peace and beauty of the countryside in a leisurely way. Inland waterways proved to be the answer. The Trust now operates three boats from its base in Loughborough. Symphony and Serenade, can both carry up to 26 passengers on day trips, and Serenade also takes 10 people on 4 night holidays; while Melody is an eight-berth narrowboat for family hire. All are fully fitted with lifts, and other aids for disabled living. Serenade carries a skipper and an experienced crew, and tea or coffee and biscuits are served on both the outward and return journeys.
Serenade's journey today is along what is now the River Soar Section of the Grand Union Canal. The Soar is a tributary of the River Trent and is approximately 40 miles long, and from 1776 was used to bring goods down, first to Loughborough and then to Leicester, bringing great prosperity to the area, carrying large amounts of coal as well as other goods and raw materials. However, like many others, the canal suffered from railway competition and although trade revived when the Grand Union Canal purchased the Loughborough and Leicester Navigations in 1931 the improvement proved temporary and regular carrying has now disappeared. But this pretty, rural river remains busy, and carrying has been replaced by an increasing number of people on pleasure craft.
Leaving Pillings Flood Lock entering the River Soar
We start from the Trust's base and moorings and follow the canal through peaceful countryside down to Pillings Lock where the River Soar takes a wide loop around the back of Loughborough to rejoin the Loughborough Navigation for the final nine miles to the River Trent.
We pass through water meadows where cattle and sheep come down to drink, under 'accommodation' bridges which are almost 250 years old and so low that passengers on deck must not stand up. Just before Pillings Lock a large new Marina has been carved out.
Here scores of pleasure boats are moored and meals and light refreshments are available. We now rejoin the Soar for the river proper, past fields where horses graze, and on through a superb wooded stretch, round a bend to Barrow upon Soar and arrive at Barrow Deep Lock, which lifts the boat up more than 12 feet and back into the canal.
Symphony passing Barrow upon Soar
This is lined on the right by moored boats and on the right by riverside houses, and then the boat passes under another bridge to Barrow Boating, a popular base where craft can be hired by the hour. Opposite is the Navigation Inn, then comes a long stretch with well kept gardens and riverside homes on the left bank and fields on the right. Where the river bends to the right is another marina on the corner, and then the river winds on the attractive stretch leading up to Mountsorrel, with cattle and horses in the fields on either side.
On the way we pass under two major bridges: the first carries the busy A6 from Leicester to Loughborough; the second is an older arched brick structure with a huge '1860' picked out in the bricks. This marks the date it was built to cross the river bearing a light railway. This was used to transport granite from the Mountsorrel Quarry to the concrete works in Barrow-upon-Soar.
This is still today the largest excavation in Europe and can easily be seen from outer space.
Today the bridge carries the granite chippings on a conveyor belt but it remains an unforgettable landmark on the approach to Mountsorrel. The lock here is very much a waterside showpiece and the extensive moorings and the Waterside Inn make it a busy one. The Waterside is a popular lunch venue for many of Serenade's passengers, with a wide choice of full meals and snacks, and excellent facilities for the elderly or disabled.
The start of return journey from Mountsorrel
Peter Le Marchant Trust, Canalside Moorings, Beeches Road, Loughborough, Leics LE11 2NS Tel: 01509 265 590
PATRON
H.R.H. Princess of Hanover
Her Royal Highness became our patron following a request from her former nanny, Mrs Maureen Wood, a long serving Volunteer and a member of our Thursday crew. | 1,665 | 956 | {
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CONTEST GUIDELINES
1. Research mental health and substance use disorder.
- https://www.samhsa.gov/disorders
- https://www.drugabuse.gov/drugs-abuse/opioids
- https://www.nami.org/Learn-More
- https://www.drugabuse.gov/related-topics/trends-statistics
- https://www.samhsa.gov/prevention
- https://www.drugabuse.gov/related-topics/mental-health
2. Select a statistic to include in your submission.
a. 1 in 5 Americans live with a mental illness but nearly two-thirds do not seek treatment. 1
b. Addiction is a brain disorder that changes brain functioning involved with reward, stress, and self-control.
c. More than half of prescription opioid users got their last painkillers from a friend or relative. Please don't share your medications. 3
d. We all have mental health, but 1 in five of us experience a mental illness. 4
e. "I know the 5 signs of emotional suffering, do you?" AND/OR "I know the 5 healthy habits of emotional wellbeing, do you?" (Visit www.changedirection.org to learn more about the 5 signs and habits) 5
f. 20% of youth ages 13-18 live with a mental health condition, impacting their ability to live, laugh and learn. 6
g. Willpower is not enough to recover from substance use disorder. Effective treatments involve medications and counseling. 7
3. Use the following information and suggestions to help create your poster or video.
POSTER
VIDEO
- Create digitally or scan as a digital file if created by hand
- Maximum length of two minutes.
- Email as .doc, .ppt, .pdf, or .jpg file
- Upload to YouTube & email link to submit.
a. Up to 2 submissions in total are permitted per individual (1 poster & 1 video or 2 posters or 2 videos).
b. Original working files (ex; .AI, .PSD, .MOV, .FLV) may be requested of the winners, at the judge's discretion.
c. Feel free to research and incorporate other already established initiatives such as The Campaign to Change Direction. The logo for Count It, Lock It, Drop It AND/OR It Starts with You MUST be included in your submission. (Logos can be found on contest website or requested by emailing firstname.lastname@example.org).
d. You MUST include the Regional Coalition logo AND BHDDH Logo in your submission. (Logos can be found on contest website or requested by emailing email@example.com).
4. A panel of judges will select the winners.
Submissions will be scored based on creativity, technical quality, persuasiveness of the message and overall presentation. All decisions of the judges are final. You may download a copy of the judging rubric from the contest website RIprevention.org/East-Bay or request a copy by emailing firstname.lastname@example.org.
Statistic Sources:
1. namisa.org/fight-stigma.html
2. europepmc.org/articles/PMC3462342
5. ChangeDirection.org
6. nami.org/NAMI/media/NAMI-Media/Infographics/Children-MH-Facts-NAMI.pdf
3. samhsa.gov/data/sites/default/files/NSDUH-FFR1-2016
7. East Bay Parent Survey
4. nami.org/NAMI/media/NAMI Media/Infographics/GeneralMHFacts.pdf
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Roads to Success
is a new program designed to help middle and high school students prepare for their futures. This newsletter will keep you posted on what we're doing in school, and how families can follow through at home.
For more info, visit www.roadstosuccess.org.
Did you know?
85% of jobs created between 2000 and 2015 will require education beyond high school.
Grade 9
Ad Apprentices
Family Newsletter
21 st Century Skills
What does your teen need to be ready for work? In 2010, executives across America were asked what skills they considered important for young workers.
The Basics
Not surprisingly, employers say new workers need to know the basics: reading, writing, and math. Good jobs go to people with these skills. Want to drive a truck for FedEx? There's a written test to see if you'll be able to sort packages, follow directions, and read a map. Want to drive a truck crosscountry? Here are some of the skills you'll need, according to Don Hess, Director of Transportation & Public Safety Programs at John Wood Community College in Quincy, IL:
to keep very detailed 'log books,' which keep track of all of the hours in the day, and how many hours the driver has been driving, loading, sleeping, eating, and resting. They have to know how to use fractions and decimals to calculate those hours. Truck drivers also must calculate the weight of their load, figure out how the load should be distributed in the trailer, supervise the loading process, then calculate the weight that is being put on each axle of the truck and the trailer." And so on.
Critical Skills
"Truck drivers must have good math skills. They have
The list of employers' needs doesn't stop with basic academic skills. Employees also need to think critically, solve problems, innovate, collaborate and
Grade by Grade: Ad Apprentices
Ninth grade Roads to Success students will have a chance to apply their skills in a work situation. In the "Ad Apprentices" unit, students work together as part of a four-person advertising team. Their mission: to design a 30-second commercial on a Roads to Success theme.
Producer, storyboard artist, writer, and marketing director combine their talents to create a written proposal communicate effectively. Examples:
Ability to communicate in writing—Write letters, memos, and business reports.
Creativity and innovation—The ability to see what's NOT there and make something happen.
Critical thinking/ problem solving—Figure out what actions can be taken, and the possible results of each.
Even students who do well in school may need improvement in applied skills. These take practice! Internships, jobshadowing programs, and summer jobs are great places to start.
—AMA 21 st Century Skills Survey and storyboard. Teams pitch their proposals to their classmates, who choose their favorite entries to go on to a ninth grade competition. The winning commercial in each school will be videotaped and shown to other students — evidence of job skills in action. | 1,203 | 617 | {
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At the top of the bubble there are the coordinates, the landmark's name and the mean macroscale elevation of the grid point location.
The ThQ (Thermal Quality) is a parameter in % that combines three others: the amount of clouds, the thickness of the convective boundary layer and the average wind speed of this layer. This artificial parameter allows to assess the conditions of thermal soaring at a glance. But it must not replace the assessment of the true weather parameters. Its values range from 0% (very bad thermal soaring) to 100% (good thermal soaring). If there is no cloud (i.e. lot of sunshine), if the convective layer has a thickness of more than 1200 m and if the winds are weak, the ThQ is close to 100%. The ThQ decreases if the amount of cloud increases, the winds strengthens or the convective layers thickness decreases. If two of these three parameters are favourable, but the third is very unfavourable, for example few clouds, good convective boundary layer but strong winds, the ThQ is near 0. To determine the ThQ even faster, there are small colour-coded icons. See the colour scale below:
J. Oberson - soaringmeteo © Jan 2015
If you click on one of the ThQ icons, a new window appears which contains the average aerological profile at midday of the selected forecast day on the selected grid point location.
J. Oberson - soaringmeteo
Above, there is the link of the most recent meteogram.
1/ midnight, initialisation at 18Z.
2/ early morning, initialisation at 00Z.
3/ midday, initialisation at 06Z.
4/ evening, initialisation at 12Z.
J. Oberson soaringmeteo © Jan 2015
If you click on one of this markers, a bubble info window appears and displays some information on the difference of mean sea level pressure (dMSLP) between the two GFS grid points. If you mouse over the colour icons, a small screen tip displays the date of the forecast at midday in UTC time (Z). The icons represent the colour-coded value of dMSLP at midday of each of the 7 forecast days. If you click on one of the 4 meteogram links, a new window appears which contains the dMSLP meteogram of the seven forecast days between the two GFS grid points.
Here are the sequence of the colour and size coded dMSLP icons and just below the sequence of the numerical value of dMSLP in hectopascal (hPa).
J. Oberson - soaringmeteo © Jan 2015
If the first grid point (e.g. Ivrea, southern Alps) has greater MSLP than the second one (e.g. Lausanne, northern Alps), dMSLP will be positive (yellow-red colours), and inversely with negative values (blue). Small dMSLP leads to white and small icon. | 1,127 | 623 | {
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We the People: The Citizen & the Constitution
QUIZ
"What was the first national government like?"
Unit Two, Lesson 7
Name
Date
Vocabulary Matching
Directions: Write the letter of the definition next to the appropriate vocabulary words.
1. Articles of Confederation
a. (verb) to entrust someone to represent you; (noun) the person picked to act for you or represent you at a meeting or convention
2. confederation b. (noun) a form of political organization in which states combine for specified purposes, such as defense. The U.S. was a confederation from 1776 to 1788.
3. delegate
c. (noun) an order or law made by a government d. uprising led by an angry farmer to shut down Massachusetts courthouses and prevent foreclosures on people's property
4. ordinance
5. Shay's Rebellion
e. the first constitution of the U.S. adopted in 1781 and replaced in 1788 by our present Constitution
Short Answer
Directions: Answer the following question in the space provided below. If you need additional space, continue your answer on the back of this page.
6. What were the Founders' two main problems when writing the Articles of Confederation?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
_________________________________________________________________________
Multiple Choice
Directions: Reach the following partial statements or questions carefully. Circle only the best answer for each.
7. The Founders created a weak national government under
b. the Declaration of Independence.
a. the Articles of Confederation.
c. the Constitution.
d. the Social Contract.
8. When the Founders wrote the Articles of Confederation, they
b. did not create national courts.
a. created a weak central government.
c. left out the office of president.
e. did all of the above.
d. gave each state one vote, no matter how big the state's population was.
9. Which was not a problem under the Articles of Confederation?
b. state governments didn't cooperate with each other.
a. Congress couldn't tax the people; they had to ask the states for money.
c. citizens were angry because they felt the national government was too strong.
d. the national government couldn't create money for all the states to use.
10. Shay's Rebellion started because
b. farmers were angry and wanted a stronger central government.
a. the British were taxing the American colonists.
c. farmers were angry because they were losing their farms.
e. Both c and d are true.
d. farmers weren't able to trade products in other states or countries and couldn't pay their bills.
11. Which statement is not true regarding the Northwest Ordinance of 1787?
b. New states had to set aside land for public schools.
a. Slavery was outlawed in the original 13 states.
c. New states could not practice slavery.
d. Any new states added would be equals to the original states and not colonies.
12. The first national government under the Articles of Confederation was successful at
b. making a treaty with Britain to end the war.
a. keeping the states together during the war with Great Britain.
c. preventing individual states from making treaties with other countries and declaring war.
e. all of the above.
d. passing the Northwest Ordinance of 1787.
Lesson 7 Answers
1. E 2. B 3. A 4. C 5. D 6. A 7. E 8. C 9. E 10. C 11. E. 12. SEE PAGE 57 | 1,946 | 771 | {
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What About Equipment?
Archery equipment used in the ALAS program is highly standardized. The equipment is designed to be safe, durable, economical, and of universal fit for nearly all students. All students shoot the same model of bow and arrows. Sights, release aids, and stabilizers are not part of ALAS.
Equipment can be ordered by schools and organizations who have a certified Basic Archery Instructor (BAI) by completing and submitting an order form at www. naspschools.org.
Thanks to support from the archery industry, equipment kits valued at over $6,000 may be purchased by schools for $3,000 - $3,500 depending upon which equipment is chosen. Standard Equipment Kit Includes:
* 2 Boxes Easton 1820 Aluminum Arrows
* 12 Genesis Bows (10RH/2LH)
* 5 – 80cm FITA Archery Targets
* 1 Equipment Repair Kit
* 1 Arrow Backstop Curtain
* 1 Bow Rack*
*Bow racks can be ordered or constructed by the school to cut cost
* 10 Ground Quivers**
**Ground quivers can easily be constructed by the school
LDWF has a limited number of ALAS kits available for temporary loan. LDWF provides 20 equipment grants each year to new schools getting involved in the ALAS program.
How Can Your School Join?
If interested in having the ALAS program available to your children, please contact the ALAS State Coordinator.
The coordinator can provide additional information and support including: teacher training, grant information, and equipment availability
ALAS State Coordinator Robert Stroede firstname.lastname@example.org (318)484-2276
For more information visit: http://www.wlf.louisiana.gov/archery/ archery-louisiana-schools-alas
Like us on Facebook ALAS-Archery in Louisiana Schools
What is ALAS?
The Archery in Louisiana Schools (ALAS) program is Louisiana's portion of the National Archery in the Schools program (NASP). NASP is a program developed in 2001 by the Kentucky Dept. of Fish & Wildlife, Matthews Archery, and the Kentucky board of education to help educators who were looking for a way to improve student motivation, attention, behavior, attendance, and focus.
The NASP/ALAS program introduces students in grades 4-12 to international target style archery. As the name states, ALAS is designed to be taught as part of the in-school curriculum. It is most commonly taught as part of physical education, but has many cross-curriculum adaptations.
Why LDWF?
State conservation agencies are concerned that many young people are not learning outdoor skills that will inspire them to spend more time experiencing the outdoors. LDWF believes that the ALAS program will not only promote character development and help students succeed, but will also contribute to the future of natural resource conservation and encourage young people to get out and explore "WILD LOUISIANA"
Why Archery?
Archery is a life-long sport that nearly everyone can enjoy success in, no matter what their ability level. Archery is a sport of focus and discipline, two attributes that have amazing crossover value in a classroom environment. Archery is not only fun for students but incredibly safe. There has NEVER been a safety incident in the NASP program and it is rated safer than nearly every ball sport. Students of all abilities and backgrounds flourish in archery!
Who Participates in ALAS?
Every school in the state of Louisiana is eligible to participate in the ALAS program including: public, private, parochial, and home schools.
The ALAS program can also be used as an activity for church groups, leadership trainings, after-school programs, summer camps, and outdoor adventure training.
ALAS Competitions
Students who attend a school which participates in the ALAS program are eligible to compete in ALAS and NASP sanctioned competitions.
Each year LDWF puts on regional and state tournaments. Students competing in these tournaments are eligible to qualify for NASP National and World tournaments as well as winning awards and scholarships.
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Greenfield Pre-School
SUN SAFETY POLICY
Approved by Governors (date) ............................................................
Signed on behalf of the Governing Body .......………………………………........
Chair of Governors
GREENFIELD PRE-SCHOOL SUN SAFETY POLICY
Greenfield Pre-School is committed to the health and safety of the children in its care.
Aim
Our aim in setting this policy is to protect children when playing in the sun at pre-school and to build an awareness of safe behaviour in the sun, establishing good habits for the future.
All children will be involved in a discussion, appropriate for their age and understanding at the start of the summer about sun protection and risks.
Sunsmart
Sunsmart 1 is the national skin cancer prevention campaign run by Cancer Research UK. The Sunsmart schools initiative encourages schools to develop and adopt sun protection policies. They are part of a broader campaign communicating effective skin cancer prevention messages to the general public. In compiling this policy, the school has referred to the guidance given. The five key Sunsmart skin cancer prevention messages are:
1. Stay in the shade from 11am to 3pm when you can
2. Make sure you never burn
3. Always cover up - wear a t-shirt, hat and wraparound sunglasses
4. Remember children burn more easily
5. Then use factor 15+ sunscreen
Shade
Where certain areas of play get very sunny, children will be discouraged from playing there in very hot weather and the outdoor gazebo will be used. We will make use of shaded areas such as trees and the woodland.
Timetabling
Children will spend more time in the garden areas before 11am and 3pm. It is our policy that all children will access the outdoor space at some point during the day.
Clothing
Parents should provide their child with a named sun hat or legionnaires cap from April onwards. In very warm weather and sunshine, children should wear loose cover up clothing. Children should not
1 1 The SunSmart Campaign is supported by: The UV Health Promotion Group whose members include the British Association of Dermatologists, National Radiological Protection Board, Skin Care Campaign, Wessex Cancer Trust, Health and Safety Executive, Guide Dogs for the Blind.
1
come to pre-school in tops with thin shoulder straps as shoulders can burn quickly; t-shirts or cotton tops/dresses are preferable.
Sun cream
Parents of children that attend for a half day should apply sun cream to their child before they come to pre-school. Parents are encouraged to apply 8 hour sun cream which is now widely available.
For children who are at pre-school for over 8 hours a day for example, those who stop for breakfast and after school club, in addition to the core hours, if you think your child will need a 'top up' we will need your written consent to apply sun cream (Appendix A). We will provide a known brand of sun cream for the children which will be a minimum factor of 30.
Hydration
Children will have access to fresh drinking water throughout the day.
APPENDIX A
GREENFIELD PRE-SCHOOL
SUNCREAM CONSENT
Name of child…………………………………………………………………..
I have read the Greenfield Pre-school Sun Safety policy and acknowledge it is my responsibility to ensure that sun cream is applied to my child at the start of the day.
I give my consent for staff at Greenfield Pre-School to apply sun cream to my child after 8 hours.
Signed……………………………………………………………. Date……………………………………………
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Information for Nursery Parents.
This sheet provides you with information about what your child will be learning this term, and shows next steps in their learning. We would encourage you to talk about this with your child, and where possible, assist them with learning at home.
Maths & Numeracy
Our focus within the nursery will be around 2D and 3D shape. The children will be investigating different shapes through junk modelling and construction. They will also be using shapes to make rockets and aliens. The children will be using beebots and moon buggies to further their understanding of forwards, backwards, right and left. We will also be looking at time sequences and linking this to night, day, days of the week and months of the year. The children will continue to work in focused learning groups to further develop their understanding of 1:1 counting and number.
Language & Literacy
We will be exploring different parts of a book and emphasising characters, what happens next and sharing our likes/ dislikes through our focused bookbug sessions. Pupils will be encouraged to mark make and share their own space adventure. We will be looking at non-fiction texts to find out information about different planets and share this with our peers. We will also be focusing on the importance of syllables and rhyme and working on these concepts at group time sessions. There will be specific homelink sheets shared in relation to World Nursery Rhyme week and we will be encouraging everyone to learn and share the 5 identified rhymes.
Other Class Information
Harvest /RME We will be participating in a range of activities linked to harvest and where foods come from. The pupils will be enjoying different foods, talking about where food comes from, looking at the eatwell plate, making munch crunch recipes and playing a hidden sugars game.
Space- Our next topic will be science based and we will be investigating Space. We hope to listen to simple songs and pretend to be flying to the moon in the nursery space ship!! We will be making space pictures, shape aliens and pretend to be walking in space whilst in gym. The children might even use magnifying glasses to investigate different types of rock. We will also look at the differences between day and night. Children will be asked to prepare a short input about space to share with the Nursery. Look out for the homelink actvity in your library bookbag.
Early Years staff will be in touch shortly to make arrangements for My care and learning appointments.
Christmas- We will be discussing the importance of Christmas and how we celebrate this festival. The children will enjoy undertaking a range of creative experiences relating to this festival.
Our overarching
SHANARRI
focus. Over the next few months we will be focusing on these indicators SAFE, HEALTHY and
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Personal, Social and Health Education – Rights and Responsibilities
Includes money, living in the wider world and the environment.
We will be covering:
- Living in the wider world and money
- Health and wellbeing and a healthy lifestyle
- Rules, Rights and Responsibilities
Music – 'Round and Round'
This is a six-week Unit of Work that builds on previous learning. It is supported by weekly lesson plans and assessment. All the learning is focused around one song: Round and Round, a Bossa Nova Latin style.
Geography- 'what are the seasons'
In this unit, the children will learn about weather and seasons. This unit has a focus on the local area as well as looking at the wider perspective of the UK. Simply looking out of the window, collecting data in the playground and thinking about what is happening around them, can be perfect ways to support making sense of a changing world. They will observe, spot seasonal patterns and talk about changes by using weather-related vocabulary.
Science – Seasonal Changes
- Identify name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
- Notice that animals, including humans, have offspring which grow into adults.
- Observe closely, using simple equipment.
- Gather and record data to help in answering questions.
- To identify and sort different things.
- To observe changes across the four seasons
- To observe and describe weather associated with the seasons and how day length varies.
Topic Web Year 1 Spring 2, 2020
English
The Enormous Turnip
Traditional tales –Talk for Writing.
10 Things found in a
Wizards Pocket
Traditional Tales Poetry
Maths
Maths Mastery
Adding and Subtracting within 20.
Fractions
Letters and Sounds
In Phonic Ability Groups
Revision of Phase 2&3
Phase 4, Phase 5
Length and weight
Religious Education – 'Stories of Jesus'
- Describe some of the teachings of a religion
- Describe some of the main festivals or celebrations of a religion
Computing –
To be introduced to e-books and 2Create a Story.
To continue a previously saved story.
To add animation to a story.
To add sound to a story, including voice recording and music the children have created.
To work on a more complex story, including adding backgrounds and copying and pasting pages.
To use additional features to enhance their stories.
To share their e-books on a class display board.
Physical Education – Tennis and Gymnastics
- Use the terms 'opponent' and 'team-mate'.
- Use rolling, hitting, running, jumping, catching and kicking skills in combination.
- Develop tactics.
Art – Take One Picture –
- Describe the work of notable artists artisans and designers.
- Use some of the ideas of artists studied to create pieces.
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Dealing With the Stress of Uncertainty
Most people are creatures of habit. When things go as planned, we feel in control. But when life throws a curveball, it can leave us feeling anxious and stressed. For many Americans life feels particularly uncertain lately. No one can avoid the unexpected. But these simple steps can help you better face life's uncertainties.
> Be kind to yourself. Some people are better at dealing with uncertainties than others, so don't beat yourself up if your tolerance for unpredictability is lower than a friend's. Remind yourself that it might take time for the stressful situation to resolve, and be patient with yourself in the meantime.
> Engage in self-care. Don't let stress derail your healthy routines. Make efforts to eat well, exercise, and get enough sleep. Many people find stress release in practices such as yoga and meditation.
> Reflect on past successes. Chances are you've overcome stressful events in the past—and you survived! Give yourself credit. Reflect on what you did during that event that was helpful, and what you might like to do differently this time.
> Limit exposure to news. When we're stressed about something, it can be hard to look away. But compulsively checking the news only keeps you wound up. Try to limit your check-ins and avoid the news during vulnerable times of day, such as right before bedtime.
> Avoid dwelling on things you can't control. When uncertainty strikes, many people immediately imagine worst-case scenarios. Get out of the habit of ruminating on negative events.
> Seek support from those you trust. Many people isolate themselves when they're stressed or worried. But social support is important, so reach out to family and friends.
> Control what you can. Focus on the things that are within your control, even if it's as simple as weekly meal planning or laying out your clothes the night before a stressful day. Establish routines to give your days and weeks some comforting structure.
> Ask for help. If you're having trouble managing stress and coping with uncertainty on your own, ask for help. Psychologists are experts in helping people develop healthy ways to cope with stress. Find a psychologist in your area by using APA's Psychologist Locator Service. Many psychologists can provide their services remotely over the phone or online.
> Take your own advice. Ask yourself: If a friend came to me with this worry, what would I tell her? Imagining your situation from the outside can often provide perspective and fresh ideas.
Adapted from www.apa.org/helpcenter/stress-uncertainty
For more information 844-IEA-1800 | 981 | 538 | {
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General Health Screenings ABOUT OUR COMPREHENSIVE METABOLIC PANEL (CMP)
TMP Multi-Channel Wellness Corporation partners with licensed health professionals to administer the test. The test is administered by drawing a blood sample from the arm. The Comprehensive Metabolic Panel (CMP) measures the current status of a person's metabolism, including the health of the kidneys and liver, electrolyte and acid/base balance as well as levels of blood glucose and blood protein. Abnormal test results can indicate a problem that needs to be addressed. The test is especially important in helping to diagnose certain conditions like kidney and liver disease, hypertension, and diabetes.
There are 14 measurements in the CMP, which include:
* Sodium- A sodium test checks how much sodium is in the blood. Sodium is both an electrolyte and mineral. High or low values of sodium can indicate kidney dysfunction or reflect dietary habits.
* Total protein- A total serum protein test measures the total amount of protein in the blood. This measurement generally reflects the nutritional state of the body.
* Potassium- Potassium is both an electrolyte and a mineral. Potassium is also important in how your nerves and muscles work. Both high and low levels of potassium are indicators of concern. Low values often lead to muscle cramps and extremely high values can be fatal.
* Glucose- A blood glucose test measures the amount of a type of sugar, called glucose, in your blood. An abnormally high glucose level is indicative of diabetes but can also be caused by other disorders and diseases.
* Creatinine- This test is a measurement of how well your kidneys are working. A high value indicates chronic or acute kidney disease.
* Chloride- Chloride is one of the most important electrolytes in the blood. In kidney disease, abnormal levels are found.
* Calcium- This measures the calcium level in the body that is not stored in the bones. Abnormally high values may result from disorders of the parathyroid glands or bone diseases.
* Carbon dioxide (Bicarbonate)- This test measures the level of bicarbonate in a sample of blood from the vein. Carbon dioxide keeps the pH of blood from becoming too acidic or too basic.
* Alkaline Phosphatase- An alkaline phosphatase (ALP) test measures the amount of the enzyme ALP in the blood. High levels may indicate liver disease.
* Aspartate aminotransferase (AST)- Low levels of AST are normally found in the blood. When body tissue or an organ such as the heart or liver is diseased or damaged, additional AST is released into the bloodstream.
* Blood urea nitrogen (BUN)- A blood urea nitrogen (BUN) test measures the amount of nitrogen in your blood that comes from the waste product urea. High levels of BUN are found in severe dehydration and kidney failure.
* Alanine aminotransferase (ALT)- ALT is measured to see if the liver is damaged or diseased. Low levels of ALT are normally found in the blood.
* Total bilirubin- This test measures the amount of bilirubin in a blood sample. Bilirubin is a brownish yellow substance found in bile. It is produced when the liver breaks down old red blood cells and it gives stool its color.
* Albumin- A small protein produced in the liver; the major protein in serum. Levels of albumin correlate to the general nutritional state of the body. | 1,491 | 703 | {
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01 Background
Operation Encompass is a police and education early information sharing partnership enabling schools to offer immediate support for children and young people experiencing domestic abuse. Information is shared by the police with the DSL prior to the start of the next school day after officers have attended a domestic abuse incident thus enabling appropriate support to be given, dependent upon the needs and wishes of the child.
07 The next steps
Operation Encompass the Next Steps seeks to provide support for schools to teach about Domestic Abuse through the RE/RSE and HE curriculum.
The broad aim of this project is to form part of our wider strategy to break the cycle of Domestic Abuse.
06 A proven partnership
Having been exposed to domestic violence, a child goes to school the next day often requiring urgent emotional help and assurance but unable to express what they have witnessed and the support they need. Operation Encompass is vital to ensuring the true partnership required to safeguard these children, ensuring that police and schools deliver the necessary support at the right time.
02 What is Operation Encompass?
Operation Encompass is a charitable organisation set up in 2011, which has since enabled effective interventions to many thousands of children who've experienced domestic abuse. Their volunteers, trustees, and patrons are working tirelessly to ensure that police and schools throughout the country are able to address victims of domestic abuse consistently and coherently. Operation Encompass believes that children are victims of domestic abuse in their own right and should be acknowledged as such.
7 minute briefing:
Domestic Abuse:
Operation
Encompass
05 How the police participate
All frontline officers within the force are fully trained in Operation Encompass - its purpose, when to apply it and how to apply it correctly. The force briefs every school's Designated Safeguarding Leads - these briefings ensure that the highly confidential information the police supply to the DSL is treated with appropriate care and sensitivity, in situations which are frequently rapidly evolving.
03 Why it matters?
Children experiencing domestic abuse are negatively impacted by this exposure; domestic abuse has been identified as an Adverse Childhood Experience and can lead to emotional, physical and psychological harm. Operation Encompass aims to mitigate this harm by enabling immediate support, making a child's day better and giving them a better tomorrow.
04 Operation Encompass for Schools
Operation Encompass is an integral component in child safeguarding and protection policies and, as such, should be cited in the school's Safeguarding and Child Protection policies. Participation in Operation Encompass mandates a secure record-keeping trail, which may be electronic or paper based. Within Operation Encompass all records are managed at Child Protection level with the highest level of security and confidentiality. | 1,241 | 531 | {
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Family Development Time
The early literacy skill we talked about today was Print Awareness. Print awareness is understanding that print is all around us.
It is noticing print in your environment, knowing how to handle a book, and understanding how to follow the words on a page. It is knowing that people read the text, not just look at pictures.
There are many things you can do during the day to help your child with print awareness:
* Point out signs as you are walking or driving
* Read boxes at the grocery store
* Say words aloud as you write them down on lists for shopping or running errands
Environmental Print is labels, signs and logos that are easy to recognize. It is found on signs, soup labels, cereal boxes, bags and cartons.
Environmental Print helps bridge the gap between functional print and the beginning stages of reading. Your kids can pick-up amazing amounts of reading skills just from the world around them. This reading activity can be done anywhere!
Environmental Print activates the ability to make associations between the physical object and the entity that is represented. These activities provide children with the understanding that a symbol can represent an object or an idea.
This is a critical pre-reading skill!
Activities:
Collect samples of Environmental Print. Ask your friends and family to help. It's amazing how fast you will get examples!
Environmental Print Book
1. Cut off the fronts of boxes.
2. Sort large to small (this step is not necessary, but it would help teach a math concept to your child.)
3. Punch holes in the side, add office rings (or tie with string), and read!
What should I do after we make the book?
* Say the letters
* Read the words on the boxes.
* Say the sounds
* Play "I Spy"
* Find matching letters on the box
Cereal Box Puzzle
1. Flatten your cereal box.
2. Cut the front of the box off into a rectangle
3. Flip the image over and draw a puzzle shape onto the back and cut out, or simply cut box into squares.
If your child is older, let your child draw their own puzzle image on the back BEFORE you cut the pieces.
A study found that adult interaction with children was key in learning how to read.
The researchers report that the adult must draw attention to the letters and sounds in environmental print words in order for children to recognize environmental print as words rather than pictures.
Matching Game
1. Collect duplicate examples of logos.
2. Glue or tape them onto a blank card or piece of paper.
3. Lay out a few of the logo cards. At first, limit selections to no more than three cards.
4. Hold up an item and ask the child to find the matching logo card. "Can you find the McDonald's card to match the McDonald's bag? Ask him to say the name of the item.
5. Praise them when they can identify the items.
Play Environmental Print Hunt
This can be done at the grocery store, while on a walk or driving around town running errands.
Point out road signs, store signs, product logos, and fast-food logos.
Say: "Do you know the name of this item?" After your child responds praise them by repeating the correct word(s).
Extend the play with older children:
What do you see? I spy – Glue or tape two empty toilet tissue tubes together to make binoculars. Together, with your child, color them to make pretty designs. Show your child how to hold them close to your eyes to pretend they are binoculars outside to look for environmental print.
Say: I spy with my little eye, a sign that is red. OR I spy with my little eye, a sign that rhymes with "pop." Stop
Say: I spy with my little eye, a cereal that rhymes with "snow." Cheerio
Tailor your logos to the businesses in your area and products you use at home.
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Mathematics Learning Centre
Solving simultaneous equations
Jackie Nicholas
1 Simultaneous linear equations
We will introduce two methods for solving simultaneous linear equation with two variables. It is worth understanding and practising both methods so that you can select the method that is easier in any given situation.
1.1 The substitution method
Let's suppose we have a pair of linear equations y = 2x +2 and y = −x +5. Their graphs are illustrated in Figure 1.
Figure 1 shows a point of intersection. We want to be able to solve the equations algebraically to find this point of intersection, which looks to be at (1,4).
Since both equations are in the form y = f(x) we can equate the right hand sides of the equations and solve for x.
We can now substitute x = 1 into either equation to find y: y = 2(1) + 2 = 4.
So, we confirm that the point of intersection is (1,4).
This is the principle of solving simultaneous linear equations using the substitution method. In this case it helped that both equations were in the form y = . . . as this allowed us to equate and solve for x straight away.
However our equations could be in the form 2x − y + 2 = 0 and x + y − 5 = 0. If this is the case we need to write one of them in the form y = . . . or x = . . . and then substitute the result in the other equation. These steps are carried out below.
Substitute (3) in equation (2):
So, x = 1 as before.
We can now substitute x = 1 into either equation (1) or equation (2) and solve for y.
So
y
= 4.
We could check our answer by substituting these values into equation (2): x + y − 5 = 1 + 4 − 5 = 0 as required.
Example
Solve the pair of simultaneous equations: 3x + y = 13 and x + 2y = 1.
Solution
So, −5x = −25, ie x = 5.
Now substitute x = 5 in equation (4):
So, y = −2.
Check by substituting x = 5 and y = −2 into (5): 5 + 2(−2) = 1 as required.
Rewrite (1) as follows:
and
Rewrite equation (4) as:
Substitute (6) in (5):
1.2 Solving simultaneous equations by the elimination method
Suppose we have a pair of simultaneous equations, 2x − y = −2 and x + y = 5. We can solve these equations by taking the sum of the left hand sides and equating it to the sum of the right hand sides as follows:
So, x = 1.
We were able to eliminate y by doing this as y in both equations had coefficient 1, and y − y = 0.
We can modify this method to work for all pairs of equations:
* select which variable to eliminate
* multiply one or both equations by a constant so that the coefficient of the 'elimination variable' in each equation is the same
* add or subtract to eliminate the chosen variable.
Let's illustrate this method with an example.
Example Solve the pair of equations 5x + 2y = 10 and 4x + 3y = 15.
Solution
and
Choosing to eliminate y, multiply equation (7) by 3 and equation (8) by 2 to get:
and
As the coefficients and the sign of y in each equation are the same, we subtract (10) from (9) to get:
So, x = 0.
Substituting x = 0 into equation (8) we get 4(0) + 3y = 15 ie y = 5.
Check by substituting into equation (7): 5(0) + 2(5) = 10 as required.
Frequently the elimination method for solving pairs of simultaneous linear equations is slightly easier than the substitution method but you should know both methods.
1.3 Systems of equations with more than two variables
There may be situations where we have more than two equations and two variables. There are sophisticated methods to solve these systems, eg matrix algebra.
However, if we have three equations and three variables, we can adapt the methods we have here.
For example, suppose we have the following equations:
and
Here, we can eliminate λ from equations (11) and (12) as follows:
Multiply (11) by 3
and add (14) and (12) to get
This gives us y = −x which we can substitute in (13):
So that x = 4, y = −4 and 2(4) + (−4) + λ = 0 ie λ = −4.
Note that we used both the substitution and elimination method here.
1.4 Exercises
Solve the following pairs of simultaneous equations using either the substitution method or the elimination method (but practice both).
1. y = −3x + 2 and y = 2x − 8
6. 9m − 7n = 3 and 3m − 2n = −1
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Overview of Discover AI
Discover AI is a student-centered learning experience that exposes students to fundamental AI concepts through interactive discussions, conversations with AI experts, research and hands-on assignments. In Discover AI students take ownership of their learning and are encouraged to leverage their existing knowledge and interests to build their understanding of artificial intelligence through the lens of societal impact and ethics.
Upon successful completion of Discover AI, students will receive a certificate of completion. Students who complete Discover AI are eligible to participate in Apply AI.
Curriculum Details
The Discover AI curriculum is divided into a sequence of four modules described in the table below.
Essential Question
* How can artificial intelligence impact our world?
Understandings
* Artificial intelligence like any innovation has the potential to be used to benefit society or exacerbate and even create social problems.
* As an artificial intelligence advocate and leader it is your responsibility to expose and mitigate the potential negative impacts of artificial intelligence.
* Artificial intelligence is an interdisciplinary field with applications and opportunities that go beyond computer science.
Key Deliverables
* Reflection Assignments where students reflect upon their learning and engage in discussing articles/research with classmates.
* Research Assignments where students will have an opportunity to further explore the topics presented in the lectures.
* Hands-On Activities will focus on the development of a simple AI/ML project. Students will work on this project throughout the course of the program
* Project Proposal is a 1 to 2 page document outlining what team plans to achieve for their final presentation & project.
* Project Proposal Feedback will be provided to each team by their peers & mentors.
* Final Presentation: A final presentation/project that teams will share during a
Module 2: Algorithms, Data and Bias
Module 3: Gradient Descent
showcase at the end of the program. Teams will have the freedom of deciding the medium that will be used.
* Github Repository: Students will create a Github repository that will showcase their work and that can be shared publicly.
* My AI Roadmap highlighting actionable next steps students will take to pursue a career in AI.
Module 1: What is AI?
Students are exposed to the introductory AI concepts and definitions including machine learning, types of AI and impact. Topics covered:
* Definitions of AI & ML
* Categories of AI
* Impact of AI
Lectures & Discussions:
* Defining AI
* Machine Learning
Assignments:
* Project Work: Brainstorming areas of interest for final project
* Research: Identify examples of positive and negative impacts of AI
* Hands-On Activity: Exploring and playing with various algorithms classifier, k-means clustering and reinforcement learning
Students take a closer look at machine learning, different algorithms and bias. Topics covered:
* AI/ML creation process/cycle
* Defining data, algorithms and bias
* The relationship between data, algorithms and bias
* Type of Machine Learning
Lectures & Discussions:
* Data & Bias
* Types of Machine Learning
Assignments:
* Project Work: Project proposal
* Research: Identify two machine learning algorithms and research how they are implemented, examples applications that use them and the implications of these applications.
* Hands-On Activity: Loading & investigating datasets with Python
This module focuses on the fundamentals of gradient descent. Topics covered:
* Gradient descent
Module 4: Neural Networks
* Cost functions
*
Learning rate
Lectures & Discussions:
* Gradient Descent
Assignments:
* Project Work: Student continue working on final presentation
* Research: Types of gradient descent
* Hands-On Activity: Train and evaluate a ML simple model in Python
This module introduces additional concepts related to neural networks and their applications. Topics Covered:
* Neural Networks
Lectures & Discussions:
* Neural Networks
Assignments:
* Project Work: Final Presentation showcase
* Hands-On Activity: Train and evaluate a ML simple model in Python
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METEORS
Definitions
Meteor: the visible streak of light (popularly called a shooting star or a falling star). The column of light is usually less than 1 meter in diameter but tens of kilometers long.
Meteoroid: the solid object that creates the streak. They range in size from large fragments of asteroids or comets to extremely small micrometeoroids. Most visible meteors are created by meteoroids the size of a grain of sand.
Meteorite: the surviving object if it reaches the ground.
Fireball: a meteor brighter than the evening or morning star, Venus (technically, brighter than magnitude -4).
Bolide: a fireball that explodes in a bright flash often with visible fragmentation. Also the generic name for a large crater-forming projectile (comet, asteroid or UFO).
Meteor Trail: the trail of ionized dust and gas that remains along the path of a meteor.
Meteor Stream: a group of meteoroids in a given orbit as they travel around the sun. These meteoroids are usually the by-product of comets, so it is possible for the parent comet to be traveling in the same orbit--if it still exists.
Meteor Shower: the occurrence of meteors as Earth's orbit intersects a meteor stream. The meteors in a shower appear to emanate from a point in the sky known as the radiant. A meteor shower is named after the constellation in which its radiant is located.
Meteor Storm: an intense meteor shower that exceeds 1000 meteors per hour which occurs when Earth encounters a dense group of meteoroids within a meteor stream.
Minor Meteor Showers: meteor showers that produce less than 10 meteors per hour at the time of maximum activity.
Sporadic Meteor: a meteor that occurs randomly, instead of being associated with a meteor shower. There are about 5 per hour in the night sky (peak viewing time is in the autumn before morning twilight).
Basics
Most meteors occur in the upper mesosphere and lower thermosphere (from about 50 to 75 miles or 80 to 120 km altitude). This is a general guideline only, since very fast meteors may first become visible above this height, and slow, bright meteors may penetrate below this range. Meteors were once thought to be a purely atmospheric phenomena. It was not until the mid-1800's that the extra-terrestrial origin of meteors was widely recognized.
When a meteoroid plunges into the atmosphere at a velocity of between 25,000 mph and 160,000 mph (11 and 72 km/sec), the air does not have time to flow around the meteoroid. The result is that friction produces enough heat to ablate (vaporize) the meteoroid and to ionize air molecules, producing a highly charged plasma. The ions quickly recombine and energy is released as light. The whole process usually takes a few tenths of a second and so a meteor appears as a moving streak of light. (The light streak is not just the glowing hot meteoroid itself.)
The wide range in meteoroid speeds is caused partly by the fact that the Earth itself is traveling at about 67,000 mph (30 km/sec) as it revolves around the sun. On the evening side, or trailing edge of the Earth, meteoroids must catch up to the earth's atmosphere to cause a meteor, and tend to be slow. On the morning side, or leading edge of the earth, meteoroids can collide head-on with the atmosphere and tend to be fast.
Internet Resources
The American Meteor Society has a good FAQ page Gary Kronk's Meteor site Windows to the Universe meteors page ABC World News May 2014 report on meteor shower IPS Radio & Space Services Anomalous meteor phenomena (UFO's, perhaps?) Long Duration Exposure Facility - meteoroid impacts on exposed hardware in low earth orbit Pictures of meteorite types in Ellie Crystal's Meteors-Meteorites page The Meteorite Market for more details and pictures; also offers meteorites for sale The
Peekskill meteorite and videos of the meteor Antarctic Meteorites Impact Craters (whence landed some really big meteorites) The Tunguska event of 1908 Chelyabinsk meteor in Feb. 2013; Nova Program Meteor Strike The asteroid impact theory of dinosaur extinction A volcano theory of dinosaur extinction The Meteor of 1860 inspired poet Walt Whitman as well as the title of a book about the 1860 Presidential election.
Major Annual Meteor Showers
* The Geminids are known to be of asteroidal (3200 Phaethon) origin rather than of cemetery origin. New observations of Phaethon. | 1,882 | 963 | {
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Non-obvious controls:
- Be sure to try all the different tabs at the top of the simulation. The model increases in difficulty as you go from Table Salt to the right.
- You can Pause the sim and then use Step to incrementally analyze.
- If you are doing a lecture demonstration, set your screen resolution to 1024x768 so the simulation will fill the screen and be seen easily.
Important modeling notes / simplifications:
- Water is not shown to help the students focus on the ion dissociation and crystal formation.
- The models are all qualitative interpretations of the three dimensional world. The crystal structures vary and the ion sizes vary to help the students build the concept that there are variations in the natural world, but to keep the simulation easy for students to develop their ideas, the models are oversimplified. The ion sizes are not to scale because the particle model wouldn't be visible in a reasonable size container. It might be good to show students tables with the correct sizes.
- Notice that the volume is much smaller in the Table Salt tab because it is so much more soluble.
- To use the sim for problems where students are testing their predictions about what will happen relating Q&K, they will need to enter amounts in the ion Total space on the right.
- In the activity lesson plan by Trish Loeblein available from the Teaching Ideas and Activities link, there is a data table of results from multiple tests using the sim.
Insights into student use / thinking:
- Tl2S has such a small solubility (8/4) that the number of dissolved particles varies significantly, so it would not be a good one to use for calculating Ksp (Solubility Product Constant). It is a good situation to talk about sample size.
- My students were asked to explain how they know that a solution is saturated. A common misconception was that if there are no changes occurring that the solution is saturated. This misconception meant that several students were doing calculations for solubility and Ksp when the solution was actually unsaturated
- My students did sometimes guess that the container size was being adjusted because the particles sizes were different; so I had to help them understand the simplifications mentioned in the modeling notes.
Suggestions for sim use:
- For tips on using PhET sims with your students see: Guidelines for Inquiry Contributions and Using PhET Sims
- The simulations have been used successfully with homework, lectures, in-class activities, or lab activities. Use them for introduction to concepts, learning new concepts, reinforcement of concepts, as visual aids for interactive demonstrations, or with in-class clicker questions. To read more, see Teaching Physics using PhET Simulations
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Advisory Program Description
Name of Entity: Curriculum Associates, LLC Phonics for Reading
Contact Information: Luke Wehrman – 720-737-1612 –email@example.com
www.curriculumassociates.com
Type of Program: Supplemental Program
If this program is intervention or supplemental which component(s) of reading are addressed:
☐Phonemic Awareness
☒ Phonics
☐Fluency☐Vocabulary☐Comprehension
Grade Level: 3rd Grade
Phonics for Reading is designed for students who have not yet mastered the decoding skills necessary to read efficiently. Phonics for Reading builds students' phonemic awareness, decoding, and fluency skills to strengthen their reading comprehension. Employing systematic, explicit instruction that fosters student confidence and motivation, the program features consistent teaching routines, repeated practice, and immediate corrective feedback.
Summary of the program: – Phonics for Reading may be used with any core program. Of note, specific Phonics for Reading lessons are recommended for students based on their results on the i-Ready Diagnostic, an approved READ Act interim, diagnostic and summative assessment.
1. Student Books:
b. Second Level—32 teacher-directed lessons: progresses with vowel combinations, r-controlled vowel sounds, common endings, and CVCe words.
a. First Level—30 teacher-directed lessons: focuses on short vowels, consonants, consonant blends, and digraphs
c. Third Level—36 teacher-directed lessons: expands concepts with vowel/letter combinations, common prefixes and suffixes, minor consonant sounds for c and g, and minor vowel sound combinations
a. Individual Education Plan—Long-term and short-term goals for individual students
2. Teacher Guides offer educators the tools to implement the program effectively in a wide variety of settings and include:
b. Placement Test—Tests can be administered to monitor student progress
d. Reading Fluency Graphs (in Second and Third Levels)—Graphs allow teachers to record fluency-building activities
c. Letters of Progress—Letters home inform parents/guardians of their child's performance
e. Games for Additional Word Practice—Games utilize the words from the lessons
Please visit www.curriculumassociates.com to learn more about
Phonics for Reading
NOTE: We use the following descriptions to define various types of instructional support in early literacy. Please review the descriptions and identify your program according to the type of instructional support is it intended to deliver. Each approved instructional program should classify itself under one type of instructional programming only.
Core Instruction is instruction provided to all students in the class, and it is usually guided by a comprehensive core reading program. Part of the core instruction is usually provided to the class as a whole, and part is provided during the small group, differentiated instruction period. Although instruction is differentiated by student need during the small group period, materials and lesson procedures from the core program can frequently be used to provide reteaching, or additional teaching to students according to their needs.
Supplemental Instruction is instruction that goes beyond that provided by the comprehensive core program because the core program does not provide enough instruction or practice in a key area to meet the needs of the students in a particu lar classroom or school. For example, teachers in a school may
Advisory Program Description
observe that their comprehensive core program does not provide enough instruction in vocabulary, or in phonics, to adequately meet the needs of the majority of their students. They could then select a supplemental program in these areas to strengthen the initial instruction and practice provided to all students.
Intervention Instruction is provided only to students who are lagging behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific intervention program that focuses on one or more of the key areas of reading development. This type of instruction is needed by only a relatively small minority of students in a class. In some cases, students in 2nd and 3rd grade may have lagged so far behind grade level development of reading skills that very little content from the grade level comprehensive core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade level reading ability. | 1,980 | 881 | {
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NCEL Fact Sheet
GEOTHERMAL
Overview
Geothermal energy refers to the heat derived from the Earth. Geothermal resources are hot water reservoirs beneath the Earth's surface that exist naturally or are created by human activities. Through drilling wells, these resources can be utilized for various purposes such as generating electricity, direct applications, and providing heating and cooling. Although conventional hydrothermal resources such as natural reservoirs of steam or hot water, are primarily available in the western states, geothermal energy can be tapped almost anywhere with geothermal heat pumps and direct-use applications.
Policy Options ('**' indicates bipartisan support)
* **Colorado SB 285 (enacted 2023): Mandates the commission to conduct studies on the state's geothermal resource, evaluate the regulatory structure for geothermal resources, assess the regulation and permitting of underground hydrogen
* **Colorado HB 1381 (enacted 2022): Creates a grant program for homeowners, private organizations, and local governments to research, develop, and invest in geothermal processes
* **Colorado SB 118 (enacted 2022): Provides basic consumer education and guidance for geothermal energy systems and creates business models for geothermal projects in the state
* **Maryland H.B.1007 (enacted 2021): Altering the renewable energy portfolio standard in certain years to require a certain percentage of energy from Tier 1 renewable sources each year to be derived from certain geothermal heating and cooling systems
* **New York S.9422 (enacted 2022): Establishes the "Utility Thermal Energy Network and Jobs Act" to promote the development of thermal energy networks throughout the state and to provide jobs to transitioning utility workers
KEY POINTS
Geothermal power plants produce consistent electricity, running 24 hours a day, seven days a week making them a great resource to address baseload energy demand. (U.S. Department of Energy)
Geothermal energy is a renewable energy source, and modern geothermal power plants emit no greenhouse gasses. (U.S. Department of Energy)
By 2050, geothermal energy could represent 8.5% of total U.S. electricity generation while being accountable for only 1.1% of powersector water withdrawals with the majority of this growth could be supported using non-freshwater sources. (U.S. Department of Energy)
The U.S. has tapped less than 0.7% of geothermal electricity resources. (University of Michigan)
Other Resources
* Department of Energy: Geothermal FAQs and Geothermal Basics
* National Renewable Energy Laboratory: Geothermal Technologies Program: Direct Use
* University of Michigan: Geothermal Fact Sheet
* Western Governors' Association: The Heat Beneath Our Feet Initiative
202.744.1006
*
www.ncelenviro.org
*
1100 H St NW, Suite 600
*
Washington, DC 20005 | 1,374 | 589 | {
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Using Evidence in your Research Paper:
Quoting, Summarizing & Paraphrasing
Quoting, summarizing and paraphrasing are great ways to show academic evidence in your paper. These techniques have similarities and differences, and you will likely use all three when you write.
Examples from: http://www.mesacc.edu/~paoih30491/ArgumentsQuoteSummarizeParaphr.html
Tip: Changing some words and reorganizing sentence structure is not paraphrasing. You must write about the author's idea completely in your own words in order to avoid unintentional plagiarism.
Balancing research with your own arguments
Many students worry that they cite too often, making it seem as though their paper is just a collection of others' ideas. This isn't exactly true. If you look closely at the articles you are reading in class, you will see that the author's use numerous citations. This is normal in academic writing.
On the other hand, in order to show your professor that you have looked critically at the research and have come up with your own ideas you should not just quote and paraphrase others' work. It is important to analyze, interpret and criticize the existing research rather than simply restating, summarizing, and detailing it.
Students should choose the quotations and paraphrases they use carefully and selectively. Before you include a quote or paraphrase, consider whether it is really necessary: is it doing a useful job as evidence for a statement or
argument that you are making?
Integrating quotations
A quotation should be introduced by a sentence that also makes a claim or illustrates the author's claim. In addition, following the quotation, you should discuss how the author's words illustrate your argument. Make sure the connection is clear.
Tip: Quote sparingly and avoid quoting whole passages unless absolutely necessary. You want your reader to easily understand what idea your quote is supporting; including long quotations that include additional information that is not pertinent to your argument can be confusing.
Example:
A Writing Centre tutor, Rebecca, argues that good grammar creates clarity in writing: "the meaning of a sentence can be altered with even the simplest grammar mistake" (2005, p. 576). This supports the importance of careful proofreading not only for spelling but to ensure that the meaning of each sentence is clear to the reader. When you are proofreading your paper and notice that a sentence is unclear, this may be due to a fixable grammar error.
Note-taking for accurate citations
When you are reading literature for a paper, you should make note of the author, title, year of publication, page number, etc. It's easier to do this as you go along than try to find it later. When I am researching a paper I create a header on the page where I am making notes which includes the full citation for the source, and include page numbers down the margin so that I know where in the source the note came from. Also, use the margin to draw arrows between related points and to make notes on how the information connects to your own paper. I use APA for my papers, but you might also be asked to use other styles, e.g. MLA or Chicago.
Hart, J. (2011). Scene. Storycraft: the complete guide to writing narrative nonfiction (pp. 89105). Chicago: University of Chicago Press.
p. 91 -readers filter details through their own experience, creating unique, emotional interpretations of the scene
-proven in brain psychology & human memory tests
-Writers' mission not to describe reality, but tap into reader's head – stimulate emotions/memories
-used in non-fiction and fiction
-5000 word approx. narrative only needs 3-4 scenes/settings, carefully chosen
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Calculating Density Answer Key
Instructions: Perform the following density calculations.
1. What is the density?
Mass = 44 g
Volume = 44 mL
a. 0 g/mL
b. 44 g/mL c. 1 g/mL
d. 11 g/mL
2. What is the density?
Mass = 120 g
Volume = 96 mL a. 1.52 g/mL
b. 0.33 g/mL
c. 1.20 g/mL
d. 1.25 g/mL
3. What is the density of a substance that has a mass of 20 g and volume of 10 mL?
a. 0.5 g/mL
b. 2.0 g/mL
c. 10 g/mL
d. 200 g/mL
4. What is the density of an object that has a mass of 34 grams and a volume of 17 milliliters?
a. 0.5 g/mL
b. 51 g/mL
c. 578 g/mL
d. 2 g/mL
5. What is the density of an object that has a mass of 92 grams and a volume of 40 milliliters?
a. 52 g/mL
b. 0.4 g/mL c. 2.3 g/mL
d. 132 g/mL
6. Aiden found the mass of a rock to be 200 grams. He then found the volume of the rock to be 20 cubic centimeters. What is the density of the rock?
a. .010 grams/cubic centimeter
b. .10 grams/cubic centimeter
c. 100 grams/cubic centimeter
d. 10 grams/cubic centimeter
7. Gloria needs to find the density of a cube. Each side of the cube measures 3 cm and the mass of the cube is 12 g. What is the approximate density of the cube?
a. 0.4g/cm 3
b. 1.3g/cm 3
c. 4.0g/cm 3
8. Stella's nephew has plastic blocks that he enjoys playing with. One of the blocks has a mass of 15 g and a volume of 5 mL. Find the density of the block.
15 g/5 mL=3 g/mL
9. Maria's mom gave her an apple that has a mass of 90 g and a volume of 30 . What is the apple's density? cm 3
90 g/30 =3 g/
10. I find a rock that has a volume of and a mass of . What is the density of the rock? 15cm 3 45g
45/15=
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WHAT IS SUSTAINABLE DEVELOPMENT?
Sustainable development is how we must live today if we want a better tomorrow, by meeting present needs without compromising the chances of future generations to meet their needs. The survival of our societies and our shared planet depends on a more sustainable world.
It's a bit of a juggling act. Three different balls must be kept in the air at once: economic growth, social inclusion, and environmental protection. If one or two fall to the ground, the act is over. An economy might grow rapidly, for instance – but only for so long if most people remain poor and all the natural resources are used up.
Where development is sustainable, everyone has access to decent work, quality health care and education. Natural resource use avoids pollution and permanent losses to the environment. Public policy choices ensure that no one is left behind due to disadvantages or discrimination.
MAKING THE RIGHT CHOICES NOW
If you want to understand why sustainable development is so important in real-world terms, just look around. On average globally, people live longer lives with higher incomes. But a lot of development is unsustainable. It
has taken us to climate change. Environmental destruction. Conflict. Poverty and hunger. Vast inequalities and social instability.
Unsustainable development happens when people pursue immediate rewards without thinking about harms to other people or the planet. Often, short-term gains are overshadowed by longer-term costs. That's the case when someone cuts down an entire forest to turn a quick profit – even if an ecosystem collapses, endangered species die off and local communities are left at permanent risk of devastating floods.
A BLUEPRINT FOR OUR COMMON FUTURE
In 2015, UN Member States translated their vision of sustainable development into a blueprint for achieving it: the 2030 Agenda for Sustainable Development. Its 17 Sustainable Development Goals — with ambitious targets
1
WHAT IS SUSTAINABLE DEVELOPMENT?
to achieve by 2030— cover the three dimensions of sustainable development: the economy, social development and the environment.
However, halfway to our 2030 deadline, the climate crisis, a weak global economy, conflicts and the lingering impact of COVID19 have put the Goals in jeopardy.
According to the UN SDGs Report 2023: Special Edition, the number of people living in extreme poverty in 2020 rose to 724 million, and now gender equality is some 300 years away. The Intergovernmental Panel on Climate Change (IPCC) warns that without more robust policies across all sectors, the world is likely to surpass the critical 1.5°C tipping point by 2035.
The SDG Summit, to be held at United Nations headquarters on 18-19 September 2023, will be a defining moment for world leaders to renew their commitments and deliver the breakthroughs that our world desperately needs. The Summit will be an opportunity to review progress and gaps in achieving the Goals and will seek to provide high-level political guidance on transformative, accelerated actions to reach the Goals by their 2030 endpoint.
ANYONE CAN ACT
It is not too late to reset efforts to reach them, however. To advance the sustainable development agenda, governments are integrating the Goals into national plans. However, a fundamental shift is needed to put the world on a better path. And with seven years left to achieve the 2030 Agenda, it is needed now.
It is not only up to our world leaders. Every person can benefit from a more prosperous, inclusive and resilient world. We can all do something about it, regardless of whether we are in a government or civil society, run a business or a home, are in school or out of it.
While governments set policies to steer sustainable development, and both the public and private sectors have to finance the major shifts it requires, individual decisions add up fast. Your choices to earn a living, move around, make friends or advocate for justice can all make an impact. Want to know more? Find out how you can act now for our common future. Embrace the possible.
Department of Global Communications | August 2023 | 1,775 | 826 | {
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Oklahoma Higher Education Network
Education for Public Good: The role of higher education in community dialogue and change
Why Equity?
For the purpose of this session, equity refers to the idea that a student's social circumstances should not dictate their opportunities for academic success. Equity is often measured by observing areas where gaps between students with different backgrounds exist.
These gaps are known as opportunity gaps; it is important to note that opportunity gaps do not necessarily demonstrate a student's ability to perform but rather the limits in access to necessary resources to perform.
Action Planning
During this one hour session, participants will join breakout rooms to discuss what you will take away from the day and how you will use this knowledge to build change. This session is organized to create networks across the state to support each other in making change on campus and in community.
Breakout Rooms
During this breakout, we will briefly discuss the idea s we would like to bring to our ca mpuses/institutions a nd how one of the models of public dia logue might be helpful in improving communica tion, community a nd the public good.
Theory of Change
Theory of change is a map of a program or intervention, connecting program activities with the goods and services it will produce (outputs) and showing how these link to the intended results (outcomes) which measure the program's impact.
Pathways to Equity
Choose a pathway to focus your problem of practice. Exa mples could be:
❏ Student Retention
❏ Civic responsibility
❏ Student Recruitment
❏ Community a nd ca mpus connections ❏ Etc.
❏ Student Sa fety
This is a time for us to practice thinking about big ideas.
In your breakout room, brainstorm one idea to work this
This idea does not have to be THE ONE. We are practicing how we might lead a discussion on community dialogue back at our institutions or in our communities.
Have fun!
Step 1 – Problem of Practice
Create a Problem of Practice Statement that clearly identifies a current need based on current pathway.
Step 2 – Go Deep
❏ Discuss and identify
Analyze the challenge you are trying to solve by reflecting on the root causes.
❏ Share and organize
❏ Revisit and finalize
Step 3 – Theory of Action
Create an if-then statement that describes how you will tackle your problem of practice.
Step 4 - Inputs
❏Inputs – Who are individuals you need to accomplish this action plan and how will you support them? What resources will you need to make your idea a success?
❏Actions – What are the main actions you will implement to respond to your theory of action?
Step 5 - Outcomes
❏ Outputs – What are the concrete tangible products or program activities and strategies?
❏ Outcomes – What outcomes are you expecting your action plan to achieve?
–Medium Term (2 years)
–Short Term
–Long Term (Beyond 2 years)
Final Reflection Questions
❏ Did you learn anything surprising during your discussion?
❏ What collaboration points did you identify between your institutions?
❏ Was there anyone missing from your discussion? | 1,364 | 637 | {
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Peter, Peter, Pumpkin Eater
Supplies needed:
* Pumpkin template
* Poem
* White card stock
* Photo paper
* Picture of each child (Holding arms up)
* Double sided tape
* Color card stock (to tape finished pumpkin on)
* Green and orange marker
Directions:
* Have older children color pumpkin template (2 pumpkin templates on each sheet).
* Have children cut pumpkin out.
* Take a picture of each child holding their arms up. Print and cut out the shape of their body. (Younger children can lay on the floor and take their picture).
1 - 2 - 3 Learn Curriculum
Use the color pumpkin for little ones.
* Using double sided tape, tape the legs of the child to the back of the bottom portion of the pumpkin.
* Tape this to a piece of green card stock.
* Have children add the top of the pumpkin.
* Cut out poem and write in name.
* Glue or tape to pumpkin.
Hang up and enjoy!
Poem for girls
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Peter, Peter, pumpkin eater. Had but couldn't keep her. He kept her in a pumpkin shell, And there he kept her very well.
Poem for boys
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
Peter, Peter, pumpkin eater. Had but couldn't keep him. He kept him in a pumpkin shell, And there he kept him very well.
And there he kept him very well.
He kept him in a pumpkin shell,
Had but couldn't keep him.
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This task should be completed independently in exam conditions with no notes. You are putting into practice what you have learned.
Read the following extract and then answer the exam question (Q3)
Animal Farm (1945) – George Orwell Chapter 1
All the animals were now present except Moses, the tame raven, who slept on a perch behind the back door. When Major saw that they had all made themselves comfortable and were waiting attentively, he cleared his throat and began:
"Comrades, […] I do not think, comrades, that I shall be with you for many months longer, and before I die, I feel it may duty to pass on to you such wisdom I have acquired. I have had a long life, I have had much time for thought as I lay alone in my stall, and I think I may say that I understand the nature of life on this earth as well as any animal now living. It is about this that I wish to speak to you.
"Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty. No animal in England knows the meaning of happiness or leisure after he is a year old. No animal in England is free. The life of an animal is misery and slavery: that is the plain truth.
"But is this simply part of the order of nature? Is it because this land of ours is so poor that it cannot afford a decent life to those who dwell upon it? No, comrades, a thousand times no! The soil of England is fertile, its climate is good, it is capable of affording food in abundance to an enormously greater number of animals that now inhabit it. This single farm of ours would support a dozen horses, twenty cows, hundreds of sheep – and all of them living in a comfort and a dignity that are now almost beyond our imagining. Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings. There, comrades, is the answer to all our problems. It is summed up in a single word – Man. Man is the only real enemy we have. Remove Man from the scene, and the root cause of hunger and overwork is abolished for ever.
"Man is the only creature that consumes without producing. […] Yet he is lord of all the animals. He sets them to work, he gives back to them the bare minimum that will prevent them from starving, and the rest he keeps for himself. Our labour tills the soil, our dung fertilises it, and yet there is not one of us that owns more than his bare skin.
"And even the miserable lives we lead are not allowed to reach their natural span. […] no animal escapes the cruel knife in the end. You young porkers who are sitting in front of me, every one of you will scream your lives out at the block within a year. To that horror we all must come.
………………………………………………………………………………………………………………………………………………………….
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My City My Parks: Young Expression Program
Grand Finale on 28 th February 2012
"Young Expression- My City My Parks" the journey that began in November 2011 has come to fruition. We were able to involve the 6,000 children closely in the process and they have created some unique and innovative films, murals, photographs and theatre pieces. Their efforts was showcased at a Grand Finale on February 28 th 2012 at PVR Phoenix Mills, where dignitaries from various fields-film fraternity like Abhay Deol, Amole Gupte, theatre personalities and senior Municipal officials, participating schools and NGOs and students took part.
6000 children were involved in the project from 100 schools and NGOs of city of Mumbai. 100 days workshop on four different creative art forms (i.e. Film Making, Photography, Mural Making, Theaters) was successfully carried out to get children express their views on "My City My Park" with the help of Experts from the respective fields such as Paresh Mokashi, Umesh Kulkarni, Miriam Chandy, Sooni Tapoorwala, Sandeep Sawant, Vaibhav Raj Shah and other experts.
Artworks of children were presented in Grand Finale on 28 th February, 2012. Films made by the children were showcased which left the audience awestruck and admiring the efforts and innovations applied by the children. Theater Performances were done by the children to thumping round of applause by audience. Murals and Photograph Journals were showcased through the installations at the theater. Abhay Deol and Amole Gupte unveiled the publication "Mumbai City Journal 2011-2012" followed by the announcements of the winning schools and NGOs. The winners were:
About Young Expression Program: Young Expressions Program – "My City My Park" is unique leadership and action plan for children designed by PVR Nest and United Way Mumbai Helpline. It aims to provide learning opportunity to young students to make use various media for expression like films, theater performances, art & craft and photography on the theme of "My City My Park". United Way Mumbai Helpline (UWMH) is the School Outreach Partner of PVR Nest for implementing the "Young Expressions Program" in Mumbai. For this unique program, UWMH connected with 150 educational institutions (schools + NGO/Shelter Homes) across the length and breadth of Mumbai, so as to mobilize students of 7th Standard to 9th Standard and engage them to voice their concerns on the need for maintaining open spaces in the city through innovative communication methods.
Glimpses of the Grand Finale: Showcasing of Murals and Photography Journals, Theatre Performances, Unveiling of the Publication and Awards Giving to Winners
Spreading the message of maintaining open spaces for better environment and healthy childhood! | 1,262 | 593 | {
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EARLY LEARNING CENTER NEWSLETTER January 7, 2022
WELCOME BACK!!
JANUARY BUILDER OF THE MONTH THEME: "I AM A BUILDER WHEN I WORK DILIGENTLY"
Doing something diligently means "doing it thoroughly and well. It's the opposite of doing it in a lazy manner." As parents and educators, it is critical that we teach the value of hard work. We want our students to understand its importance and that they can accomplish great things if they put their minds to it.
CARD CHART:
In kindergarten our goal is to provide a positive, learning experience. One of the ways we are able to work towards this goal is through the implementation of our clip-up chart. While we are using this positive method, grades 1-6 implement what we call the "card chart". The card chart system is used from K-6 th grade. We will be introducing the card chart this month and then implementing it in February. The teachers will be introducing the card chart, its meaning, and how it will work.
The card chart provides a reminder of proper behavior during school. On this chart there are 10 rules. In kindergarten we will only be focusing on six of these rules.
If a student has received several verbal reminders but still continues to exhibit the non-desired behavior, the student will be asked to move a card to the number that coordinates with the misbehavior.
Each student has five cards stacked in the following order: Green, yellow, blue, red, and purple. The goal for every student is to stay on green all day. The color that is on top of the student's stack at the end of each day will be recorded on the back of the learning plan and if applicable, along with the rule infraction number. This will help communicate to parents the behavior of the student for that day.
The following is a list of infractions we will be referring to in kindergarten:
Tardy ( after transitions to or from groups)
Recess Infraction
Missing material, i.e. homework, workbooks, docket, etc.
Not Following Directions
Disruptive
Disrespectful
Along with the card chart, we will still be using the clip-up chart for the remainder of the year.
SHOW WHAT YOU KNOW PROGRAM:
Lights, camera, action! Come see our next Show What You Program:
Ms. Buell's Class
Friday, January 28 th 8:30 for AM and 12:00 for PM
Ms. Saguilan's Class Friday, January 28
th
8:30 am
VOLUNTEER HOURS:
If you are interested in a summary total of your volunteer hours to date, please feel free to email Ms. Miles (firstname.lastname@example.org). Thank you, parents, for all your hours of service you have put in on behalf of our students and our school. We truly appreciate you!
REMINDER: CLEANING OUT YOUR STUDENT'S DOCKET:
Parents, we hope to clear up any confusion concerning your student's docket. The docket contains several colored file folders representing the following subjects.
Plain Manila Folder: TAKE HOME FOLDER
Red - Reading
Yellow – Math
Green - Science
Blue – History
Purple - Language Arts
Orange – Spelling
Gray - Reading University
We have instructed our teachers and instructors to please mark a star on the top of all papers and place them in the "TAKE HOME FOLDER". This will indicate to our parents that these papers have been reviewed and can stay at home. These papers should be taken out of the dockets and keep at home. If the student has homework, these papers will be in the proper labeled folder; i.e. math homework will be in the yellow math folder, etc.
One purpose of the docket is to help American Prep implement a "no loose papers" policy. All papers should be placed in the correct file folder inside the docket. That way, students always have what they need with them in class and at home. Please remove all stickers from the outside of your student's docket. We love that our students are learning the importance of organization and being responsible for their own paperwork and homework.
KINDERGARTEN CORNER: (Sayings from our kindergarten students) ☺
Student:
"Did you know my brother was sick with the croup cough?
Teacher:
"Oh, I'm sorry. Is he feeling better?"
Student:
"He doesn't have his cough anymore but he has another sickness. You can't even touch him with your finger. I
can't remember what he has though."
Teacher:
"Is he contagious?"
Student:
"Oh yeah, he has contagious. That is his new sickness."
Warm Regards, Carlene Dastrup Director – Early Learning Center American Preparatory Academy email@example.com | 2,016 | 1,012 | {
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Canning complex; try freezing instead
This year I was tempted to start home canning to try to stretch my garden harvest into the fall and winter. But whenever I read about canning, it seems very complicated. Any advice?
If you don't have experience with home canning, you're right — it can be a complex process. And it's vital to know what you're doing. At the very least, improperly home-canned food can spoil, which would completely undermine your hard work. At the worst, improperly canned food could allow the growth of the bacteria that causes botulism. According to the Centers for Disease Control and Prevention, cases of food-borne botulism are usually caused by eating contaminated home-canned foods.
Still, if you decide to take the plunge, consider taking a self-study course, "Preserving Food at Home: A Self-Study," offered for free by the National Center for Home Food Preservation. The course consists of four lessons, "Introduction to Food Preservation," "General Canning," "Canning Acid Foods" and "Canning Low-Acid Foods." You can register for the course on the center's Web site, http://www.homefoodpreservation. com. Or, you may want to browse the Web site for detailed information on canning and other methods of preservation.
However, you might want to consider freezing summer produce instead of canning it. First, it can be more economical, especially if you don't have the equipment and supplies necessary for home canning. Second, it's a much simpler process than canning. In most cases, you just have to wash and blanch the fresh vegetables before putting them into a container; in some cases -- peppers, for example, you don't even have to blanch them.
Again, the home food preservation center's Web site offers detailed information on home freezing of foods. Some tips:
* Freeze foods at 0 degrees F or lower. For better quality, set your freezer at minus 10 degrees F the day before so your food freezes more rapidly.
* Don't prepare so much food that you overload your freezer with roomtemperature foods. The general rule is to do just two to three pounds of food per cubic foot of storage space. So, if your freezer is 7 cubic feet, don't try freezing more than 21 pounds of food at once.
* When freezing large amounts of food at once, place containers loosely in the freezer so air can circulate around them. Once frozen, the packages can be stacked closely together.
Chow Line is a service of Ohio State University Extension and the Ohio Agricultural Research and Development Center. Send questions to Chow Line, c/o Martha Filipic, 2021 Coffey Road, Columbus, OH, 43210-1044, or email@example.com.
THE OHIO STATE UNIVERSITY OHIO STATE UNIVERSITY EXTENSION OHIO AGRICULTURAL RESEARCH AND DEVELOPMENT CENTER
For the week of September 28, 2008
By Martha Filipic (614) 292-9833 firstname.lastname@example.org
Editor:
This column was reviewed by Lydia Medeiros, food safety specialist with Ohio State University Extension, researcher with the Ohio Agricultural Research and Development Center, and professor in the Department of Human Nutrition in the College of Education and Human Ecology.
To receive Chow Line by e-mail, send a message to filipic.3@ cfaes.osu.edu or sign up at http://www.ag.ohio-state. edu/~news/subscribe.php.
Section of Communications and Technology News and Media Relations 2021 Coffey Road Columbus, OH 43210-1044 (614) 292-2011
208 Research Services Building 1680 Madison Ave. Wooster, OH 44691-4096 (330) 263-3780
Ohio State University Extension embraces human diversity and is committed to ensuring that all research and related educational programs are available to clientele on a nondiscriminatory basis without regard to race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, or veteran status. This statement is in accordance with United States Civil Rights Laws and the USDA. Keith L. Smith, Ph.D., Associate Vice President for Agricultural Administration and Director, Ohio State University Extension TDD No. 800-589-8292 (Ohio only) or 614-292-1868 | 1,885 | 914 | {
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What have we been learning?
This week we have been reading the story 'The Growing Story' by Ruth Krauss and Helen Oxenbury. We talked about what happens as you grow and the different stages of life. We also looked at photographs of the teachers when they were babies and had to guess who was who! We then shared the photographs of ourselves as babies and toddlers and talked about what we can do now that we could not do then.
In PSHE we have been continuing to learn about 'feelings'. We played a game where we had to make a face and see if our friends could guess how we were feeling. We then read 'The Jar of Happiness' and decided to make our own jar filled with all of the things that make us feel happy. We talked in the circle about the different things that make us feel happy.
PHONICS
NURSERY
This week in BLAST we have been focusing on rhyming and matching.
RECEPTION
This week Reception have learnt the next set of sounds in Phase Two of Letters and Sounds which are:
gock
You will find that these have been added to your child's book bag for you to practise at home. Alternatively, you could practise them by playing the 'Phonics Pop' game on ictgames (https://www.ictgames.com/phonicsPop/) Select 'Set 3'
Please go to www.twinkl.co.uk/share and type in the code 'EP1834' to access some games to practise segmenting and blending. We are on 'Week 3' so please select that option. Please share anything you do on Tapestry!
MATHS
NURSERY
This week we have been focusing on the colour, 'blue'. We read the story 'Kipper's Blue Balloon' and had a go at some sorting activities. We also went on a blue hunt in our classroom.
Your challenge this weekend is to find things at home that are blue! You can record what you find on Tapestry 😊
RECEPTION
This week, our focus in maths has been 'patterns'. We have been focusing on repeating patterns. We have been creating patterns with the resources from our Autumn walk (leaves, conkers, pine cones) and shapes. We also made fruit kebabs and had to put the fruit on the skewer as a repeating pattern! Please practise this skill at home with any resources you may have. You could also have a go at the 'Shape Pattern' game on the Top Marks website - https://www.topmarks.co.uk/ordering-and-sequencing/shape-patterns
Our Special People
As part of our topic, 'Magical Me', next week we are going to be focusing on people who are special to us. This could include the people that live in your house, people in your family or your friends. We will be talking about this during our carpet time so, if you would like to and have consent to do so, please share some photographs on Tapestry that we can share in these sessions to encourage your child to talk about who is special to them.
Please upload these to Tapestry by Wednesday 13 th October. Thank you 😊 | 1,090 | 678 | {
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How you can help at home:
- Go to the library and find out about the iron age and stone age.
- Use the Internet to research key facts about Animals including Humans.
- Find out how to make a Head Dress.
- Research how ice changes state from Solid, liquid and gas and is reversible.
- Celebrate Christmas in Art.
English
- Working on our English targets
- The Big Write
- Stories by the same author
- Myths and Legends
- Instructions and explanations
- Information texts
- Poetry- creating images
- Poetry- humerous poems
Science
Animals including Humans
Name and describe the simple
-
functions of the digestive system
- Identify different teeth and their functions in humans
- Construct and interpret various food chains
- Predators, producers and prey
States of Matter
- Group materials- solid, liquid or gas
- Observe changes in state and why
Art
- Taught by an internal specialist Art Teacher
- Learn how to create light and dark with pencil
- Experiment using colour to represent mood
- Create Mosaics
History
From the Stone Age, Bronze Agechanges in Britain
- Arrange events from the past in chronological order
- Looking at objects from the past
- Who were the first people in Britain?
- What is the stone age?
- How did the Iron Age people live?
PE
- Taught by an internal specialist PE Teacher
- External coaches teach either Gymnastics, Yoga or Sports coaching
Computing
We are Publishers
- Create an ebook of a famous story
- Explore drawings/illustrations
- Think about who we are designing an ebook for
- Lesson from specialist Teachers in the CLC
- Evaluate and discuss our ebooks
Get Blogging
- Learn how the internet works
- How the internet is used for communication
- Understand how wikis work
- Work collaboratively to create a wiki
- Evaluate and discuss our wikis
Through the Ages
Autumn Term Chestnut Class
Trips / Visits Liverpool World Museum
RE
Islam
- The five pillars of faith
- Comparisons with other faiths
Christmas in Art
- Symbolism used in the narratives of the Christmas story.
- Gospels of Matthew and Luke
- The importance of Jesus to Christians
Music
- Taught by specialist Music Teacher.
- Singing- Showing awareness of contribution to a group performance
- Playing an instrument with control and rhythmic accuracy
Maths
- Working on our Maths targets
- Money and Place Value
- Mental and written Addition and Subtraction
- Shape and Symmetry
- Mental and written Multiplication and Division
- Time and data
- Fractions
PSHCE
Positive Relationships
- We are all different
- Being involved in my community
- Looking at the world
Rules
- Identify why we have rules.
- Are we responsible?
- What happens if we break a rule or law?
- Who decides what rules we have?
Pasta Salads
DT
- Use a recipe to make a Pasta Salad
- Looking at different types of Pasta Salad
- What are our favourite types of Pasta Salad?
- Design and make our own Pasta Salad.
- Evaluate our Pasta Salad – how could they be improved?
Geography
Geography Key Skills
- Identify 8 points of a compass, 2 figure grid reference, basic symbols and keys
- Locate countries and capitals around the world
- Name and locate counties and cities of the UK | 1,589 | 719 | {
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BISHOP WORDSWORTH'S SCHOOL
HOMEWORK POLICY
Definitions:
1. 'Parent(s)' includes guardian(s) or any person who has parental responsibility for the pupil or who has care of the pupil.
2. 'Is to', 'are to' and 'must' are obligatory. 'Should' is not obligatory but is good practice and is to be adhered to unless non-compliance can be justified.
POLICY
1. All pupils are expected to do homework which is regarded as an integral part of the learning process. Homework helps pupils reach a higher standard than would otherwise be possible. It also helps train pupils to work and learn independently.
PROCEDURE
2. Homework may include one or more of the following activities:
3. Written homework is to be regularly marked, dated and returned as promptly as possible according to the Bishop Wordsworth's School (the School) Assessment Policy and School/departmental marking policies.
4. Each September, a homework timetable is provided for parents and pupils in Years 711 inclusive. Pupils are expected to adhere to it.
5. Teachers are to record the homework set on Microsoft Teams.
6. The amount of time each pupil should spend on homework increases from about one hour each day in Year 7 to about two hours each day in Year 11. In the Sixth Form, pupils are expected to spend 4-5 hours per week in private study outside the classroom on each of their A Level subjects. They are also expected to spend similar time on their 4 th option (Further Maths, EPQ or Core Maths).
7. Heads of Departments and teachers working in the Department are responsible for evaluating the Homework Policy on a regular basis and at least annually. The procedures are to be evaluated by Heads of Departments at least once a year.
MONITORING AND EVALUATION
8. This Policy is to be regularly monitored by Heads of Departments and the Leadership Team. It is to be reviewed biennially by Governors. The last 3 years' review history is below:
2 nd March 2022
Annex:
A. Homework - Good Practice.
Minor updates
HOMEWORK - GOOD PRACTICE
1. The School has a corporate responsibility to set and mark homework and 6th form assignments.
2. Teachers are dependent on one another for a consistent approach to homework.
3. Setting homework – Instructions for Teachers.
a. Do:
(1) Plan ahead and set homework on the correct night.
(2) Set a meaningful task that can be done in the time available.
(3) Set homework before the end of the lesson.
(4) Tell pupils when and how the task is to be given in.
(5) Record the homework set on Microsoft Teams.
b. Do not:
(1) Set work when pupils are not listening.
(2) Set work right at the end of the lesson.
(3) Overload pupils with too much to do at the expense of other subjects.
4. Collecting Homework. Make sure the arrangements are
a. Understood by all.
b. Realistic.
c. Known by any pupils who do the collecting.
5. Homework Not Done – Occasionally.
a. Check the reason. If the pupil has been ill, decide whether they have to catch up.
b. Insist that the homework is completed, unless the pupil has been absent and does not need to catch up.
c. Do not enter into an argument.
6. Homework Not Done - Several Times.
a. Insist on the homework being completed and do not give up. It may be appropriate at this stage to ask why the work is not being done.
b. Enlist the support of the tutor in ensuring homework is completed. If necessary, inform the Head of Department.
c. Use detention to do the homework or to do further work as a punishment.
d. Consider supervision of homework at School (attendance at supervised Homework Club can be arranged through the Lower and Middle School Offices) in addition to any punishment.
e. Consider additional supervised private study for sixth formers who default.
7. Homework Not Done – Repeatedly.
a. Inform Head of School/Year as appropriate.
b. Action that follows may include attendance at supervised Homework Club, daily/weekly report and letter to parents. | 1,753 | 881 | {
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SUPPORTED DECISION MAKING: An alternative to guardianship
What is Supported Decision-Making?
Supported Decision Making (SDM) is an alternative to guardianship that allows a person with an intellectual or developmental disability (ID/DD) to use supports to make his or her own decisions.
What is guardianship?
Guardianship is a legal process used when a person may not be able to make safe or sound decisions for themselves and/or their property. It has been historically used to protect vulnerable individuals, including persons with ID/DD. Guardianship is granted by a judge through the court system. Because guardianship may remove considerable rights from an individual, an individual and their family should consider alternatives to guardianship first.
How is SDM different from guardianship?
With guardianship, the guardian has the right to make decisions for an individual. With SDM, the individual keeps the right to make their own decisions, but uses supports to do so.
What are other alternatives to guardianship?
* Representative payee
* Community advocacy systems
* Health care surrogacy
* Durable powers of attorney
* Joint checking accounts
* Living wills
* Case management
* Trusts
What role does the person with a disability play in SDM?
The person with a disability is the "decision-maker" throughout the entire SDM process. It is their decision to seek out SDM and to choose from whom and with what decisions they want support.
What does SDM process look like?
A person using SDM chooses trusted advisors, such as friends, family, or professionals, to serve as supporters. The supporters agree to help the person understand, consider, and communicate decisions, giving the person the tools to make their own informed decisions. Supports may include helping find useful information, helping weigh the pros and cons, assisting in communicating the decision to third parties, and/or in carrying it out. Often the arrangement between the person and their supporters is written down in a SDM agreement so that all parties know and understand their rights and responsibilities.
NYS Transition Partners, an RSA-funded Parent Information Center
SUPPORTED DECISION MAKING: An alternative to guardianship
Why is SDM important? What are the benefits to SDM?
The way in which we understand disability has changed. There has been a shift from the caregiver approach to a rights-based approach. Under SDM, a person maintains all of their civil rights, including rights to contract, vote, marry - all of which are important to their human dignity and personhood. Current research also indicates that promoting self-determination and inclusion in the community is often the best protection. Making and learning from one's own decisions decisions prepares a person to make good decisions when their parent or caretaker is not around. And being connected to a network of supporters protects against the kind of abuse that can happen when a person is isolated or powerless.
How do I know if SDM is for me or someone I know?
It is an personal decision - one in which the person with ID/DD should be involved. Alternatives to guardianship should be considered prior to petitioning the court for guardianship.
Who can help us with SDM in New York?
www.sdmny.org, or contact them by phone at (212) 396-7754.
Supported Decision-Making New York (SDMNY) aims to increase awareness of and information about SDM and to help persons with ID/DD complete the SDM process. For more information, check out
What is the legality of SDM agreement?
SDM has not yet been formally recognized through legislation or the court system in New York. As such, SDM agreements are not legally binding in New York, and third parties, such as healthcare providers, lawyers, landlords, and banks, may not recognize SDM agreements. Such parties may voluntarily accept and honor the agreement though. Legislation is necessary in order to require third parties to accept SDM agreements and to relieve them of potential liability. Texas and Delaware currently have such legislation.
What can we do to prepare our child for SDM?
Parents, caretakers, and professionals should start working with a person on self-determination, self-advocacy, and independence early. Check out INCLUDEnyc's "Life Beyond High School for Students with Developmental Disabilities" tip sheet for suggestions.
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WHAT ARE ASTEROIDS?
In a spectacular new IMAX experience, Asteroid Hunters, space will feel closer than you've ever imagined. You'll travel to the outer reaches of the Solar System and back to discover the origins of our planets and some dangers that may lurk ahead for our world.
There are hundreds of thousands of asteroids in our Solar System, and Asteroid Hunters will show you how scientists are studying them and why they matter. In the film, international scientists and engineers track the fictional asteroid Ficta A3D as it barrels towards Earth—watch and find out if it can be stopped.
HOW MUCH DO YOU ALREADY KNOW ABOUT ASTEROIDS?
Take this quiz to test your knowledge.
1. Asteroids are remnants left over from the early formation of our Solar System about:
A. 4.6 billion years ago
C. 4.6 million years ago
B. 460 million years ago
D. Don't know
2. When asteroids fall through Earth's atmosphere, air resistance causes them to burn up, creating a tail and flash of light. These are sometimes known as:
A. Comets
C. Meteorites
B. Shooting stars
D. Don't know
3. Most asteroids orbit the Sun within the main asteroid belt, which is located:
A. Between Mars and Jupiter
C. Between Earth and Venus
B. Between Jupiter and Saturn
D. Don't know
4. Asteroids are usually made of rock with bits of clay and metals like iron and nickel, but some asteroids contain:
A. Petroleum
C. Water
B. Diamonds
D. Don't know
5. The smallest asteroid that scientists have studied is 2015 TC25, a space rock only about 6 feet wide. The largest is Vesta, which is nearly as wide as:
A. Rhode Island
C. Texas
B. Arizona
D. Don't know
9
stud ent acti v i ty | gr a des 6 - 8
WHAT ARE ASTEROIDS?
6. Some asteroids have tiny moons that orbit around them, while others orbit together with a similarly sized partner; these are known as:
A. Bola pairs
C. Balanced pairs
B. Binary pairs
D. Don't know
7. Most asteroid impact craters on Earth have been worn away by erosion, but with new technology, scientists have now located about ______ craters on Earth.
A. 200
C. 1,000
B. 500
D. Don't know
8. Scientists believe that there are about a billion asteroids in the Solar System and that the total mass of all the asteroids combined is:
A. More than the mass of the Sun C. Less than the mass of the Moon
B. Equal to the mass of Earth
D. Don't know
9. Asteroids that orbit within 18.6 million miles of Earth's orbit are classified as:
A. Extraterrestrial Objects (ETOs) C. Deep Space Objects (DSOs)
B. Near-Earth Objects (NEOs)
D. Don't know
10. Asteroids that orbit within 4.65 million miles of Earth and are large enough to survive a fall through our atmosphere are classified as Potentially Hazardous Asteroids (PHAs). So far, scientists have identified about ______ PHAs.
A. 20,000
C. 200
B. 2,000
D. Don't know
Front Row Seats! Reading about asteroids on paper is no comparison to experiencing Asteroid Hunters in IMAX. If you get the chance to see the movie, write two new questions based on asteroid facts and technologies you learn and quiz a friend.
1)
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World Holidays
WALT DISNEY GOES TO WAR
An important factor ensuring America's ultimate victory over the Axis Powers in World War II was the overwhelming and unwavering support of the Home Front. Contributing much to creating and maintaining that Home Front support were Walt Disney films. Meanwhile, moraleboosting Disney-designed insignia that soon appeared on planes, trucks, flight jackets, and other military equipment accomplished the same for American and Allied forces.
During the war Disney made films for every branch of the U.S. government. Typical of the films was the 1943 "The Spirit of '43," produced at the request of the Secretary of the
Hal Olsen, a professional nose artist, paints "The Ruptured Duck" on the nose of a B-25B bomber at the Pacific Aviation Museum on Ford Island, Hawaii, to commemorate the historical aircraft's exhibit. Olsen, a retired naval aviation mechanic, started his art career more than 60 years ago during World War II. U.S. Navy photo.
Treasury, Henry Morgenthau, Jr. The film depicted Donald Duck dealing with federal income taxes and pointing out the benefit of paying his taxes in support of the American war effort.
At the Navy's request, the Disney Studios also produced, in just three months, some 90,000 feet of training film to educate sailors on navigation tactics. Disney animators also worked closely with Hollywood producer Frank Capra and created what many consider to be the most brilliant animated maps to appear in a series of seven highly successful "Why We Fight" films.
During the war, over 90 percent of Disney employees were devoted to the production of training and propaganda films. In all, the Disney Studios produced some 400,000 feet of film representing some 68 hours of continuous film. Included among the films produced was "Der Fuehrer's Face," again featuring Donald Duck. It won the Oscar as the best animated film for 1943.
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to print copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com
WALT DISNEY con T.
Perhaps the importance of the Disney Studios to the war effort is best demonstrated by the fact that the U.S. Army deployed troops to protect the facilities, the only Hollywood studio accorded such treatment.
During World War I, while serving as a Red Cross ambulance driver, Walt Disney embellished his ambulance and other vehicles with drawings and cartoon figures. Thus, he came to appreciate the importance of humorous insignia to unit morale and esprit-de-corps. It is not surprising, therefore, that during World War II Disney artists often used their talents to design military insignia and emblems.
World Holidays
For example, in 1942 the Navy asked Disney to design an emblem appropriate for its new fleet of Navy torpedo boats known as "mosquito boats." In response, Disney provided its famous emblem of a mosquito
Shoulder Sleeve insignia of the Womens Auxiliary Ferrying Squadron, later called the Womens Army Service Pilots. The patch depicts the Walt Disney Studios designed "Fifinella," coming in for a landing. Army Heritage Museum patch.
riding a torpedo, which soon adorned all of the newly constructed PT boats. At the request of the China Defense Supplies organization, the Disney Studios also designed a winged tiger flying through a large V for victory for the world famous "Flying Tigers." By war's end, the Disney Studios had produced over 1,200 insignias for both the U.S. Army and Navy, as well as Allied units, without ever charging a fee.
By Lisa Briner, US Army Heritage and Education Center
ABOUT THIS STORY: Many of the sources presented in this article are among 400,000 books, 1.7 million photos and 12.5 million manuscripts available for study through the U.S. Army Military History Institute (MHI). The artifacts shown are among nearly 50,000 items of the Army Heritage Museum (AHM) collections. MHI and AHM are part of the: Army Heritage and Education Center (AHEC), 950 Soldiers Drive, Carlisle, PA, 17013-5021.
For additional infromation on the US Army Heritage and Education Center, please visit: www.carlisle.army.mil/ahec/index.cfm.
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to print copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com | 2,004 | 924 | {
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Herbs and Garlic-in-Oil Mixtures: Safe Handling Practices for Consumers 1
Amy Simonne 2
Herbs and garlic-in-oil mixtures are potentially hazardous food items. The Food and Drug Administration issued an order to manufacturers instructing them to discontinue production of herbs and garlic-in-oil products that require refrigeration as the only safety precaution.
If not handled properly, herbs and garlic-in-oil mixtures can support growth of Clostridium botulinum, a bacterium that causes botulism. These bacteria are widespread in nature, but seldom cause problems because they can't grow when oxygen is present.
Garlic-in-oil provides an ideal environment for Clostridium botulinum, especially when the product has been stored at a temperature high enough for the bacteria to grow. When Clostridium botulinum grow in the contaminated garlic in oil, the deadly toxin can be released into the mixture. Once the bacteria start to grow, refrigerating the product slows down but does not stop the production of botulinum toxin.
To reduce potential risk, this product must be handled properly. Here are steps that you can take to reduce your risk of botulism from garlic-in-oil mixtures.
Where You Shop:
Garlic-in-oil should be stored in the refrigerated section.
If salt or acids are listed in the ingredient statement, the product has been preserved. You have lower risk of food poisoning as long as you follow directions for storing the product.
At Home:
Refrigerate garlic-in-oil mixtures promptly.
Leftover garlic-in-oil should be discarded after two hours at room temperature, even if salt and acid(s) are present .
Read the label to determine if the garlic-in-oil product contains salt, phosphoric acid or citric acid. These are preservatives, that promote product safety.
Read the label and use the product as recommended by the manufacturer.
1. This document is FCS8743, one of a series of the Department of Family Youth and Community Sciences, UF/IFAS Extension. Original publication date October 2002. Revised October 2006 and December 2010. Reviewed November 2013. Visit the EDIS website at http://edis.ifas.ufl.edu.
2. Amy Simonne, Ph.D., associate professor, Department of Family, Youth and Community Sciences, 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. U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A&M University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Nick T. Place , Dean
Garlic-in-oil is a safe product when you make it at home and use it right away. It's also safe if you keep it refrigerated, and use it within a 2-3 days.
During Preparation:
Wash hands with hot soapy water before and after:
* handling fresh produce
* handling raw meat, poultry, or seafood
* using the bathroom
* changing diapers
* handling pets
Use a cooler with ice or ice gel packs when you take perishable foods outdoors. This includes garlic-in-oil.
Sanitize kitchen sink frequently to prevent a build up of microbes. Counter tops can be sanitized by using the solution mix described below, sanitizing sprays or wipes after they are washed with soap and water for an additional safety measure.
Sanitizing Solution:
To sanitize cutting boards, dishes, and utensils:
Mix one teaspoon chlorine bleach in one quart water.
Pour the mixture onto surface and let sit at least one minute.
Rinse well with hot running water.
Following these steps will help reduce your risk of foodborne illness from garlic-in-oil mixtures.
For More Information:
You can visit the Food and Drug Administration (FDA) website at: http://www.fda.gov or call FDA Consumer Inquiries at 1-888-SAFEFOOD (a toll-free number).
Herbs and Garlic-in-Oil Mixtures: Safe Handling Practices for Consumers
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THE RUSSIAN FEDERATION
The Russian Federation is the largest country in the world. It occupies about one-seventh of the earth's surface. It covers the eastern part of Europe and the northern part of Asia. Its total area is about 17 million square kilometers. The population of the country is about 143.3 mln. people. The country is washed by 12 seas of 3 oceans: the Pacific, the Arctic and the Atlantic. In the south Russia borders on China, Mongolia, Korea, Kazakhstan, Georgia and Azerbaijan. In the west it borders on Norway, Finland, the Baltic States, Belarus, Ukraine. It also has a seaborder with the USA.
There is hardly a country in the world where such a variety of scenery and vegetation can be found. We have steppes in the south, plains and forests in the midland, tundra and taiga in the north, highlands and deserts in the east.
There are two great plains in Russia: the Great Russian Plain and the West Siberian Lowland. There are several mountain chains on the territory of the country: the Urals, the Caucasus, the Altai and others. The largest mountain chain, the Urals, separates Europe from Asia.
There are over two million rivers in Russia. Europe's biggest river, the Volga, flows into the Caspian Sea. The main Siberian rivers — the Ob, the Yenisei and the Lena — flow from the south to the north. The Amur in the Far East flows into the Pacific Ocean.
Russia is rich in beautiful lakes. The world's deepest lake (1,600 metres) is Lake Baikal. It is much smaller than the Baltic Sea, but there is much more water in it than in the Baltic Sea. The water in the lake is so clear that if you look down you can count the stones on the bottom.
Russia has one-sixth of the world's forests. They are concentrated in the European north of the country, in Siberia and in the Far East.
On the vast territory of the country there are various types of climate, from arctic in the north to subtropical in the south. In the middle of the country the climate is temperate and continental.
Russia is very rich in oil, coal, iron ore, natural gas, copper, nickel and other mineral resources.
The capital of Russia is Moscow. It is its largest political, scientific, cultural and industrial centre. It is one of the oldest Russian cities.
The national symbols of the Russian Federation are a white-blue-red banner and a double-headed eagle.
The Russian Federation is a presidential republic headed by the President. The country government consists of three branches: legislative, executive and judicial. The President controls only the executive branch — the government, but not the Supreme Court and Federal Assembly.
The legislative power belongs to the Federal Assembly comprising two chambers: the Council of Federation (upper Chamber) and the State Duma (lower Chamber). Each chamber is headed by the Speaker. The executive power belongs to the government (the Cabinet of Ministers) headed by the Prime Minister. The judicial power belongs to the system of Courts comprising the Constitutional Court, the Supreme Court and federal courts.
Our country has a multiparty system. The largest and most influential political parties are the «United Russia», the Communist party, «The Patriots of Russia», «The Justice Russia», «The Apple», Liberal-Democratic and some others.
The foreign policy of the Russian Federation is that of international cooperation, peace and friendship with all nations irrespective of their political and social systems. | 1,400 | 730 | {
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Africa Inspirer 4.0.1. Tom Snyder Productions.
Reviewed by Kwasi Sarkodie-Mensah Published on H-AfrTeach (April, 1998)
</i>Africa Inspirer<i> Reviewed
<cite>African Inspirer</cite> is a CD-ROM program that can be used both on the Macintosh and in Windows. An interactive way of stimulating students to acquire geographical and other useful social skills, <cite>African Inspirer</cite> is divided into four parts: "Getting Started," "Maps and Lesson Plans," "Reference" (including an extensive overview of the programs content), and "Troubleshooting." The program entails students traveling to various parts of Africa, collecting various resources that are specific to the countries in question or other areas of the continent. By so doing, they become exposed to the diversity of the content's resources. Through a range of varied activities, students are able to learn about the locations of the various countries and resources in Africa, acquire knowledge about the various geographic characteristics, learn good map reading skills, acquire a good body of research and learn how to organize and use the information. <p> Students engage in these activities in various modes. "Whole Class" allows the teacher to demonstrate the program to the entire class; "Multi-Team Rotation" allows students to work together in a maximum number of seven teams, made up of three or four student; or "Single Team" allows the students to work alone at a computer or in laboratory setting. Instructions for setting up the different modes are provided. Students are then able to work on three difficult levels: The first, recommended for grade five, allows the students to search for one resource during the trip. The second level, appropriate for grades five and six, requires students looking for two resources at the same time, for example coffee and bauxite. The third level, recommended for grades six and up, obligates the students to search for two resources at the same time, as well as other geographic characteristics. <p> The program also allows custom categories, such as country characteristics, to be used in the classroom activities. The benefit of this component is that students are able to research on a particular country, pull their data together, and then enter the information into the program, thus allowing themselves and other students to play <cite>African Inspirer</cite> based on the data collected. <p> <cite>African Inspirer</cite> comes with a gold mine of accompanying materials: learning objectives, lesson plans, suggested activities, procedures for students working in the various modes, a travel log, and geography trivia cards. The thirteen reproducible maps encompass a vast array of themes and topics, and their reproducing capabilities are crystal clear. The treatment of Africa is very objective, with exciting activities to engage the students throughout the program. I was particularly impressed by the currency of the material, including the most up-to-date names of the countries in Africa, including the Democratic Republic of Congo. A list of fiction, non-fiction, media, and Internet materials provide the teacher with additional resources to resort to. This is, in short, a highly recommended learning program for children in primary through high school. <p>
If there is additional discussion of this review, you may access it through the network, at:
https://networks.h-net.org/h-afrteach
1
Citation: Kwasi Sarkodie-Mensah. Review of , Africa Inspirer 4.0.1. H-AfrTeach, H-Net Reviews. April, 1998.
URL: http://www.h-net.org/reviews/showrev.php?id=14843
Copyright © 1998 by H-Net, all rights reserved. H-Net permits the redistribution and reprinting of this work for nonprofit, educational purposes, with full and accurate attribution to the author, web location, date of publication, originating list, and H-Net: Humanities & Social Sciences Online. For any other proposed use, contact the Reviews editorial staff at firstname.lastname@example.org. | 1,709 | 828 | {
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The DNA Story of My Body
By Jim Myers
Bill Bryson wrote the book, A Short History of Nearly Everything, in it is the following very long sentence:
"Not one of your pertinent ancestors was squashed, devoured, starved, stranded, stuck fast, untimely wounded, or otherwise deflected from its life's quest of delivering a tiny charge of genetic material to the right partner at the right moment in order to perpetuate the only possible sequence of hereditary combinations that could result eventually, astoundingly, and all too briefly — in you."
Bryson's sentence is the beginning of "The DNA Story of My Body." The "tiny charge of genetic material" is DNA - deoxyribonucleic acid. DNA is a code that is written in a four letter chemical alphabet – A is adenine, T is thymine, G is guanine and C is cytosine. A is always linked to T, and G is always linked to C.
Genes are part of chromosomes, which are found in the nucleus of cells.
Humans have around 19,000 genes. That is more genes than a chicken, about the same number of genes as a cat, and fewer genes than an earthworm or a tomato.
Each cell normally contains 23 pairs of chromosomes (46 chromosomes in total).
22 pairs of chromosomes are the same in all people. The 23rd pair, the sex chromosomes, and it differs between males and females.
* Females have two X chromosomes.
* Males have one X and one Y chromosome.
The DNA code contains instructions for making physical bodies -- eyes, ears, skin, fingernails, hearts, brains, livers, feet, bones, stomachs, elbows, skin, etc. A complete DNA code of a human body is called a genome. The human genome is written in 3 billion DNA letters and it is one very long sentence. It has been estimated that if we were to print it out, it would fill a space about the size of 800 bibles. But the DNA code in all humans is over 99% the same. And, a complete copy of the genome is stored in every cell of the human body, which contains approximately 37.2 trillion cells.
It is very important for people to understand this recently discovered fact about the human body.
Genetic evidence has undermined the idea of racial divisions of the human species and rendered race obsolete as a biological system of classification. Race therefore should no longer be considered as an objective category. While the scientific foundation for race is now disputed, racial factors in sociological and historical contexts continue to be relevant. Often in these cases, the adjective "racial" is more appropriate than the noun "race."
The DNA code also contains epigenetic memories, genetic instructions for human functions and probably a lot of other things that scientists have not figured out yet. But this lesson from science also teaches us some very important wisdom.
I am a genetic creature that has a unique DNA code, but I am also over 99% genetically the same as every other person.
I have shared this information with you to raise your awareness of this very complex scientific field. Now you are ready to begin Exploring The DNA Story of Your Body.
Choose Life. Do Tov! Shalom | 1,262 | 671 | {
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Week 6 April 13th
Form Drills for all 30M
Skip with arm circles forward
Skip arm circles backwards
Skip with hugs
Skip backwards
Sideways jacks with arm swings
Leg swings to the side at the fence-be up on the toe of the leg on the ground
Leg swings forward and back-be up on the toe of the leg on the ground
Grapevine
Sprinters/Hurdlers/Jumpers/Any distance that jump
Daily (6 days a week) Specific drills:
All 30M
-Walk A step: Remember toe-up/knee-up/step over the opposite knee without breaking at the hips.
-Skip the A-Step
-Butt kick: Heels to butt/gluts...make sure to come down almost in the same place.
-Fast-leg: Same as A-Step except you are stepping over the opposite mid-calf (not as high as the knee). Remember to bring the foot down almost in the same place.
-Dead Leg Drill: If you have cones at home. A reminder this drill has the up leg going over the cones and the down leg-keeping a peg-leg position slightly behind.
-Wicket Drills: Pretend you have wickets (little hurdles) you are going over. Think how you felt doing them on the track. Go about 10 to 15 seconds x 2
Series: Fast leg R leg only x 20M
Fast leg L leg only x 20M
Alternate: R step-step L step-step R step-step L step-step etc
Fast leg 3 R / step-step/ 3 L step-step etc
Continued 400 Work-Out
I am giving you 3 work-outs this week. Two of these are going to be on the 800 side and one on the 400 time. The other days you should be working on.
-Mileage -Daily drills -Core -field events
1. Work-out one: Warm-up drills and 10 minute jog with 4 strides Threshold.
-Timed 400-all out rest 15 minutes then
6 x 200 at 400 speed. If you ran your timed 400 at 72 seconds (1:12) you would then run your 200's at 36 seconds with 1:30 rest between
2. -Work-out two: Warm-up drills and 10 minute jog with 4 strides.
-Timed 800-all out Rest 15-20 minutes then
4 x 400 based on 800 time. Rest 5-7 minutes between
3. Work-out three: Warm-up drills and 10 minute jog with 4 strides.
- 4 x 50 meters all out on the turn if you get to the track. Rest 4 minutes between each | 1,059 | 604 | {
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Protect your Pet from Wildfire Smoke
Your pets can be affected by wildfire smoke. If you feel the effects of smoke, they probably do, too! Smoke can irritate your pet's eyes and respiratory tract. Animals with heart or lung disease and older pets are especially at risk from smoke and should be closely watched during all periods of poor air quality.
Limit Exposure
Know the Signs
* Keep pets indoors as much as possible and provide plenty of fresh water.
* Keep indoor air clean: close windows and doors, set air conditioning to recirculate, use a HEPA air filter.
* Bring outdoor pets into a room with good ventilation, like a utility room or garage. Ensure dangerous products, such as pesticides, are out of reach of pets.
* Avoid activities that worsen air quality: smoking, wood burning, and vacuuming. These activities add particles to your home.
* Smoke is especially tough on your pet birds. Keep them inside when smoke is present.
* Limit activities when outdoors. Let dogs and cats outside only for brief bathroom breaks if air quality is poor.
If your animals have any of these signs, call your veterinarian:
* Coughing or gagging
* Red or watery eyes, nasal discharge, inflammation of throat or mouth or reluctance to eat hard foods
* Trouble breathing, including open-mouth breathing, more noise when breathing, or fast breathing
• Fatigue or weakness, disorientation, uneven gait, stumbling
• Reduced appetite or thirst
Be Ready to Evacuate
* Include your pets in your planning. Have each pet permanently identified, for example with a microchip.
* Know where they will be allowed to go if there is an evacuation – not all emergency shelters accept pets.
* Know where your pets might hide when stressed, so you won't have to spend time looking for them in an emergency.
* Get pets used to their carriers and have your family practice evacuating with your pets. Covering carriers with a sheet during transport may calm a nervous pet.
* If you must leave your pets behind, never tie them up.
Evacuation Kit
Prepare a pet Evacuation Kit
Assemble the kit well before any emergency and store it in an easy-to-carry, waterproof container close to an exit.
* Food, water, and medicine for 7 to 10 days
* Sanitation and first aid supplies
* Important documents, such as: identification papers including proof of ownership; vaccination records; medical records and medication instructions; emergency contact list, including veterinarian and pharmacy; and a photo of your pet (preferably with you)
* Travel supplies, such as: crate or pet carrier labeled with your contact information; extra collar/harness with ID tags and leash; flashlight, extra batteries; and muzzle
* Comfort items, such as favorite toys and treats, and an extra blanket or familiar bedding | 1,173 | 581 | {
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Power generation
Turbines
Stage 4 - Overview
In this lesson your students will be able to explore the power of water and the generation of hydroelectricity as they take a closer look at how turbines work within the Snowy Scheme. Watch our video and learn more about energy transfer and transformation.
Students will have the opportunity to analyse hydro-power as a renewable energy.
The subject of sustainability is a foundation for all learning areas and key concepts - sustainability - cross-curriculum priority (ACARA)
Lesson Plan
Factsheet 1
Factsheet 1
Resources
Fact sheet - Turbines
Activity sheet - Name the parts of a turbine
Video - Power generation turbine runner
Hands-on - Create a turbine
Website - Snowy Hydro
Lesson ideas and activities
Introduction
Turbines are essential to generating hydro-power - power from water. Water released from the reservoir flows through the penstocks to the turbine, spinning it, allowing the generator to produce electricity. There are two main types of hydro turbines: impulse and reaction. The type of hydro-power turbine selected for a project is based on the height of standing water, referred to as 'head' and the flow, or volume, of water at the site. Other deciding factors include how deep the turbine must be set, efficiency and cost. Most of the turbines in the Snowy Scheme are Francis reaction turbines.
Lesson
Provide your students with the 'Turbine' fact sheet (either online or printed) and take your students through the information as described below.
* If students are not familiar with where the Snowy Scheme is, visit our interactive map on the website click here
* Begin with looking at the turbine diagram
* Go through the various parts and examine how they work together, for example water turns the turbine, which then turns the main shaft, which turns the generator
* The information on the other side of the fact sheet is foundation knowledge to go over before viewing the video, noting that there are nine power stations with 33 turbines in the Snowy Scheme
* To meet the power output factors, the Snowy Scheme consists mostly of Francis reaction turbines, however, there is a Kaplan turbine at Jounama Power Station
* Have the students located Jounama Power Station and using the information on the front of the sheet, analyse why the Kaplin turbine was the preferred choice
* Activity - ask your students to listen to the video for answers to the following questions;
* What are the components of the model?
A - dam, penstocks, generator, turbine,transmission assets, substation, load centre
* There are two valves, simulating the ________ and _________
A - main inlet valve and the governor system (controls how much water goes through the turbine)
* What does the substation do? Based on what?
A - transforms power either into high voltage or low voltage, based on what the consumer needs
* Describe what happens when water is run through a Frances reaction turbine A - it is where both the pressure and kinetic energy of water is converted into electrical energy
* What are the efficiency rates of the Pelton and Francis turbines?
A - 90-95%
* Click here to watch one of our graduate students explain renewable power generation
* Activity - 'Name the parts of a turbine' (download and print, one per student
)
* Activity - hands-on - create a turbine. Follow the instructions on the sheet. You can substitute the paper plates for plastic if you wish for prolonged use (this activity can be approached individually or collaboratively)
* Hint - To trial the finished products created by your students, make sure you have access to running water, buckets . A hose is a helpful addition, but not mandatory
* Reflect on the power of water within the Snowy Scheme and the generation of renewable power
Extension ideas
Science
* Challenge the students to build a working model using other materials. Work in groups or pairs to provide opportunities for collaborative and innovative thinking. Use our 'capture ideas' work sheet - click here
* Head to the Snowy 2.0 pop-up book and have your students participate in this interactive resource and learn how the turbines play an instrumental role in our Snowy 2.0 pumped-hydro project from water to wire - click here
* Extend this activity further by participating in the Snowy 2.0 Knowledge Quest as it challenges your students to use their comprehension, research and navigational skills, while providing an opportunity for critical thinking, building on the idea of renewable generation of hydro-power click here | 1,940 | 930 | {
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+2 SCIENCE QUIZ MODEL QUESTIONS
MCQ ROUND
1. What does rate constant only depend on?
a. Pressure c. concentration e. volume
b. Temperature d. time
Ans: b. Temperature
2. What is the largest bone in a human skull?
a. Mandible c. frontal bone e. atlas
b. Hyoid bone d. clavicle
Ans: a. Mandible
3. If the spinning speed of the earth is increased, then the weight of body at the equator will......?
a. increases c. same e. tripled
b. decreases d. double
Ans: b. decreases
4. If the time is 12 p.m., how many hours is it until 6 p.m.?
a. 10 hours c. 18 hours e. 9 hours
b. 6 hours d. 16 hours
Ans: c.18 hours
CHEMISTRY ROUND
1. When you add a few drops of phenolphthalein in basic solution, what will be the color of solution?
2. What is the electronic configuration of copper?
3. Which aromatic compound is formed by the reduction of phenol in presence of zinc dust?
4. What are the two monomers of Bakelite?
Ans: Pink
Ans: 1s 2 2s 2 2p 6 3s 2 3p 6 4s 1 3d 10
Ans: Benzene
Ans: Phenol and formaldehyde
BIOLOGY ROUND
1. What is the study of kidney called?
2. What is the phenomenon of muscle contradictions that move food through the digestive tract?
3. What is the scientific name of onion?
4. In which family does potato belong to?
Ans: Nephrology
Ans: Peristalsis
Ans: Allium cepa
Ans: Solanaceace
PHYSICS ROUND
1. Who presented the theory of relativity?
Ans: Albert Einstein
2. The dimension of the ratio of electric flux to the magnetic flux is equal to the dimension of …………….?
3. Who is the writer of the book "A Brief History of Time"?
4. What is the power of the machine if 350 joule of work is done in 5 seconds?
Ans: Velocity
Ans: Stephen Hawking
Ans: 70 Watt
MATHEMATICS ROUND
1. What is the integration of logx?
2. What is the value of 𝐬𝐢𝐧{ 𝝅 𝟐 −𝐬𝐢𝐧 −𝟏 (− √𝟑 𝟐 )} ?
Ans: 𝒙𝒍𝒐𝒈𝒙−𝒙+ 𝒄
Ans:
𝟏
𝟐
3. What is the sum of the series 𝟐 𝟑! + 𝟒 𝟓! + 𝟓 𝟕! + ⋯𝒕𝒐 ∞?
4. If |𝒂⃗ | = 𝟐, |𝒃 ⃗ | = 𝟑, and |𝒂⃗ × 𝒃 ⃗ | = 𝟓, then What is the value of (𝒂⃗ . 𝒃 ⃗
)? Ans: √𝟏𝟏
Ans: 𝒆
−𝟏
RAPIDFIRE ROUND
1 Who proposed Big Bang Theory?
Ans: Scientist Abbe Lamaitre
2 What do you call undifferentiated calyx and corolla?
3 Which acid is found in apples?
Ans: Perianth
Ans: Malic Acid
4 What is the SI unit of torque?
Ans: Newton Meter
5 What is the sum of all angles of pentagon?
Ans: 540
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ANIMAL BODY COVERINGS
Overview:
Students listen to a story about animal body coverings and learn how they are protected by them.
Objectives:
The student will:
* explore stations and record data.
* answer questions about animal body coverings; and
Targeted Alaska Grade Level Expectations:
Science
[3] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.
[3] SB2.1 The student demonstrates and understanding of how energy can be transformed, transferred, and conserved by classifying materials as insulators or conductors (i.e., fur, metal, wood, plastic) and identifying their applications.
Materials:
* Do Frogs Have Fur? A Book About Coats and Animal Coverings by Dahl and Michael
* ice cubes (1 per student)
* 5 of the following: 6x 6 inch pieces of wax paper, plastic wrap, fur, wool, foil, fleece, mesh (like from a bag that onions are sold in or a fish net)
* paper towel (1 per student)
* Science journal
Activity Procedure:
1. Ask students what they wore to school today that kept them protected from the weather. List responses on the board.
2. Read the book, Do Frogs Have Fur? A Book About Coats and Animal Coverings and learn about different coverings on animals. List the types of coverings on the board.
3. Tell students they are going to pretend to be different animals with a certain type of body covering. They will be using the materials listed above to lie on their skin and then place an ice cube on it for 1 minute. Do not let the student become too cold. Have an adult or older student be the timer at each station that has a different type of material ( paper, fur, etc). They must choose 4 materials to explore.
4. In their science journal they should divide a page into four sections and write the name of the material they chose and what it felt like when the ice and materials were laying on their skin.
5. When students have all had a chance to explore the stations, gather them back as a group and ask: What did the ice feel like when it sat on the wax paper? The foil? The net? The wool? Continue to ask about all materials used. How are the materials like coverings on animals?
6. Have students write in their science journals about an animal they would like to be, what type of body covering they should have to be protected and why. | 983 | 541 | {
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History YEAR 9 –What we will be learning in History this half term
Spring Term 1 – As historian's students will be learning about Civil Rights in USA.
Parents can help by:
‐ Learning spellings and key words with their child.
‐ Accessing you tube videos about the topics studied.
‐ Encouraging use of GCSE pod
‐ Exploring key topics through further reading, TV programmes and Internet websites:
For Civil Rights:
https://www.bbc.com/bitesize/guides/zcpcwmn/revision/4
Spring Term 1 Key spellings:
Martin Luther King Discrimination Racism Segregation Equality Boycott Freedom President
History YEAR 10 –What we will be learning in History this half term
Spring Term 1 – As historians, students are learning about The Elizabethans, 1580-1603 –Merry England (Culture) and Elizabethan Explorers.
Spring Term 1 Key spellings:
Parents can help by:
‐ Learning spellings and key words with their child.
‐ Accessing you tube videos about the topics studied.
‐ Encouraging use of GCSE pod
‐ Exploring key topics through further reading, TV programmes and Internet websites:
For Crime and Elizabeth:
https://www.gcsepod.com/
For Elizabeth:
https://www.bbc.com/bitesize/topics/zwynhv4
Culture Theatres Golden Age Parish Feasts Alehouses Calendar Customs Explorers Empire
History YEAR 11 –What we will be learning in History this half term
Spring Term 1 – As historians, students will be studying Kenilworth Castle – preparation for Unit 2 of the GCSE course (History Around Us)
Parents can help by:
‐ Learning spellings and key words with their child.
‐ Visiting Kenilworth castle
‐ Using the revision guide to re-visit gaps in knowledge and consolidate learning at home and accessing you tube videos about Kenilworth.
‐ Encouraging use of GCSE pod
‐ Using the revision guide to re-visit gaps in knowledge and consolidate learning at home.
‐ Exploring key topics through further reading, TV programmes and Internet websites:
For revision of Crime, Elizabeth and America:
https://www.gcsepod.com/
http://www.andallthat.co.uk/america-1789-1900/new-ocr-gcse-making-of-america-revisionresources https://www.bbc.com/bitesize/topics/zwynhv4
For Kenilworth Castle:
https://www.english-heritage.org.uk/visit/places/kenilworth-castle/
Spring 1 Key spellings:
Warwick
Warwickshire
Geoffrey de Clinton
King John
John of Gaunt
Robert Dudley
Leicester
Mere
Gatehouse
Mortimer's Tower
Elizabethan
Great Tower
Curtain wall
Siege
Papal interdict
Excommunication
Great Hall
Terrace
Arbour
Obelisk
Aviary | 1,340 | 645 | {
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Conservation Easement
A conservation easement is established by mutual agreement of a landowner and a land trust or government agency. The conservation easement permanently limits certain uses of the land in order to achieve a specified conservation purpose. The conservation easement is the tool most often used because it allows landowners to achieve their conservation goals while maintaining ownership and a high degree of control over their property.
When donating a conservation easement to a land
trust, you give up some of the rights associated with the land. For example, you might give up the right to build additional structures, while retaining the right to grow crops. Easements can be tailored to protect the land's natural and cultural values, meet financial and personal needs, and attain conservation goals. Future owners also will be bound by the terms of the easement. The land trust is responsible for making sure the easement's terms are followed. Conservation easements offer great flexibility. An easement on property containing rare wildlife habitat might prohibit any development, for example, while one on a farm might allow continued farming and the building of additional agricultural structures, an easement may apply to just a portion of the property, and need not require public access. One of the greatest advantages of a conservation easement is that private property remains private property.
A landowner sometimes sells a conservation easement but usually easements are donated. If the donation benefits the public by permanently protecting important conservations resources and meets other federal tax-code requirements—it can qualify as a tax -deductible charitable donation. The amount of the donation is the difference between the land's value with the easement and its value without the easement.
Perhaps most important, a conservation easement can be essential for passing land on to the next generation. By removing the land's development potential, the easement lowers its market value, which in turn lowers estate tax. Whether the easement is donated during life or by will, it can make a critical difference in the heirs' ability to keep the land intact.
The flexibility of conservation easements may prove beneficial in financial planning. An easement can either be applied to a part of a property or placed on the entire tract, while allowing for a building site within which construction can occur.
Easements are also effective in reducing tax burdens on landowners. To qualify as tax-deductible, the IRS requires that the easement be: Perpetual in duration. Donated exclusively for conservation purposes. Donated to a qualified conservation organization.
Tax benefits are provided in three ways: Income tax deductions: The Internal Revenue Service may grant the donor of a conservation easement an income tax deduction equal to the value of the easement as determined through a certified general appraisal. Estate tax deductions: Upon the death of a landowner, the probate court appraises the estate tax. Conservation
easements can prevent high valuations on the land by restricting land uses resulting in lower probate appraisal and subsequent tax burden. Any land owner considering passing land to members of their family should investigate this option thoroughly. Local property tax: Easements may lower the annual tax value of land. A certified appraisal that demonstrates the reduction in value gives cause for revision in local tax bills.
Preserved Property in Lebanon, Co. Photos this page by George C. Gress
The Lebanon Valley Conservancy will assist you with any questions you may have relating to conservation easements. Please call us: 717-273-6400 or email: firstname.lastname@example.org | 1,558 | 736 | {
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Faith Festivals 2019
2
nd
February (Friday)The Presentation of the Lord/of Christ in The Temple /Candlemas
Tradition
: Christian
Congregations hold lighted candles to recall the Presentation of Jesus in the Temple, and Mary's following Jewish tradition after the birth of a son. His recognition by the aged Simeon is expressed in the words of the Nunc Dimittis.
5 th -7 th February (Tuesday to Thursday) Losar Buddhist
Tibetan New Year festival, often observed in Nepal as well. It celebrates the miracles performed by the historical Buddha at Saravasti, the capital city of the kingdom of Kosala.
8 th February (Friday) or 15 th February (Thursday)
Tradition:
Buddhist
Parinirvana or Nirvana day is for our some of our Mahayana Buddhist friends. Nirvana Day is an annual festival that remembers the death of the Buddha when he reached Nirvana at the age of 80. It is celebrated by some Buddhists on February 15th.
Nirvana is believed to be the end of the cycle of death and rebirth. Buddhism teaches that Nirvana is reached when all want and suffering is gone.
Buddhists may celebrate Nirvana Day by meditating or by going to Buddhist temples or monasteries. On this day, Buddhists think about their lives and how they can work towards gaining the perfect peace of Nirvana. Buddhists believe that loss and change are things to be accepted rather than causes of sadness. They remember friends or relations who have recently died and reflect on the fact that death is a part of life for everyone. The idea that nothing stays the same is central to Buddhism. In monasteries Nirvana Day is treated as a social occasion. Food is prepared and some people bring presents such as money, household goods or clothes. As with other Buddhist festivals, celebrations vary throughout the world. More at http://www.bbc.co.uk/religion/religions/buddhism/holydays/parinirvana.shtml
9 th February (Saturday) Sarasvati Puja/Vasant Panchami
Tradition: Hindu
Widely celebrated in North India, this festival marks the beginning of spring. Vasant Panchami day is dedicated to Saraswati, the Goddess of knowledge, music, arts, science and technology. Goddess Saraswati is worshipped on Vasant Panchami day. Vasant Panchami is also known as Shri Panchami and Saraswati Panchami. Yellow is her associated colour.
People worship Goddess Saraswati to get enlighten with knowledge and to get rid of lethargy, sluggishness and ignorance. This ritual of initiating education to children is known as AksharAbhyasam or Vidya-Arambham/Praasana which is one of the famous rituals of Vasant Panchami. Schools and colleges arrange pujas in the morning to seek blessing of the Goddess. For More: https://www.drikpanchang.com/festivals/vasant-panchami/vasant-panchami-puja-datetime.html?year=2019
19 th February (Tuesday) Magha Puja
Tradition: Buddhist
1,250 enlightened disciples came to the Bamboo Grove on the full moon of Magha. The Buddha predicted his death and gave a summary of his teachings and a code of discipline which all monks are expected to recite every fortnight. The day is observed with meditation, chanting and listening to sermons.
For more:
https://www.interfaith.org.uk/resources/religious-festivals :
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LOWER LEG - 1 Ankle – Plantar / Dorsiflexion
Relax leg. Gently bend and straighten ankle. Move through full range of motion. Avoid pain. Repeat with other ankle.
Repeat times. Do sessions per day.
LOWER LEG - 3 Ankle – Dorsiflexion / Toe Extensors
With back knee facing forward, toes in line with knee, gently press front of back foot and ankle down toward floor. Hold seconds. Repeat with other leg.
Repeat times. Do sessions per day.
LOWER LEG - 5 Gastroc
Keeping back leg straight, with heel on floor and turned slightly outward, lean into wall until a stretch is felt in calf. Hold seconds. Repeat with other leg.
Repeat times. Do sessions per day.
LOWER LEG - 2 Ankle – Inversion / Eversion
With leg relaxed, gently turn ankle and foot in and out. Move through full range of motion. Avoid pain. Repeat with other leg.
Repeat times. Do sessions per day.
LOWER LEG - 4 Soleus
Keep back leg slightly bent, with heel on floor. Lean into wall until a stretch is felt in calf. Hold seconds. Repeat with other leg.
Repeat times.
Do sessions per day.
LOWER LEG - 6 Gastroc / Plantar Fascia
Put one foot on a wedge (slanted at about 30º) with heel resting on floor. Keep toes straight, and support with hands on wall. With leg straight, press entire body forward. Hold seconds. Repeat with other leg.
Repeat times.
Do sessions per day.
LOWER LEG - 7 Soleus
LOWER LEG - 8 Plantar Fascia
With toes even with knee, and heel 1" off floor, gently lean forward and lower heel toward floor until stretch is felt. Do not let heel touch floor. Hold seconds. Repeat with other heel.
Repeat times. Do sessions per day.
From stairs or a curb, lower heel until stretch is felt. Hold seconds. Repeat with other heel.
Repeat times. Do sessions per day.
LOWER LEG - 9 Gastroc
With strap or towel around ball of foot, gently pull back until stretch is felt. Hold seconds. Repeat with other foot.
Repeat times. Do sessions per day.
UPPER LEG - 1 Quadriceps
Lying on stomach with thighs together, gently pull ankle toward buttocks until stretch is felt. Hold seconds. Repeat with other ankle.
Repeat times. Do sessions per day.
UPPER LEG - 2 Quadriceps
Pull heel toward buttocks until stretch is felt in front of thigh. Hold seconds. Repeat with other heel.
Repeat times. Do sessions per day.
UPPER LEG - 3 Quadriceps
Holding one foot with same-side hand, raise leg until stretch is felt. Hold seconds. Repeat with other side.
Repeat times. Do sessions per day.
UPPER LEG - 4 Quadriceps
From starting position, raise leg until stretch is felt. Hold seconds. Repeat with other leg.
Repeat times.
Do sessions per day. | 1,260 | 646 | {
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* The tan-mottled stone on the floor, entry halls, stairs, walls and pillars is Mesozoic-age limestone imported from southern Germany
* The Mesozoic Era (65 to 250 million years ago) was the age of dinosaurs
* This limestone contain abundant fossils, from marine creatures, but not dinosaur fossils
* When the marine creatures died, they fell to the sea floor at different angles with the soft part of the sea creatures quickly rotted away or were eaten, leaving behind the harder parts
* Stone filling the some of the chambers have different color than that of the stone surrounding the fossils, which shows that mud filled the hollow spaces of the shells after the creatures died
* Many of the shapes seen in the limestone are from the same types of fossils. The stone surfaces have been cut so different slices through fossils, can make different looking fossils.
Lexington, KY 40506-0456
Fossils at the William T. Young Library
Quick Facts
Quick Facts
* The circular, U-, V- and straight shapes are mostly fossils of sponges
* Some of the horn- and circular-shaped fossils may also represent rudistids, a horn-shaped, thick-walled mollusk (clam-like)
* Another common fossil at the library has a spiral shape
* The chambers in the spiral shapes are similar to the shell of the modern Nautilus, which belongs to the phylum Mollusca, class cephalopoda, which includes the octopus and squid
* Details of the modern Nautilus shells are similar to these fossil shells, the fossils are inferred to be the remains of ancient cephalopods
* Fossil cephalopods are called ammonites
* Less common fossils at the library are shiny, dark brown and cigar-shaped, which are shells of fossil belemnites
* The shells represent the internal chambers of another type of ancient cephalopod
* These straight-shelled squids share similarities with the modern cuttlefish
* A thin coating of skin covered the entire shell
* A rare type of fossil in the library stone is nutshaped, which are shells of brachiopods
* Brachiopods were not common in the Mesozoic Seas, although they were abundant during the Paleozoic
* Mesozoic sandstones, shales, clays and unconsolidated sediment occur in the Jackson Purchase Region of western Kentucky, but fossils in these strata are few
* Limestones in Kentucky were formed during the Paleozoic Era and are much older than the limestone from Southern Germany
* Central Kentucky's limestones (~450 million years old) also contain cephalopod, sponge and brachiopod fossils, although different types than those in the library
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Bill of Rights Comparison
Texas State Bill of Rights and United States Federal Bill of Rights
Background:
In contrast to the U.S. Constitution which included its Bill of Rights only as an addendum in the first ten amendments, the Texas Constitution puts its Bill of Rights at the beginning of the document in Article I. Originally 29 sections long (later expanded to 32), the Texas Bill of Rights might seem to be more extensive than its national counterpart, but many of the rights are simply reordered. For example, the U.S. Bill of Rights covers freedom of religion, speech, press, assembly, and petition in one amendment. The Texas Bill of Rights uses nine amendments to address the same freedoms. The Texas Bill of Rights also bans discrimination based on sex, race, color, creed, or national origin, found in the U.S. Constitution in the 13th and 14 th amendments. Religious tests to hold public office are banned in the Texas Bill of Rights; in the U.S. Constitution such tests are banned in Article VI of the body of the text. The U.S. Constitution defines treason in Article III of the body of the text; the Texas Bill of Rights contains this definition itself.
Instructions:
Below is a summary of the provisions in the U.S. Constitution's Bill of Rights. Under each summarized amendment, state the number(s) where the corresponding provisions are found in the Texas Bill of Rights.
Amendment One: The government cannot promote a religion or take away freedom of religion; take away freedom of expression; take away freedom of the press; keep people from assembling peacefully; deny people the right to ask the government to correct unfair actions.
Texas Bill of Rights:
Amendment Two: The people have the right to keep and bear arms for self-defense.
Texas Bill of Rights:
Amendment Three: The government cannot make people keep soldiers in their homes in times of peace; in times of war Congress may pass a law to require this.
Texas Bill of Rights:
Amendment Four: People are protected in their persons, houses, and possessions against unreasonable searches and seizures; warrants are not required for every search, but if issued must contain a description of the place to be searched, what is to be seized, and be based on a valid reason.
Texas Bill of Rights:
Amendment Five: The government cannot try a person for a major crime without a grand jury hearing; try a person twice for the same crime if found innocent; make a person testify against himself; take a person's life, liberty, or property without fair procedures; take a person's property for the good of the public without paying a fair price.
Texas Bill of Rights:
Amendment Six: If charged with a crime, you have the right to a speedy, public trial with an impartial jury; be told what you have done wrong; have the witnesses against you testify in court and to call witnesses in your defense; have the assistance of an attorney.
Texas Bill of Rights:
Amendment Seven: People have the right to a jury trial in a civil case if the amount in question exceeds $20.
Texas Bill of Rights:
Amendment Eight: Bail cannot be too high for the crime; fines may not be excessive; and no cruel and unusual punishments are allowed.
Texas Bill of Rights:
Amendment Nine: The listing of these rights in the Constitution does not mean that the people do not have other rights not listed.
Texas Bill of Rights:
Amendment Ten: Powers that the Constitution does not give to the national government are reserved for the states; unless a part of the Constitution denies a specific power to the states.
Texas Bill of Rights:
List THREE sections of the Texas Bill of Rights that go beyond the U.S. Bill of Rights.
1.
2.
3. | 1,558 | 758 | {
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H.I.B. Key Terms and Definitions
The key terms and definitions below will help guide you as a parent/guardian during the Harassment, Intimidation, and Bullying investigation process. As the information below is legally defined by NJ State Law, you are welcome to explore more information here. Key terms and explanations are also listed below.
Key terms:
* Incident - any gesture, written act, verbal act, physical act, or electronic communication
* Investigation - process by which the principal, or his or her designee, in consultation with the anti-bullying specialist, makes a preliminary determination as to whether a reported incident or complaint, assuming all facts presented are true, is a report within the scope of N.J.S.A. 18A:3714
* Interview - meeting between alleged target(s), aggressor(s), and/or witness(es) as part of of the investigation process, where the Anti-Bullying Specialist, building principal, and/or other designee may ask a series of questions to elicit information regarding the reported incident
* Race ●
Pregnancy ●
Nationality
* Creed ●
Sex ●
Marital/domestic
* Color ●
Religion
partnership/civil union status
* National origin
*
Disability
*
Affectional or sexual
* Ancestry
*
Military service orientation
* Age ●
Atypical cellular blood
* Genetic information
trait ●
Gender identification or
expression
* Hair (Crown Act - 2019)
* Substantial disruption - a dramatic or more subtle interference with the orderly operation of school or rights of one of the students involved that occurred during or as a result of an incident
* Distinguishing characteristic - anything real or perceived that can be identified as the motivation that particular child was targeted in a given incident
* Target - student(s) alleged to have been recipient of behavior in documented incident
* Aggressor - student(s) alleged to have committed documented incident
* Witness - students included in investigation to provide further information regarding incident
* Anti-Bullying Specialist (ABS) - trained district and/or principal designee with the responsibility of completing the investigation process and chairs the School Climate Team
* Anti-Bullying Coordinator (ABC) - trained district designee that collaborates with the ABS to strengthen policies that prevent, identify, and respond to harassment, intimidation, and bullying of students
* Protected class - individuals belonging to certain categories based on distinguishing characteristics that may incite incidents of discrimination as outlined in the NJDOE HIB Bill of Rights
Examples of Protected Classes:
H.I.B. Key Terms and Definitions
What is conflict?
During a conflict, name-calling, threats and other conduct that might look like bullying can occur. However, conflict and bullying are very different:
* Unlike bullying, during a conflict people are equally involved in some type of disagreement. Conflict is considered mutual, meaning everyone is more or less evenly involved.
* Bullying, on the other hand, involves one or several people (the bullies) intentionally committing a mean or violent act against another person(s) or group of people (the victims). When bullying occurs, there is no mutual participation in a disagreement; it is one-sided.
* Bullying victims have a hard time defending themselves. The victims want the bullying to stop, but the bully continues the behavior.
Conflicts and bullying can interrupt the school day, damage property and cause injuries to the people involved. However, when the behavior involves a conflict, the school will take action based on its code of student conduct instead of the ABR.
Bullying occurs when:
* One or more students are victims of unwanted or uninvited aggression, as the behavior applies to the definition of harassment, intimidation and bullying in the ABR; ● The aggressor's behavior would lead a person to reasonably believe that the aggressor is motivated by a desire to physically or emotionally hurt someone;
* The aggression is one-sided; and
* The behavior is not an attempt to positively or negatively address or resolve a problem.
Source: NJDOE Guidance for Parents on the Anti-Bullying Bill of Rights Act (P.L.2010, c.122) | 1,915 | 855 | {
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USEFUL READING QUESTIONS- Lower KS2
Content Domain 2a: Give/ explain the meaning of words in context.
"I can explain what words mean and say why the author has used them."
What word told you that…?
What does… mean?
Which word describes…?
Which paragraph tells you…?
What word tells you about their mood?
Think of another word that means the same as….
Which words has the author used to make you feel happy/ sad/ angry?
Why do you think the author used this word instead of…?
Content Domain 2b: Retrieve and record information/ identify key details from fiction and non-fiction. "I can skim read to find sections quickly and use my knowledge of text types to answer questions."
Where does it say…?
Where/when does the story take place?
Which part of the story tells you about…?
What features does this text use?
What are these sections called?
Why does this text use chapters/ boxes?
Why is the text laid out like this?
Why is this in bold/ italics?
Where in the text would you find information about…?
Content Domain 2c: Summarise main ideas from more than one paragraph.
"I can explain the main events or points in a text and give a brief overview of it."
What is the main point in this section?
What has happened so far in the story?
What are the main events in this chapter/ section? Which is the most important part in this paragraph?
What is this text about?
Recap what has happened in 20 words or less.
Give three points that you think are the most important here.
Content Domain 2d: Make inference from the text/ explain and justify these with evidence from the text. "I can be a detective and read between the lines and give evidence from the text to support these."
What ideas were given about…?
Why do you think… did that?
How can you tell…?
How do you know… felt that?
What does… think?
How did… know where to look?
Who is telling the story?
How do you know that?
Content Domain 2e: Predict what might happen from details stated and implied.
"I can say what I think will happen next based on what I have read."
What might happen next?
Has something similar happened to you?
Where might they go do?
What happened after?
Can you think of a similar story you have read? What might you do in this situation?
Do you know someone in real life like ….?
How do you know that?
What is the character going to say/ do after what just happened?
Content Domain 2f/h: Identify/ explain how information/ narrative content is related and contributes to meaning as a whole. Make comparisons within the text.
"I can compare characters and settings within a text and explain how what is included adds to the overall text."
How are …. and …. different/ alike?
How was… different after…?
How have … feelings changed during the text? How is this setting different to earlier/ later?
Why has the author included this?
What does it add to the text?
How has the author made you feel…?
Why have they included this picture in the text?
How has this layout helped you understand the meaning of this text? | 1,233 | 668 | {
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Excel 9 Outline – Corn Plot Final
For this exercise students will use many of the Excel functions used in previous lessons. Students will calculate the gross income for each hybrid, the cost of seed for 160 acres, and the difference in income when figuring seed expense for each hybrid, along with analyzing which hybrid is the best and worst performer.
Instructions:
Download these files: Assignment Corn Plot Final.docx and Corn Plot Final.xlsx
Students will complete the spreadsheet provided, calculate and analyze each brand of seed for performance. Enter dollar signs where needed.
Objectives
* Analyze and arrange data in a chart
* Use formulas to calculate data
The spreadsheet must include:
* Use the average function
* All steps indicated
* Format data correctly
* Complete all calculations
1. Open the workbook
1. Open: MS Office 2013 Excel spreadsheet program
2. Download: the Corn Plot Final spreadsheet from this assignment to your class folder
3. Double click: on file name to open
Or
1. Open: MS Office 2013 Excel spreadsheet program
2. Select: Open Other Workbooks, find the Corn Plot Final file and open
* Include all graphs
2. Save the spreadsheet
Save the spreadsheet the first time by following these steps:
1. Click on the File tab; Click: Save As
2. Select or browse to a folder you created on the desktop
3. In the File name box, type a name for the document: lastname_spreadsheet cornfinal
4. Click: Save
Remember to Save (Ctrl+S) as you complete each step.
The spreadsheet contains numbers received from your neighbor's test plot. Using the information given, complete the following steps:
1. Using $5 corn, calculate the gross income for each hybrid if it were to be planted on 160 acres of dryland farm ground.
2. Knowing that a bag of seed contains 80,000 seeds, what would be the cost of seed for 160 acres?
3. Find the Average, Minimum, and Maximum for each column.
4. Create a bar chart showing the difference in gross income on the hybrids. Label the chart 'Gross Income per Hybrid'.
5. Create a bar chart showing the difference in seed cost on the hybrids. Label the chart 'Seed Cost per Hybrid'.
6. Create a bar chart showing the difference in seed cost on the hybrids. Label the chart 'Seed Cost per Hybrid'.
7. Using the sort function, sort the above information from highest income after seed expense to worst.
8. Insert a comment in cell J23 and cell J24 indicating which hybrid is the best and worst.
9. Add your name to the project.
10. Save your work
3. Upload your completed spreadsheet to Excel 9 Corn Plot final | 1,148 | 569 | {
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Cambridge International Examinations Cambridge International General Certificate of Secondary Education
GLOBAL PERSPECTIVES
Paper 1 Written Examination
INSERT (Resource Booklet)
0457/13
October/November 2018
1 hour 15 minutes
READ THESE INSTRUCTIONS FIRST
This Resource Booklet contains Sources 1 to 4. The time for reading these sources is allowed for within the time set for the examination.
Source 1: Trends in urban and rural populations
The term 'urban' is used to describe towns and cities, which usually have large populations. The term 'rural' is used to describe areas in the countryside, which usually have smaller populations.
The graph below shows estimated population change in urban and rural areas worldwide between 1980 and 2050.
Source 2: Movement from rural to urban areas
3
Urban area
People move from rural to urban areas for many reasons. They often want to improve their standard of living by finding a well-paid job. In urban areas there are better opportunities for housing, education and healthcare. Cities also offer better leisure and entertainment facilities.
Today, about half of the world's population live in urban areas, which has caused overpopulation in many cities. There are now over 400 cities with more than a million people. If cities become overpopulated this can cause crime, encourage the spread of disease and put pressure on local services like education and healthcare. This also causes problems for rural areas like depopulation, increased poverty, and fewer facilities.
Extract from an article about rural to urban migration
Source 3: Investing money in cities
I believe governments must spend more money improving cities.
Eighty per cent of families in rural areas work in farming. Food markets in towns and cities offer opportunities for local farmers. But those families who do not have land or any other source of income are often very poor. If more money is invested in cities they would become more attractive to these families.
By 2050, 67 per cent of the world's population will live in towns and cities. But this will bring congestion, overcrowding and higher prices for housing. More money is needed to solve these problems.
About one billion people live in slums on the edges of cities, with limited access to basic services (World Bank, 2013) and this number is expected to rise to two billion by 2030 (United Nations). Cities add to global energy use and gas emissions. Despite this, if cities are well managed they might be better places to live in.
Extract from a blog about government spending
Source 4: Views from young people about moving from rural areas to cities
Ni Lui
I do not agree that people should move away from where they were born. My teacher told us that 70 young people left our village this year and half of them left to find work. She said that soon there will be no new generations in our village and our traditions will die out.
My parents have lived in this village all of their lives, just like their parents and grandparents did. They have been very happy here. They have taught me everything they know about the village history. My father runs a business here and if too many people leave the village his business may have to close. I would also like my own children to grow up here.
Putu
As soon as I finish school I want to go to live in the nearest city. Life there is more exciting. If I am lucky, I may be able to go to university there next year. My two younger sisters are living at home so they can help with the family. Finding a part-time job will be very easy because I have excellent computer skills. This means that I will be able to send some money back to my family to help them.
I have some relatives in the city. I can stay with them for a while and they will teach me how to survive in a city.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | 1,924 | 965 | {
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How to Treat Swollen Lymph Nodes in Neck Naturally: A Comprehensive Guide
Swollen lymph nodes in the neck can be uncomfortable and concerning, but there are natural remedies that can help alleviate the symptoms and promote overall well-being. In this article, we will explore various methods onhow to treat swollen lymph nodes in Neck naturally , focusing on lifestyle adjustments and home remedies.
Understanding Swollen Lymph Nodes:
Lymph nodes are an integral part of the immune system, acting as filters for harmful substances. Swelling in these nodes typically indicates an immune response to an infection, inflammation, or other health issues. While consulting a healthcare professional is crucial for a proper diagnosis, there are natural approaches you can incorporate to ease discomfort.
1. Stay Hydrated:
Proper hydration is essential for overall health and can aid in reducing lymph node swelling. Water helps flush out toxins from the body and supports the lymphatic system. Aim for at least 8-10 glasses of water per day to stay adequately hydrated.
2. Warm Compress:
Applying a warm compress to the swollen area can help increase blood flow, reduce inflammation, and soothe discomfort. Use a clean cloth soaked in warm water and gently place it on the affected area for 10-15 minutes. Repeat this process several times a day for optimal results.
3. Gentle Massage:
Massaging the swollen lymph nodes in a circular motion can stimulate the lymphatic system and promote drainage. Use gentle pressure and avoid causing any pain. Combine this with warm compresses for enhanced effectiveness.
4. Salt Water Gargle:
If the swollen lymph nodes are associated with a throat infection, a salt water gargle can provide relief. Mix a teaspoon of salt in a glass of warm water and gargle several times a day. This simple remedy can help reduce inflammation and soothe irritation.
5. Adequate Rest:
Allowing your body to rest is crucial for recovery. Ensure you get enough sleep and avoid overexertion. A well-rested body is better equipped to fight infections and support the healing process.
6. Healthy Diet:
A nutrient-rich diet is essential for a strong immune system. Include fruits, vegetables, lean proteins, and whole grains in your meals. Foods high in vitamins and antioxidants can aid in reducing inflammation and supporting your body's natural healing processes.
7. Echinacea Tea:
Echinacea is known for its immune-boosting properties. Drinking echinacea tea can help support your immune system and potentially reduce the duration of infections. Consult with a healthcare professional before adding herbal supplements to your routine.
8. Cold Packs:
In some cases, alternating between warm and cold compresses may provide relief. Cold packs can help numb the area, reduce swelling, and alleviate discomfort. Wrap a cold pack in a thin cloth and apply it to the swollen lymph nodes for 10-15 minutes.
9. Maintain Good Hygiene:
Proper hygiene practices, such as regular handwashing, can prevent the spread of infections that may lead to swollen lymph nodes. Avoid close contact with individuals who are sick and practice good respiratory hygiene.
Conclusion:
While these natural remedies can provide relief for swollen lymph nodes in the neck, it's crucial to consult with a healthcare professional for a comprehensive evaluation and diagnosis. By incorporating these natural approaches into your routine and adopting a healthy lifestyle, you can support your body's ability to heal and maintain optimal well-being. Remember, individual responses may vary, and it's essential to tailor these remedies to your specific situation under the guidance of a medical professional. | 1,775 | 920 | {
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WILDERNESS CURRICULUM GUIDE
W
EB
I: W
HAT
I
S
W
ILDERNESS?
INTRODUCTORY ACTIVITY 1: WILDERNESS: WHAT IS IT?
GOAL: To gain an understanding that wilderness is a place predominantly influenced by the forces of nature (Carhart K-6, p.5)
BACKGROUND: According to the Wilderness Act of 1964, wilderness, "in contrast with those areas where man and his own works dominate the landscape, is hereby recognized as an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain." In a wilderness area, change occurs primarily through natural forces rather than as a result of human activity.
Gulf Islands National Seashore, including land and waters in Mississippi and Florida, is part of the National Park Service system. Four islands off the Mississippi coast are part of Gulf Islands National Seashore: Petit Bois, Horn, East and West Ship Islands. While all four of these islands (along with property at Davis Bayou in Ocean Springs and sites in and around Pensacola) are federally-owned and managed by the National Park Service, Horn Island and Petit Bois Island received a special wilderness designation by Congress in 1978. Under the Wilderness Act of 1964, federallydesignated wilderness areas are managed by a federal agency like NPS in ways that minimize human impact within the wilderness area in order to preserve it as a place where natural rather than human forces are the primary influence.
MATERIAL: Gulf Islands National Seashore Wilderness slide program
SUGGESTED PROCEDURES:
* Ask students if they have visited any part of Gulf Islands National Seashore. Let them share their memories of the park.
* Identify Gulf Islands National Seashore as a part of the National Park Service managing National Park Service land at Davis Bayou in Ocean Springs and four barrier islands off the Mississippi coast (Petit Bois, Horn, East and West Ship) as well as sites near Pensacola.
* Show the Gulf Islands National Seashore Wilderness slide program.
* Ask students what wilderness is and why it is important to preserve wilderness areas such as those within Gulf Islands National Seashore. Ask them to identify what islands within Gulf Islands National Seashore have been designated as wilderness.
ENRICHMENT EXTENSION:
* Ask students to draw a picture of what they think a wilderness barrier island looks like. As they share their drawings, ask them to explain what makes their island a wilderness area. | 1,187 | 540 | {
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FRIDAY FLYER
13 September 2024
Moment of the Week:
This week the classes have enjoyed their stunning starts. This is what we do at the start of a new theme to excite the children about what they are going to learn. The children in Key Stage One and Key Stage Two then generate questions that they would like to find the answers to. The moment of the week this week is the children in Y4 discovering aspects of Anglo Saxon life.
Celebration Assembly
| Oakley | Small Blues |
|---|---|
| Brandon | Holly Blues |
| Thea | Adonis Blues |
| Hunter | Chalk Hill Blues |
| Lyla | Royal Blues |
| Charlotte | Silver Studded Blues |
| Isabella L | Kindness Award |
| Nyla | Sporting Star |
| Robyn | School Ed Shed Spelling Champion |
| House | Andromeda | Orion | Pegasus | Phoenix |
|---|---|---|---|---|
| Points | 254 | 216 | 178 | 254 |
w/c 16 September
Menu Week 3 Monday Royal Blues PE. Tuesday Small Blues PE. Holly Blues PE. Library Session Week 2 - Chalk Hill Blues, Royal Blues and Silver Studded Blues. Wednesday Adonis Blues PE Silver Studded Blues PE Thursday Small Blues and Holly Blues Forest School. Chalk Hill Blues PE Friday Chalk Hill Blues PE (short session)
Upcoming Dates
23 September
Individual and Sibling School Photos. How to Use Tapestry Session for EYFS parents @ 2.45pm. 27 September Parent Coffee Morning for Macmillan Cancer Support @ 9.30am.
Attendance 4 - 6 September
Small Blues will receive a class reward next week for having the highest attendance. It's a shame attendance in week one was so low.
Stunning Starts This Week
Holly Blues received a mysterious envelope with a letter and map from 'The Department of History Detectives' informing us that there were some historical artefacts at our school. We became history detectives, made special hats and followed the map. We found a time capsule that told us all about childhood in the past.
Adonis Blues made Stone Age bread and could chose to enjoy it with butter and honey. They also explored Stone Age tool replicas, looking at the materials they were made from but also what they could have been used for. They particularly enjoyed chopping fruit with the tools to see if they worked the same as today!
Chalk Hill Blues spent the morning making their very own Anglo Saxon helmets from cardboard! The children used the helmet from Sutton Hoo as their inspiration.
Royal Blues and Silver Studded Blues created Ancient Civilisations Top Trumps, learning about the different ancient civilisations of the world. They then enjoyed playing Top Trumps with them and will continue to across the term.
Eco Committee
This year these children will be on a mission to improve sustainability in our school and our wider community. These children all stood for election and have been successful: Lyla (Chair), Jasper (Vice), August, Blake, Oscar and Benjhie. We look forward to seeing what they achieve this year with Mrs Garrod.
School Council
The votes have been counted and here are the school councillors for this year: Anya - Chair, Ella Rose - Vice Chair, Charlie, Maxwell, Darcie-Mae and Torah. They will be the voice of the children and work alongside Miss Churchman make MPA a better school. This year there were a lot of children who wanted to stand for election. The children clearly showing our school learning powers.
Reading Corner
We are developing our reading areas. Staff have asked f anyone has cushions or blankets they would like to donate.
PTFA
We are looking for new volunteers to join the PTFA. If you would like to help raise money for the school and have ideas for fun activities for our school community please get in touch. The PTFA will have their first meeting on Thursday 26 September.
Vacancy
Mr Snowling will be leaving MPA next month. We would like to thank him for supporting the school through it's recent development. We will be recruiting for a new site manager. This role is 27.5 hours a week and the successful candidate will manage the site and ensure we are compliant with Health and Safety Regulations. If you are interested and would like to know more, please contact Mrs Wood.
email: firstname.lastname@example.org www.martleshamacademy.org Twitter: @martleshapri | 1,864 | 951 | {
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EXCEL CIVILS ACADEMY
DAILY CURRENT AFFAIRS
Date: 06-04-2021
1. Consider the following statements regarding Parosmia:
1) A person with parosmia can detect certain odours, but they might experience the smell of certain things as different and often unpleasant.
2) It is likely that parosmia manifests itself due to the damage caused to the olfactory neurons when “the delicate and complex structure in the nose is attacked by a virus.”
Select the correct answer from the codes given below:
a) 1 only b) 2 only c) Both 1 and 2 d) Neither 1 nor 2
2. Where is Lake Baikal situated?
a) Russia b) France c) Tajikistan d) Turkey
3. A new species of flowering plants belonging to the genus `Argyreia’, recently discovered in south Maharashtra’s Kolhapur district, has been named after whom?
a) Sanjay Raut b) Uddhav Thackeray c) Anil Deshmukh d) Sharad Pawar
4. Consider the following statements regarding Global Gender Gap Report:
1) World bank has released the Global Gender Gap Report.
2) For the 12th time, Iceland is the most gender-equal country in the world
Select the correct answer from the codes given below:
a) 1 only b) 2 only c) Both 1 and 2 d) Neither 1 nor 2
5. ThebJoint Comprehensive Plan of Action (JCPOA) was signed between
a) Iran and USA b) Iran and Russia c) Iran and P5+1 d) Iran and P5+2
6. Which programme was launched by NITI Aayog to promote and support deep science based startup’s?
a) AIM PRIME b) AIM SCIENCE c) AIM HIGH d) AIM MASTER
7. InSight lander was launched by
a) ISRO b) ESA c) NASA and ISRO d) NASA
8. Which of the following is not a member of BIMSTEC?
a) Bangladesh b) Bhutan c) India d) Pakistan
9. Hazira port is located in
a) Surat b) Paradip c) Mangalore d) Goa
10. Doumeira islands are part of
a) Mediterranean Sea b) Red sea c) Indian Ocean d) Pacific Ocean
Call us: 9100433442 | 9100433445 | 1,751 | 553 | {
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History and Philosophy of Agricultural Extension
The meaning of the term 'extension' has evolved over time, and has different connotations in different countries.
Throughout history, and across the world, there have existed patterns of agricultural knowledge exchange, with some people (e.g. religious leaders, traders, elders, etc.) often playing special 'advisory' roles in this respect. According to Jones and Garforth (1997), more or less institutionalized forms of agricultural extension existed already in ancient Mesopotamia, Egypt, Greece and Phoenicia. The term 'extension' itself is more recent; it orginates from academia, and its common use was first recorded in Britain in the 1840s, in the context of 'university extension' or 'extension of the university'. By the 1880s the work was being referred to as the 'extension movement'.
In this movement the university extended its work beyond the campus. In a similar vein, the term 'extension education' has been used in the USA since the early 1900s to indicate that the target group for university teaching should not be restricted to students on campus but should be extended to people living anywhere in the state. Here extension is seen as a form of adult education in which the teachers are staff members of the university.
Most English-speaking countries now use the American term 'extension'. In other languages different words exist to describe similar phenomena. The Dutch use the word voorlichting, which means 'lighting the pathway ahead to help people find their way'. Indonesia follows the Dutch example and speaks of lighting the way aheadwith a torch ( penyuluhan), whereas in Malaysia, where a very similar language is spoken, the English and American word for extension translates as perkembangan.
The British and the Germans talk of advisory work or Beratung, which has connotations of an expert giving advice but leaving the final responsibility for selecting the way forward with the client. The Germans also use the word Aufklärung (enlightenment) in health education to highlight the importance of learning the values underlying good health, and to emphasize the need for arriving at more clarity on where to go. They also speak of Erziehung (education), as in the USA where it is stressed that the goal of extension is to teach people to solve problems themselves. The Austrians speak of Förderung (furthering) meaning something like 'stimulating one to go in a desirable direction', which again is rather similar to the Korean term for 'rural guidance'. Finally, the French speak of vulgarisation, which stresses the need to simplify the message for the common man, while the Spanish sometimes use the word capacitacion, which indicates the intention to improve people's skills, although normally it is used to mean 'training'.
The term extension was derived from the practice of British universities of having one educational programme within the premises of the university and another away from the university buildings. The programme conducted outside the university was described as ''extension education''. The expression connoted an extension of knowledge from the university to places and people far beyond.
The term ''Extension Education'' was first introduced in 1873 by Cambridge University in England to describe a particular system dedicated to the dissemination of knowledge to rural people where they lived and worked. Within a short time, the idea had spread to other parts of Britain, Europe and North America.
Extension work is an out of school system of education in which adults and young people learn by doing. It is a partnership between the government, the land-grant institutions, and the people, which provides services and education designed to meet the needs of the people (Kelsey and Hearne, 1966).
The term ''Agricultural Extension'' was only adopted in 1914 when the United States Federal Smith-Lever Act of 1914 formalized a nationwide cooperative federal-state-county programme and gave operational responsibility for this to the land grant colleges and Universities.
In the beginning, agricultural extension was concerned primarily with the improvement of agriculture, using conventional teaching methods.
As time went on, home economics, youth programmes and rural community resource development were included. Agricultural extension spread to tropical Africa, the Caribbean, Asia and Latin America following the involvement of the United States of America (USA) in bilateral AID programmes after the Second World War. | 1,866 | 871 | {
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What Do Our Clothes Say About Us?
The old saying that clothes make the person may be true. Certainly, many people judge us just based on how we dress and look. They know nothing about us. But they react to who they think we are and we, in return, may do the same.
Additionally, we see ourselves differently based on what we wear and how it makes us feel. We may feel confident, powerful, or sexy — or insecure, embarrassed or uncomfortable — just based on our clothes or shoes — and for no other reason.
There are many factors that go into the dressing decisions of most adults, including:
* Are the clothes comfortable and easy to wear?
* Appropriate to the setting or event?
* Weather friendly?
* How will they match with accessories?
* Cost appropriate?
* Trendy?
We take into consideration what others may be wearing, what we wore the day before, if our outfit is old or new, or if we violate unwritten rules such as "No white pants after Labor Day."
But for children, clothing may also become a reason to bully or ridicule others.
Kids' clothing may have an even greater impact on their peers and selves than amongst adults. The clothing of youth often expresses feelings, allegiances, political views, and moods. It may also reflect diverse body types, gender, sexuality, and ethnicity. Or it may reflect societal status and wealth — or a lack of.
A lot of clothing expresses a message, often with slogans and images, or expressed devotion to a city, school, or sports team. We wear our clothes not just out of utilitarian function, but because we want to express who we are.
Sometimes a brand label or logo defines us. When I launched a lifestyle company, a message was attached to the clothes, dolls, and books that we created. At Nanducket, one doesn't just get a quality product or in some cases, a handmade item, but a chance to join a community of likeminded consumers who want to support an important message of belonging and friendship.
There should be nothing controversial about standing up for inclusivity, self-love, expressing our uniqueness, and to accepting one's differences as being the norm. Society can only be stronger when it sees people for who they are and embraces them as such.
There should be nothing unusual about standing united against bullying or prejudice. But the world, as awesome and vibrant as it is, needs more encouragement to help raise the next generation with healthy values.
My hope is that just as clothes can help define who we are, they can also encourage others to do the right thing. Our clothes can not only say who we are, but they can help others see and express themselves.
A.K. Spurway, certified in Positive Parenting, is a mom of three young children. She is the founder and CEO of www.Nanducket.com, an empowering family lifestyle company, and the best-selling author of Ack! The Nantucket Duckling. Her mission is to help inspire kids to celebrate their differences, so they grow up in a kinder world that's more inclusive, diverse, and rejects bullying. | 1,138 | 636 | {
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Water Quality
With more than 10,000 lakes, 100,000 miles of river and streams, and about 9.3 million acres of wetland, water is a major part of Minnesota's culture, economy and natural ecosystems. Policies in the 1970s resulted in cleaner water than ever before, but in the last 30 years water quality has declined overall. While local government and industrial sites have taken steps to improve water quality, managing pollution from chemical runoff will continue to be a challenge. Transportation infrastructure and adjacent land development stress water quality by generating pollutants and disrupting the natural filtration system. Finding ways to limit these impacts is important to improving Minnesota's water quality.
WATER QUALITY IN MINNESOTA
Current programs and strategies are not improving water quality in the state. More than 40 percent of Minnesota's waters are considered impaired or polluted. 1 Excess phosphorus and nitrates from agricultural activities that wash off roads have the potential pollute lakes, rivers, and streams because they don't go through the natural filtration process.
Chloride is another pollutant that can cause poor water quality. In Minnesota, 47 bodies of water were impaired due to chloride pollution in 2016, which is an increase from four bodies of water in 2004. 2 Road salt and water softeners are the two major sources of chloride pollution.
CURRENT ROAD SALT USE
Salt is used on state highways, as well as local roads and parking lots, to make pavement safer for winter travel. The amount of salt used is highly dependent on weather. More snow and ice requires more salt to increase travel safety. MnDOT is trying to reduce its salt use and has had some success. Management strategies include using new technology to optimize salt use, liquid chemical deicers instead of salt or sand, underbody plows to reduce the amount of salt needed, driver training, and research on lower salt solutions. Landowners can help limit the amount of snow plowing and salt used on state highways by installing and maintaining living snow fences – trees, shrubs, native grasses, wildflower, corn rows, or hay bales that prevent blowing snow.
STORMWATER
Stormwater – or rain or snow that falls on the ground -- can contain harmful chemicals like lead, cleaning solvents, chloride, phosphorus, pesticides, bacteria and viruses. When stormwater runs off roads, parking lots and rooftops, it can reduce water quality. Conventional stormwater management detains water in ponds and constructed wetlands to control release rates and prevent sediment from reaching freshwater lakes and rivers. These controls also help to prevent major flood risks from large rain events. Other low-impact stormwater control strategies include green roofs, bioswales or rain gardens, curb cuts, catch basins, porous pavements and tree planting.
WETLAND LOSS
Wetlands provide natural water filtration services. They also offer wildlife habitat, water quality protection, and stormwater management. Over the last century, Minnesota experienced 50 percent reduction in wetland acreage due to land development. This wetland loss increased flood risk around impervious surfaces like roads because it meant losing water filtration services wetlands provided in the past. Wetlands must be restored to their native setting in order to perform essential ecological services.
1 Minnesota Pollution Control Agency (MPCA) Watershed Achievements Report 2015
2 MPCA Minnesota's Impaired Waters List
3 Minnesota Department of Natural Resources | 1,515 | 700 | {
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Study Guide on Isaiah 40:21-31
King James Version
Assign each person in the class one or more verses to study. Each person should answer these two questions on their assigned verse.
1. What does this verse say?
2. What does this verse mean to me?
3. Discuss your answers with the class.
Isaiah 40:21-31
(Isaiah 40:21) Have ye not known? have ye not heard? hath it not been told you from the beginning? have ye not understood from the foundations of the earth?
(Isaiah 40:22) It is he that sitteth upon the circle of the earth, and the inhabitants thereof are as grasshoppers; that stretcheth out the heavens as a curtain, and spreadeth them out as a tent to dwell in:
(Isaiah 40:23) That bringeth the princes to nothing; he maketh the judges of the earth as vanity.
(Isaiah 40:24) Yea, they shall not be planted; yea, they shall not be sown: yea, their stock shall not take root in the earth: and he shall also blow upon them, and they shall wither, and the whirlwind shall take them away as stubble.
(Isaiah 40:25) To whom then will ye liken me, or shall I be equal? saith the Holy One.
(Isaiah 40:26) Lift up your eyes on high, and behold who hath created these things, that bringeth out their host by number: he calleth them all by names by the greatness of his might, for that he is strong in power; not one faileth.
(Isaiah 40:27) Why sayest thou, O Jacob, and speakest, O Israel, My way is hid from the LORD, and my judgment is passed over from my God?
(Isaiah 40:28) Hast thou not known? hast thou not heard, that the everlasting God, the LORD, the Creator of the ends of the earth, fainteth not, neither is weary? there is no searching of his understanding.
(Isaiah 40:29) He giveth power to the faint; and to them that have no might he increaseth strength.
(Isaiah 40:30) Even the youths shall faint and be weary, and the young men shall utterly fall:
(Isaiah 40:31) But they that wait upon the LORD shall renew their strength; they shall mount up with wings as eagles; they shall run, and not be weary; and they shall walk, and not faint.
Write the verse or verses you have been assigned in the space below:
Answer These Questions for Class Discussion or Study
1. What does the verse say? 2. What does the verse mean to me?
Read the
International Bible Lessons at
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Wren Class Home Learning
21.06.24
Essential Skills:
* Reading – 5 times per week. Please focus on using the picture and context of a book to read unfamiliar words. Remember our phonics is only one way in which we can read words. The pictures, context and knowing words by sight are all crucial in helping us to be readers.
* Recognising Set 2 sounds and continuing to revise Set 1.
*
* Practise reading and spelling the new red words of the week, and previous words of the week people, I, the, my, me, put, of, she, he, to, go, no, you, said, be, are, all, was, some, come, for, like
* Writing numbers 0-10. Some children might like to extend this to numbers 11-20.
Practise reading and spelling the red words
I, the, my, me, put, of, she, he, to, go, no, you, said, be, are, all, was, some, come, for, like, people.
Princess and the Pea – Talk for Writing
This week we have been practising to retell the story using actions and story map. This story has been a bit more tricky for us to recall, but the children have done a super job! We examined the setting of the castle in the story when the weather is stormy. We used a picture to inspire descriptive words and then used these to write sentences about the setting in our journals. Wren class have been working so hard on their writing skills this halfterm. We are all so impressed with the children's efforts.
Maths:`
This week in Maths we sung songs to help us recite our number bonds to 5 and 10. We have used practical resources to help embed our knowledge of number facts within 5 and 10. Keep practising those number bonds at home everyone!
It would also be fantastic if the children could focus on writing numbers 0-10 correctly as some children still reverse some of these numbers. The numerals 5, 6, 7 and 9 seem to be particularly problematic.
Community Day and Summer Fete:
Thank you to all those parents/carers who were able to join us for Community Day. We have a wonderful new classroom display based around the picture book 'Julian is a Mermaid', which celebrates our class community and their families. If you haven't seen the display, please do pop into class to take a look!
The Summer Fete was lots of fun and we look forward to hearing from The Friends of Wicklewood to know how much money was raised. Thank you everyone!
Next week
Swimming – Thursday 27 th June. Group 3 will have their first session swimming. Mrs. Knights will join Mrs Vincent in accompanying the children to their first session. Please remember swimming kit on this day. The rest of the class will continue to enjoy our 'Games' unit of work in PE.
Following week
Transition – Monday 1 st , Tuesday 2 nd and Wednesday 3 rd . The children will have the opportunity spend time in their new classes (Jay Class or Starling Class) with their new teachers.
Best wishes for a happy weekend everyone.
Mr. Garlinge & The Reception Team. | 1,118 | 686 | {
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MTBN.NET PLR Library
Category: yoga File: yoga_exercises_utf8.txt Text and Word PLR Article Packs available at PLRImporter.Com
Staying Fit with Yoga Exercises
Yoga exercises are the best way to free your mind and concentrate deeply. After you have experienced a stressful situation, your mind, body and spirit is
stressed and fatigued.
The cause of these things might have been from the interaction with other people or something that have caused a frustration, anger, depression and
disappointment. The feelings formed out of these circumstances should be released so that you will live a happier life with no worries.
One effective way and method to express your outpoured feelings and emotions is by doing yoga exercises.
When you feel like shouting out loud or cracking the television, you can instead release your tension through yoga exercises that are effective and helpful.
This type of strategy has worked in many ways for different people. Those who don’t find enough time for themselves can do yoga exercises in order to relieve
themselves.
Sometimes, work has caught us up so tightly that we don't find time to relax and express ourselves. Yoga exercises are the best remedy to this problem.
Yoga exercises can be applied and learned in school. There are some sessions that offer yoga practices. The yoga exercises you will learn in school can be
performed at home.
In fact, you can learn some yoga exercises at home all by yourself. You will just have to need a television and a video tape. The video tape shows the steps
and procedures for each yoga exercise.
The Hatha Yoga exercises are very appropriate for you. During a tired and heavy day, you can set a little time and devotion in doing yoga exercises. Remember
that in doing yoga, you need to be consistent in practicing the yoga exercises so that it will soon take effect and you will notice little by little your
body's improvement.
After doing the yoga exercises like the Hatha Yoga posture session, you need to relax in order for the effect of the postures take place. In this manner, the
body will accumulate the effects.
Before doing the yoga exercises, you should first lay in a relaxed posture so
MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: yoga File: yoga_exercises_utf8.txt you can focus well and not be distracted by outside forces. You will not feel pain or discomfort too.
Yoga exercises can be done at any time of the day as long as you are free. Although it chooses no time, still, the best time to practice it is in the morning. Before eating your breakfast, the mind is on its state of calmness and free from distractions. This is the perfect time to do the yoga exercises.
Before doing the yoga exercises, make sure that your heart is ready. It should not feel any pain or ego. It is important to keep a good heart so that your mind
can work well.
The perfect place to do your yoga exercises is a quiet place. It should be well ventilated and free from all unpleasant things and smell. You should be free from all possible distractions.
Keeping a good stomach is also important so that you will feel good and your digestive system responses accurately. What you should do first is to empty your
bowels and clear your noses from mucus. You should stay clean and fit.
Now that you have clearly understood the important reminders, you can start your yoga exercises and work your way out. | 1,337 | 712 | {
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1
Accentuate
Devise
Disguise
Ignite
Indifferent
Innovative
Narrate
Nevertheless
Obsolete
Omit
Initiate
Outlandish
Accentuate
adj. accentuated n. accentuation
v. to highlight; to give more importance to
syn. emphasize
The colourful dress accentuated the joy of the occasion.
The supervisor accentuated her preference for hard-working employees during the performance appraisal.
Devise
adj. devisable
v. to brainstorm; to come up with an idea
syn. formulate
The firefighters devised a plan to safely bring the cat down from the tree.
The scientists had to devise an entirely new experiment after the first one failed.
Disguise
adj. disguised n. disguise
v. to hide the usual appearance of something
syn. conceal
It is hard to disguise the fact that business is slow.
Everyone saw through his disguise.
Ignite
adj. ignitable n. ignition
v. to set on fire; to give energy or life to something
syn. kindle
The jury's decision ignited a fierce debate in the legal community.
Wood is difficult to ignite if it is damp.
Indifferent
n. indifference
adj. being uninterested or not caring about something
syn. apathetic
The teacher was indifferent to student requests to extend the project's deadline.
The player's indifference about his error on the field upset the coach.
Overcome
Partially
Pass Portray Streamline
زﻧﺪی زﺑﺎن ﺳﺎﯾﺖ ﺗﺎﻓﻞ و آﯾﻠﺘﺲ ﴐوری ﻟﻐﺎت
2
Initiate
adj. initiated n. initiation n. initiative
v. to begin; to establish; to take decisive action without help
syn. launch
The newcomers initiated the long citizenship process.
Their work shows a lot of initiative.
Innovative
adj. something newly introduced; creative
syn. creative
n. innovator n. innovation
This innovative project is worthy of support.
There have been many innovations in the field of genetic engineering.
v. to tell a story; relate
Narrate
adj. narrative n. narrative n. narration n. narrator
syn. relate
Walter Cronkite narrated the documentary film.
Her fabricated narrative generated a lot of excitement.
Nevertheless conj. in spite of that
syn. nonetheless
She was quite sick; nevertheless, she attended all of her classes.
His project was flawed; nevertheless, it won second prize.
Obsolete
n. obsolescence
adv. being old fashioned; no longer in general use
syn. outdated
Some people believe that writing instruments, such as pencils and pens will soon be obsolete.
Some products are manufactured with planned obsolescence.
Omit
adj. omitted
v. to leave out; not include
syn. neglect
n. omission
She inadvertently omitted some important data from the report.
زﻧﺪی زﺑﺎن ﺳﺎﯾﺖ ﺗﺎﻓﻞ و آﯾﻠﺘﺲ ﴐوری ﻟﻐﺎت
3
His paper had several notable omissions.
Outlandish
adj. strange and unpleasant; beyond accepted norms adv. outlandishly
syn. bizarre
His outlandish ideas demonstrated his creativity.
Rebellious youth in many countries dress outlandishly.
Overcome
v. to defeat; fight with success; to take control of an
individual
syn. conquer
The young woman was overcome with emotion when she learned she had won a scholarship.
The family overcame many obstacles to purchase the house.
Partially
adv. partly adj. partial n. part
adv. a part of the whole; incomplete
syn. somewhat
The clerk was only partially responsible for the error.
The business venture was only a partial success.
Pass
adj. passable n. passage
v. to accept formally by vote
syn. approve
The proposed amendment passed unanimously.
The passage of the resolution is in doubt.
Portray
n. portrayal
v. to represent; to act
syn. depict
The actress portrayed an orphan in the movie.
The book's portrayal is of Mozart as a calm, mature individual is inaccurate.
v. to update; to make more efficient or concise
Streamline
adj. streamlined
syn. simplify
The planning process must be streamlined in order for it to be more reliable.
Internet stores have streamlined the process of finding, buying, and selling merchandise.
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The Challenges of Calculus: When to Turn To ViTutors for Help
Calculus, often seen as a tricky part of math, can sometimes make you feel like you're in a maze with no way out. Even if you're trying your best, there comes a point when you need a guiding hand to lead you through the tough parts. That's where tutoring business like ViTutors comes in, ready to help you when calculus gets confusing.
Common Problems in Calculus
Before we talk about getting help from ViTutors, let's look at what makes calculus a challenge:
Calculus has complex ideas, like limits and derivatives, which can be tough to grasp on your own. The strange symbols and notations can make calculus seem like a secret code. Solving calculus problems can be like solving puzzles with many steps, and one wrong move can lead to the wrong answer. Regular practice with pre calculus tutor is essential in calculus, and without it, you might forget what you've learned. If you've missed some important concepts from earlier math classes, calculus can feel even harder.
When to Ask for Help
Now, let's discuss when it's a good idea to get help from ViTutors:
If you often find yourself confused when studying calculus, even after trying hard, it's time to consider a tutor. ViTutors can explain things in a way that makes sense to you. If your grades in calculus are dropping, don't wait until they hit rock bottom. Talk to ViTutors to figure out what's going wrong and how to fix it. When an important calculus test or deadline is approaching, and you're feeling unprepared or stressed, ViTutors can help you get ready quickly. If you come across really tough calculus problems that seem impossible, ViTutors can break them down into smaller, manageable steps. If you're struggling to find enough time for calculus alongside other classes or activities, a tutor can help you manage your time wisely.
Why Choose ViTutors?
Here's why ViTutors is a great choice when you're facing calculus challenges:
ViTutors give you personalized help. They focus on your needs and teach you at your own pace. ViTutors are experts in calculus. Online calculus tutor not only know their stuff but also know how to teach it well. They've helped many students like you. ViTutors offer flexible schedules. They understand that life can be busy, so they work with your timetable. Many students have succeeded with ViTutors, and their stories can give you confidence.
You can explore for yourself by visiting https://vitutors.com/
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Gases, Liquids, Solids
This is the third text which will be used for practicing dictation and translation in the written part of the exam.
The key words are emphasized in bold and there is a list of them in the presentation
Solutions, transitions, thermodynamics
Gases – Properties:
A gas has no fixed volume or shape: it will expand to fill its container. Gas particles are widely spaced. Forces between the particles are very weak and the particles move freely.
Vapor – gaseous molecules when they are in contact with liquids.
Volume – zapremina
```
To expand – širiti se Widely spaced – sa velikim proredom/prostorom između njih Vapor – para Gas/gaseous – gas/gasovit
```
Liquids – Properties:
A liquid has a definite volume but no fixed shape, it will flow and take the shape of its container. Liquid particles are more loosely bound than solid particles. Fluidity of liquids depends on the friction between particles.
```
Definite – određeni To flow – teći Container – posuda Loosely bound – labavije povezani To depend on – zavisiti od Friction – trenje
```
Solids – Properties:
A solid has a fixed shape and volume. Solid particles are tightly packed in regular patterns. The particles can vibrate, though strong forces hold them firmly in place.
Crystals: are pure solids with a regular lattice structure giving a regular polyhedral shape. All crystals of a particular substance grow so that they have the same regular arrangement of molecules, ions or atoms, and so have the same angles between their faces.
Amorphous solids: a solid which has no crystalline structure. Examples: carbon black (soot) and plastic.
Plasma – plasma forms when electrons are torn from their atoms by electricity or heat. Plasma forms when a strong electric current passes through low pressure gases.
Amorphous solid – amorfno čvrsto telo
Carbon black (soot) – čađ
To tear – cepati, vaditi
Transition of States
A melting point is the temperature at which a solid completely changes into a liquid. Impurities cause lower melting points.
A freezing point is the temperature at which all of a liquid changes into a solid. Impurities lower freezing points.
A boiling point is the temperature at which all of a liquid changes into a gas (or vapor) because the vapor pressure of the liquid is equal to atmospheric pressure. Impurities raise (elevate) boiling points.
Impurity – nečistoća
Freezing point – tačka mržnjenja To elevate – povećati
A solution is a mixture of one substance (the solute) dissolved in another (the solvent). Many compounds break down in water (dissociation) into charged particles (ions) that form weak bonds with water molecules (hydration).
Adding anything to the solvent results in an increased boiling point and decreased melting point. As a consequence the freezing point of water with NaCl is lower than for pure water.
Solute – rastvorak
Dissociation - disocijacija
To dissolve – rastvoriti
Hydration – hidratacija
Solvent – rastvarač
Consequence – posledica
Solution – rastvor
This is why we throw salt on our roads during winter:
Salt decreases the freezing point, hence water with salt (a solution) freezes at e.g.
-50ºC, and not because the salt is rough (like sand for example).
Pressure cooking:
The increased pressure inside a pressure cooker raises the boiling point of water because the water molecules need more heat energy to escape as a gas. The higher temperature cooks the food more quickly.
To increase/to decrease – povećati/smanjiti To escape – pobeći
```
Rough – grub, hrapav Hence - stoga Pressure cooker – ekspres lonac
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Laws for Handling Billfish
(NMFS-HMS Recreational Compliance Guide 2015)
An Atlantic billfish that is caught but not kept must be released immediately to improve its chances of survival without removing it from the water.
CFR (Code of Federal Regulations)
§635.21 Gear operation, restricted areas, and deployment restrictions.
(a) All Atlantic HMS fishing gears.
(1) An Atlantic HMS harvested from its management unit that is not retained must be released in a manner that will ensure maximum probability of survival, but without removing the fish from the water.
(2) If a billfish is caught by a hook and not retained, the fish must be released by cutting the line near the hook or by using a dehooking device, in either case without removing the fish from the water.
Suggestions for how to handle billfish
(Based on Billfish Scientific Research)
1. Do not remove the fish from the water, even for a picture. (Removal from water reduces survival rates by 60‐80%)
2. Usedehooking devicesto remove hook. If hook cannot be removed, cut the leader as close to the hook as possible.
3. Usecircle hooks. The fish is usually hooked in the jaw or corner of the mouth, making it easier to remove the hook and less harmful to the fish.
4. Revive the fishby keeping it in the water, place boat in gear and have oxygenated water pass over the gills.
A properly handled billfish has a 85 ‐ 90% survival rate after being released.
Gray FishTag Research • 803 S.W. 14
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PAPER BAG BANS, FEES AND TAXES
International Paper is a leading manufacturer of Kraft paper bags with bag manufacturing facilities in California, Oregon, and Texas.
ADVANTAGES OF PAPER BAGS
The paper bag is an environmental and economic success story. Paper bags are:
Reusable, Recyclable, Compostable • Based on EPA data, more paper by weight is recovered for recycling from municipal solid waste streams than plastic, glass and aluminum combined
Made From Renewable Resources • According to the U.S. Forest Service, more than 3.2 million trees are planted every day
* Paper bags naturally decompose and are compostable
* More than 1/3 of the U.S. is forested, with more trees today than 50 years ago
Produced Using Green Biomass Energy
Best Choice For Retailers And Consumers
Recovered fiber markets are complex, efficient, dynamic and market-driven. We • 75% of the energy used to make our products is generated using biomass residuals instead of fossil fuels • Convenient to store, easy to ship and practical to use
support the free and fair trade of both products and materials.
* Strong, versatile, reliable
ISSUE
Since 2007, when San Francisco became the first city to enact a ban on single use plastic bags, more than 360 localities and eight states have imposed some type of ban, fee or other restriction on retail bags. In 2019 alone, 264 bag bills were introduced at the state level. While these policies have been directed primarily at plastic bags due to concerns with litter and marine waste, there has been a significant increase in the number of proposals that would impact paper bags as well. Most legislative proposals include a ban on plastic bags and a fee on paper. Recycled content mandates are another policy element, and for the first time an outright ban on paper bags was introduced in New Jersey. This policy emphasis on paper bags is not driven by sound science or concerns for consumers, but rather by retail merchants looking to benefit financially from the increasing focus on the impact of plastic bags on the environment. This is especially problematic given these issues are a direct result of retailers switching to lightweight plastic bags over the past 30 years.
POLICY REQUEST
* Oppose any bans, taxes, or fees that would limit paper bag use and unfairly tax citizens, especially those living in low income communities
* Oppose recycled content mandates that distort the free flow of recovered fiber and disrupt an already successful marketbased paper recycling system
* Support policies that improve recycling infrastructure, resulting in the collection of additional clean material that can be reused by manufacturers
1101 Pennsylvania Avenue, Suite 200, Washington, DC 20004 | 202.628.1223 | internationalpaper.com | 1,257 | 591 | {
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Geography
Natural Disasters and their Impact
Time recommended: 3 hours (project)
Year 5 and 6
___________________________________
Natural disasters and their Impact
Natural disasters happen all over the world. Being prepared for their occurrence is the best way to stay as possible.
TASK ONE:
The Westpac Lifesaver Rescue Helicopter Service helps people all over Australia and in many different circumstances. The WLRHS fleet covers 84% of the Australian population in the summer months and the main type of missions include:
* Responding to accidents and emergencies
* Hospital and medical transfers
* Sea and land based search and rescue
Another important part of the Service's role is to assist entire communities as well as individuals during natural disasters such as floods and fires. For example the Southern NSW Service helped with the 1997 Thredbo landslide disaster, while the Tasmanian Service played a key role during the January 2013 fires that swept through Tasmania.
1. Using Powerpoint, make a presentation:
b) To explain how a bushfire impacts Australian vegetation
a) Using research tools, map to explain the location, frequency and severity of bushfires or flooding in Australia
c) To explain the significance of fire damage on communities
2. A big part of natural disaster safety is to be prepared and plan ahead (prevention) in case of a disaster. Create a presentation (using a template of your choice, e.g. Powerpoint, Word, Poster). You must include:
b) Research the best ways to reduce the effects of a bush fire and flood
a) Research methods of prevention in the case of a bush fire and flood
c) Describe the importance of proper preparation to reduce the harmful effects of bushfires or flooding
d) Name a number of ways to prevent extensive damage caused by a fire or flood
e) Name a number of ways we can prepare for a fire or flood to stay as safe as possible
3. Present your findings and research to the class.
TASK TWO:
Communicating to others clearly about the best ways to stay safe is very important. It is through education such as the Westpac Lifesaver Rescue Helicopters Schools Program that people can learn about ways to prevent and prepare for natural disasters.
1. Your task is to present in a small group to the rest of the class the key things to consider and remember in case of a flood or fire (select one type of disaster to research and report on).
a) Write a report, supported by evidence you have found, about significant natural disasters either in Australia or somewhere else in the world.
c) Present a media report, together with your group, on the damage caused by the disaster you have chosen to research.
b) Explain the details of the disaster, from the moment it occurred to the long-term impact it had on the people and places nearby.
CLUES:
Be sure to use geographical terms and ensure you include the below key findings in your report:
* Loss of any cultural way of life in the impact zone
* How charities and aid agencies would have come in and assisted
* If there was any unfairness in how government assistance was given
* The way the disaster was reported in the media.
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'The Future we Create Everyday'
Fairy and Elberry Cove Newsletter
Friday 17th November 2023
HOME LEARNING
Dear Parents & Carers
If your child is in reception:
In the memos section of Tapestry there are some updated videos of sounds we are recapping this week. Please take some time to watch these with your child.
If your child is in nursery:
This week can you turn a walk into a learning and talking experience for your child by playing a game of I Spy with them.
I Spy is a great game to introduce to children at this age that gets them thinking about the different characteristics of things around them and their names. It's made even better by being out and about in surroundings they don't see all the time too.
Our Vision & Values
Our 4 values of Love, Hope, Wisdom and Community underpin our Christian vision; 'The Future we Create Every day'.
As we support Children in Need we show compassion in thinking of others:
another.
Be kind and compassionate to one
Ephesians 4:32
Our story this week has been the traditional tale of 'The Three Little Pigs'. The children have enjoyed sharing this well-known story and retelling it together through role-play and story mapping. There has been a lot of huffing an puffing!
We were challenged to design and build a house that was strong enough to withstand the Wolf! There were
some great design ideas and some budding architects - we even spent time watching the builders next door to get some handy hints!
In RE this week we have been thinking more about special stories. The children thought about the stories we share that make us laugh and the stories that can teach us something – stories with a moral. We spent time thinking about the people who are special to us and what makes them so very special.
Is maths this week we have been focusing on the number 4! We have enjoyed using multilink cubes to make many different shapes with 4 cubes. We were brilliant at spotting 4 in different ways in the classroom too.
Have a lovely weekend. Don't forget Carol Singing at Paignton Library tomorrow, meeting at 11.45 to start at 12pm, we hope to see you all there!
Mrs Edwards and Miss Grant
Star of the
Week
Target attendance 98%
This week we celebrate
Ella
We are all so proud of Ella and the journey she has been on starting 'big' school. Ella has made huge strides in becoming part of our classroom community. Well done Ella – keep up the great work.
This week's attendance is 98.3%
Thank you for your continued support in helping us to reach our target | 964 | 554 | {
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P+64 9 430 4200 | 0800 WDC INFO | 0800 932 463
Private Bag 9023, Whangarei 0148, New Zealand email@example.com
E
www.wdc.govt.nz
Guidelines for Disposing of Swimming and Spa Pool Water
Background
Swimming and spa pool water can contain chemicals such as chlorine and copper. These chemicals 'treat' the water to kill harmful bacteria and/or algae. If this treated water is discharged into stormwater systems or streams, it has the potential to harm, even kill, fish and other aquatic life.
The following are guidelines for disposing swimming and spa pool water correctly.
By following them you can be sure of playing your part to protect the district's waterway and harbour environments.
Guidelines
Filtered backwash water must not be discharged into the stormwater system. If your property is connected to the sewer you should discharge swimming and spa pool water to the sewer via appropriate plumbing. If your property is not connected to the sewer, you will need to consider suitable land disposal or soakage (please phone Council for specific information on these options).
Pool overflow water should, wherever possible, be discharged onto land or surface soakage.
It is vital that you maintain the proper chemical balance and filtration in your pool year-round. If you do, you will not have to drain your pool so often. Also, before using copper algaecides, try using less toxic alternatives. Only use copper if other products don't work.
Wherever possible use Council's wastewater sewer when draining your pool. The sewer conveys wastewater to a treatment plant which is designed to remove many pollutants from water. Draining should be done via pool plumbing, a gully trap or sink at 5 litres per second or less. It's important to note that if you need to discharge at a higher rate, you will need to obtain approval from Council.
The best alternative to sewer disposal is irrigation onto your property under the following conditions:
Check that no land instability problems (slip, erosion) exist in your immediate area. If they do exist don't use this disposal method.
Leave the water to sit for one week without the addition of chemicals.
Discharge or irrigate the water so it will not flow into the stormwater system or natural watercourses.
Ensure the water does not flow off your property onto neighbouring properties.
Discharge or irrigate the water so that it won't create 'nuisance conditions' such as mosquito breeding.
Make sure the water temperature is below 25 o Celsius.
KETE DOC IDWASWAT-1272490085-153
May 2017
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KnowIT Questions – AQA GCSE Chemical Changes
A. Extracting Metals – The reactivity Series, Metal Oxides, Extracting Metals by Reduction
1. What is an ore?
2. What is produced when metals react with oxygen?
3. What is this process called and why?
4. What is reduction in terms of oxygen?
5. What type of ions do metals produce?
6. Which is more reactive potassium or iron?
7. Which two non‐metals can be included in the reactivity series?
8. Why is gold found as an element in the Earth?
9. How are metals, less reactive than carbon, extracted from their ores?
10. Write the word equation for the reaction between lithium and water.
11. Write the balanced symbol equation for the reaction between lithium and water.
B. Reactions of Acids – part 1 – Metals and Acids, Neutralisation of acids to produce salts, soluble salts
1. What is produced when acids react with metals?
2. What is produced when an acid reacts with a carbonate?
3. What salt is produced by the following acids?
a. Hydrochloric acid
b. Sulfuric acid
c. Nitric acid
4. How are soluble salts made from acids and insoluble substances?
5. Name the process of producing solid salts from salt solution.
6. Complete the following equations:
a) Magnesium + sulfuric acid
b) Sodium hydroxide + hydrochloric acid
c) Lithium carbonate + nitric acid
7. Write a balanced symbol equation, with state symbols, for the reaction between zinc and hydrochloric acid.
1
KnowIT Questions – AQA GCSE Chemical Changes
C. Reactions of Acids – part 2 – pH and Neutralisation, Salts and Titration
1. What ions do aqueous acids contain?
2. What ions do aqueous alkalis contain?
3. What is the pH scale?
4. How can pH be measured?
5. What pH is a neutral solution?
6. What pH do aqueous acid solutions have?
7. What pH do aqueous alkali solutions have?
8. Write a balanced symbol equation for the reaction between hydrogen ions and hydroxide ions.
D. Electrolysis – part 1 – molten ionic compound, aqueous solution
1. Why can a molten or dissolved ionic compound conduct electricity?
2. What is electrolysis?
3. What is the name of the electrode that positive ions move to?
4. What is the name of the electrode that the negative ions move to?
5. What is produced at the cathode when lead bromide is electrolysed?
6. What is produced at the anode when lead bromide is electrolysed?
7. What is produced at the cathode is the metal in the solution is more reactive than hydrogen?
8. What is produced at the anode if the solution does not contain halide ions?
9. Predict the products of electrolysis of copper sulfate solution
E. Electrolysis – part 2 – extracting metals
1. Why is electrolysis used to extract aluminium from its ore?
2. Why is electrolysis an expensive way to extract metal from its ore?
3. Name the compound from which aluminium is extracted.
4. What is this compound dissolved in before electrolysis?
5. What is the anode made of?
6. Describe what happens at the positive electrode during the electrolysis of aluminium oxide.
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The Team That Serves
The team experience is one of the most valuable learning opportunities for an individual. Cooperation, dependability, purposeful use of gifts, and pride in thorough work are all learned in this context, and are among the reasons why parents encourage and pay for their preschool, elementary, middle school, and high school children to participate in team sports.
A choir is a team too!
At Christ Baptist, every individual is equally valuable to the team; every person has a place; everyone has the same opportunity to learn and to sing. Most importantly, students and children become a part of a team that serves, always using his or her gifts cooperatively and not competitively, always focused on serving God with heart, mind, and voice.
Choir is a place to learn about God through music.
Come Join Us!
Our choirs meet throughout the school year on Wednesday evenings from 6-7pm. There is absolutely no cost to participate. We have choir for three-year-olds through high school students. Our choirs are composed of private, public, and home schooled students. Our choir directors/ leaders are experienced musicians who have a passion for helping children grow in their musical abilities and helping them to become life-long worshipers.
For More Information and Registration Contact:
Dr. Aaron Jackson
Associate Pastor of Worship and Arts 919-573-5454 email@example.com www.christbaptist.org/worship
400 Newton Road | Raleigh, NC 27615 | 919-573-5454 | www.ChristBaptist.org
The Goal of Choir
Our choirs provide a nurturing environment where every individual is a valuable member of the team, as he or she is being fostered in spiritual growth and knowledge of the language and songs of the Christian faith. And, we all have fun doing it!
Our goal is to help develop Christians who are active throughout their lives in the worship of their congregations.
Habits develop through regular participation in activities where everyone feels both needed and wanted, and where spiritual growth is fostered.
Choir activities focus directly on the individual's development as a worshiper, helping all participants become familiar with the language and songs of the Christian faith.
Choir is a team where every member is important and every team member has equal opportunities to contribute— no matter his or her skill level.
Through participation in a choir, our students and children will be inspired to learn and challenged to contribute to the life of Christ Baptist Church. Our prayer is that they will become lifelong worshipers focused on dedicating their gifts to the glory of God.
Cherub Choir 3 years - Kindergarten
The primary goal of this ensemble is to foster a love for music and to help children understand that music is a gift from God to be used for His glory. Musical crafts and games are used as teaching components for this group.
Holy Notes Choir Grades 1-6
This choir rehearses weekly to prepare instrumental and choral music used to lead worship services throughout the school year. Various tools and approaches are used in teaching and training the children in the worship arts.
Adoration Choir Grades 7-12
This ensemble rehearses weekly, periodically leading Sunday worship and participating in worship concerts. They also occasionally travel locally and regionally to share their music and collaborate with other students and churches.
Church membership is not a requirement for participation in any of our choirs. We simply ask that participants join us for Sunday worship when their choir is scheduled to lead in worship.
The Value of a Choir Experience
Through participation in a CBC choir, our children and students learn:
* that they are important members of the worshiping community, with special gifts to contribute.
* to know and love the songs of our faith and heritage - hymns, service music, and anthems.
* that the church is a welcoming place where they are encouraged to develop wholesome friendships and to have fun in a positive, constructive atmosphere.
* to explore and develop the voice and to discover the joy of singing and making music.
* to read music, to develop musical skills, and to explore further music learning opportunities, both vocal and instrumental. | 1,688 | 849 | {
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Survival Guide
ONLINE OPEN BOOK EXAMS
What are open book exams?
Preparing for an open book exam
they focus on your understanding of the unit materials and your ability to synthesise and apply information in specified situations.
While traditional (closed book) exams require recall and memorisation, open book exams usually allow you to have access to text books, journal articles and/or notes. As such,
This survival guide identifies some expectations associated with open book exams and provides strategies for success.
What do your examiners expect?
Because you can access materials, examiners will usually expect a higher standard of response than in a closed book exam.
Most of all, they will expect you to be organised and prepared. Being organised allows you to plan your time and quickly find data, quotes, examples or arguments to construct your answers. Being prepared means you will understand the unit material and be able to apply it to new situations.
In doing so, you can provide accurate, thoughtful answers that make good use of supporting evidence - within the time limit!
TIP
Ask your unit coordinator what you are permitted to access during the exam (print vs digital) and if you need to reference.
Make sure you:
- Prepare thoroughly: study all the topics to be tested as thoroughly as you would for an ordinary exam.
- Check the rules: ensure you know what materials you can bring into the exam.
TIP
Don't spend too much time thinking about model questions or model answers. The key is to be flexible and adaptable.
- Understand your texts: familiarise yourself with texts and their layout so you can use your exam time efficiently.
- Create data/formulae sheets: list data and formulae on separate sheets of paper for easy access.
- Create summaries: write key points on separate sheets of paper.
- Compile your own notes: organise your "open book" so you can locate what you need as quickly as possible.
TIP
Organise your notes in a way that works for you. Some common techniques include:
- Writing your own notes and comments in the margins of texts; and
- Using colour coding and post-it notes to highlight important sections;
- Creating index cards so you can find and access relevant materials quickly.
- Plan your exam time: find out how many questions you have to answer and plan how much time to spend on each.
Exams 4
Sitting the exam
As with any exam, make sure you are well rested and have eaten beforehand. In addition, make sure you:
- Plan your responses: read each question carefully and allocate time for each one. If you take a few minutes to plan, you will have a better chance of writing a well-structured answer.
TIP
Answer the question as it is written, not the question you wish had been asked.
- Start with a strong response: answer the questions you are confident about first. Leave more complex and difficult questions for later in the exam.
- Use quotations (sparingly): quotations can illustrate a point, confer the author's authority or act as a discussion prompt. However, extensive quoting may detract from your point or argument.
- Manage your time: keep to your time allocation plan. Don't go over the time you have planned for each question.
TIP
Use quotation marks whenever you include a direct quotation from one of your sources.
Dos and don'ts
[x] DO
- Check practical details: make sure you know how to access the exam and the timing.
- Be aware of the time: time is the limiting factor in open book exams. Use it wisely.
- Focus on structure: follow the format used in your discipline. Usually this entails writing an introduction, body and conclusion.
- Write critically: use explanations, examples and quotes to demonstrate your understanding of the question and your ability to synthesise and apply the course material to it.
DON'T
- Bring everything: think strategically about what you need beside you in the exam. Having too many materials will make it more difficult to find what you
- need. Over-answer: because you have materials on hand, it is tempting to repeat as much content as possible. Instead, aim for concise, accurate, thoughtful answers based in evidence.
- Check your answers: leave a few minutes to re-read your answers for errors and to check your argument flows.
- Panic: if you are prepared and organised, you will give yourself the best chance of succeeding in your open book exam.
Like this Survival Guide? Why not check out more of our guides...
Effective Exam Preparation, Exam Essays, Multiple Choice Exams, Memorising and Tests and Quizzes.
Want to know more about STUDYSmarter?
Find out about all our services and resources at: www.studysmarter.uwa.edu.au
Any suggestions?
We would love to hear from you. Email us at email@example.com
This resource was developed by the STUDYSmarter team for UWA students. When using our resources, please retain them in their original form with both the STUDYSmarter heading and the UWA logo. | 1,988 | 1,074 | {
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Quick Guide to Customizing People of Action Templates
Updated March 2019
Example: Creating a Customized People of Action Facebook Ad
1. Capture the Image
Showcase the action and the people we are helping through our work. When your club is doing projects, think photos!
Guidelines for capturing images:
[x] Use a good quality digital camera and lens. Ask a Rotary member or friend to participate in the project as photographer.
[x] Take and use pictures that are composed in a way that supports that we are #PeopleofAction.
[x] Avoid "grip and grin" photos (those that show people shaking hands and smiling).
[x] The People of Action headline is "Together, We ..." A shot of an individual is not going to work. Shots need to be people engaged in an activity that tells the story.
[x] Make sure you represent the diversity of your club and the people you are serving in age, ethnicity, and gender.
[x] Ask yourself, "Will people in my community connect with what they see in the photo?" Use powerful images that capture your viewers' attention and make them feel an emotion.
2. Customize the Template
Log in to Rotary.org to access the Brand Center
The Path: My Rotary > News and Media > Brand Center > (scroll down to) People of Action > Learn More >Toolkits > Create Your Own
[x] Select People of Action Facebook Post.
[x] Click Create.
[x] On the right side of the screen, you'll see a drop-down menu labeledOption.
Select the keyword from the"Together, We" message you want to use:
- Inspire
- Connect
- Transform
- Mentor
- Save Lives
- Empower
- Learn
- Fight Hunger
- Promote Peace
- End Polio
[x] You will also see a menu item labeled Background. Click Custom. A pop-up window (below) will appear. Click the icon Click Here to Select an Image.
[x] A second pop-up window will appear, labeled Image Library.
[x] Click the + symbol at the bottom left of the Image Library window.
[x] An Upload Images window will open.
[x] Click Browse to select the image from your computer files, then click Upload.
[x] After the image uploads, click Save on the lower right.
Updated March 2019 Rotary Public Image Coordinator, Zone 31
[x] After you click save, a Save to My Templates window will appear on the right.
[x] Name the template you are saving, and click OK
[x] A download page will appear, asking you to refresh the page. Click the refresh symbol at the top of your screen, to the right of the web page address
[x] After the page refreshes, click the Download button on the right for the type of image format that meets your needs.
[x] Click the check box next to I have acknowledged this message and click Download
The ad you created will download to your computer's Downloads folder.
Updated March 2019 Rotary Public Image Coordinator, Zone 31
3. Craft the Message
[x] Use action verbs in the post: Teaching kids to read in (location)
[x] Use of People of Action message/key words:
Where others see problems, Rotary members see solutions.
Our 1.2 million members see opportunities and possibilities in their communities around the world.
Rotary- We Are People of Action
[x] Use your club name – St. Joseph Rotary - We Are #PeopleofAction!
[x] Include a Call to Action – Share this, Join us, Check us out, Meet us at (location)
[x] Provide a link to a story or website
[x] Post to Pages you follow and Groups you have joined/Ask others to share
Updated March 2019 Rotary Public Image Coordinator, Zone 31 | 1,862 | 790 | {
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