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Canada's water: A paradox of pollution and waste
14 May 2014, by Jacques Lemieux
A view of the frozen Bow River and the Canadian Pacific Railway, seen at Banff National park near Lake Louise, Canada, on December 6, 2013
distribution systems.
But it is so small that most people think their water is free, and that they have no reason to marshall their consumption.
"We can't delude ourselves, there's a lot of water and... the cost of producing potable water is not very high," commented Patrick Drogui, a professor at INRS University in Quebec City.
However, as in many other countries, commercial livestock operations and other industries in Canada pollute the watershed.
Here and there, such as in the south of Canada's Quebec province, in rivers and lakes "the quality of the water is dubious," Rodriguez says.
Still, it is treated and reused by municipalities.
A section of St Lawrence River is pictured near Montreal, Canada, on September 1, 2009
In the coming years, these costs risk rising with new pollutants appearing such as endocrine disrupters or pharmaceutical residues that will
1 / 3
In Canada, a country with vast reserves of freshwater, the precious resource should reasonably be expected to be pristine and practically free to consumers.
But the abundance, unfortunately, has led to overconsumption, waste and sometimes mediocre quality.
"People who come from abroad, particularly Europeans, are surprised to find that in most Canadian municipalities there are no water meters," said Manuel Rodriguez, a water expert at Laval University in Quebec City.
The surprise is all the greater at the sight of the majestic St Lawrence River, Niagara Falls and the countless other waterways that together make up seven percent of the world's freshwater.
In truth, Canada's tap water is not free. A small portion of municipal taxes goes toward paying for water treatment and the upkeep of water
require new standards and treatments to remove them from water sources, Drogui said.
"Very, very toxic" for humans, these pollutants, found in trace amounts in water, are already leading to "a feminization" in certain fish species, and pose a real threat to humans, he added.
Perverse consequences
The abundance of water also has perverse consequences.
"Because you don't receive a water bill, you pay less attention to conservation and so this promotes waste," said Drogui, who paints a picture of a Canadian who spends hours watering his lawn or uses gallon after gallon to wash his car.
Canadians consume on average 300 to 400 liters (80 to 100 gallons) of water a day—one of the highest rates in the world.
But since there are no water meters, this figure is only an estimate, Rodriguez noted.
The city of Montreal produces about 934 liters of potable water per inhabitant each day. A large amount of this however leaks directly back into the ground as it flows through dilapidated pipes to homes and businesses.
The Rainbow Bridge is seen crossing from the US (L) into Canada, near the Niagara Falls, on June 4, 2013
The situation is the same in cities across Canada, where 30 percent of treated water flows back to its source before reaching the consumer, according environment ministry figures.
Efforts to end this waste have been modest so far. Quebec province is looking to fix its networks of pipes to reduce the amount of wasted water to 20 percent of the total by 2017, for example.
The situation is infuriating for some, notably Irving Leblanc of the Assembly of First Nations representing 630 native American tribes across Canada.
"In some communities, the situation has been described as Third World conditions where entire communities have no access to safe drinking water or adequate sanitation," he said.
This is the case in a dozen isolated indigenous communities in northern Ontario and Manitoba provinces, and in a dozen more across Canada who face orders to boil their water because of industrial pollution or a lack or proper water treatment facilities.
In these places, bottled water has become the rule, shipped in at great expense.
Over the next two years, the federal government expects to spend Can$323 million ($296 million, 213 million euros) to improve the water situation in these remote communities—far less than the Can$4.7 billion that it estimated in 2011 is needed to fix the problem.
© 2014 AFP
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APA citation: Canada's water: A paradox of pollution and waste (2014, May 14) retrieved 27 September 2020 from https://phys.org/news/2014-05-canada-paradox-pollution.html
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3 / 3 | 2,016 | 1,006 | {
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Top 64 Hebrew Adjectives for Beginners.
How to learn: Now, 64 is a lot of words, right? Don't be scared. Take a look. There are 30 days in a month. If you just learn 2+ Hebrew words a day (multiply 2 by 30...that's 60), you'll learn all 60 in a month easily.
So learn 2 on one day, learn 3 on another. That's it. Easy.
* Print this lesson out to have as physical material
* Review often because success doesn't happen from learning things "once"
* Don't worry too much about their order or why something might be missing - one easy step at a time, my friend.
And if you REALLY want to learn & speak Hebrew with 500+ audio & video lessons by real teachers, study tools and apps – Sign up at HebrewPod101 (click here) and start learning!
I recommend 'em as a user & a teacher. It's a good course for self-learners. Ok, done!
| 1 | angry | סעוכ | ko'es |
|---|---|---|---|
| 2 | annoying | ןבצעמ | me'ats'ben |
| 3 | bad | ער | ra |
| 4 | beautiful | הפיפי | yefeyfe |
| 5 | bored | םמעושמ | m'shu'amam |
| 6 | boring | םמעשמ | mesha'amem |
| 7 | busy | קוסע | asuk |
| 8 | calm | עוגר | ragu'a |
| 9 | casual | ימשריתלב | bil'ti rish'mi |
| 10 | cheap | לוז | zol |
| 11 | clean | יקנ | naki |
| 12 | cold | רק | kar |
| 13 | cool | רירק | karir |
| 14 | cool | בינגמ | mag'niv |
| 15 | dark | ההכ | kehe |
| 16 | deep | קומע | amok |
| 17 | delicious | םיעט | ta'im |
| 18 | difficult | השק | kashe |
| 19 | dirty | ךלכולמ | meluchlach |
| 20 | disgusting | ליעגמ | mag'il |
| 21 | dissatisfied | הצורמ-יתלב | bilti merutse |
| 22 | easy | לק | kal |
| 23 | embarrassed | ךובנ | navoch |
| 24 | excited | שגרנ | nirgash |
| 25 | exciting | שגרמ | meragesh |
| 26 | expensive | רקי | yakar |
| 27 | famous | םסרופמ | mefur'sam |
| 28 | far | קוחר | rachok |
| 29 | funny | קיחצמ | matz'chik |
|---|---|---|---|
| 30 | good | בוט | tov |
| 31 | happy | חמש | same'ach |
| 32 | hard | השק | kasheh |
| 33 | high | הובג | gavoha |
| 34 | hopeful | הווקת-אלמ | mele tikva |
| 35 | hot | םח | cham |
| 36 | important | בושח | chashuv |
| 37 | insignificant | תועמשמ-רסח | chasar mashma'ut |
| 38 | interesting | ןיינעמ | me'anyen |
| 39 | kind | בידא | adiv |
| 40 | light | לק | kal |
| 41 | low | ךומנ | namuch |
| 42 | mean | עשורמ | merusha |
| 43 | narrow | רצ | tzar |
| 44 | near | בורק | karov |
| 45 | nervous | ץוחל | lachutz |
| 46 | painful | באוכ | ko'ev |
| 47 | poor | ינע | ani |
| 48 | popular | יראלופופ | populari |
| 49 | relaxing | עיגרמ | margi'a |
| 50 | rich | רישע | ashir |
| 51 | sad | בוצע | atzuv |
| 52 | satisfied | הצורמ | merutzeh |
| 53 | scary | דיחפמ | maf'chid |
| 54 | serious | יניצר | retsini |
| 55 | shallow | יחטש | shitchi |
| # | English | Hebrew | Pronunciation |
|---|---|---|---|
| 56 | shy | ןשייב | bayshan |
| 57 | small | ןטק | katan |
| 58 | soft | ךר | rach |
| 59 | strong | קזח | chazak |
| 60 | tired | ףייע | ayef |
| 61 | ugly | רעוכמ | mecho'ar |
| 62 | warm | םימח | khamim |
| 63 | weak | שלח | cha'lash |
| 64 | wide | בחר | rachav |
And if you REALLY want to learn & speak Hebrew with 500+ audio & video lessons by real teachers, study tools and apps – Sign up at HebrewPod101 (click here) and start learning! I recommend 'em as a user & a teacher. It's a good course for self-learners. | 1,937 | 1,384 | {
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Food Preference
Curriculum Links:
SPHE - Strand
: MyselfStrand Unit:Taking Care of my Body
Mathematics - Strand
: Early Mathematical ActivitiesStrand Unit: Classifying
Learning Outcomes:
Pupils classify a set of fruit and vegetables as either food they like, food they don't like or food they would like to try. (This can be used as a follow on exercise to Food Letters.) Pupils examine their food preferences and what characteristics they like/dislike about the fruit and vegetables and classify into category.
Teaching Notes:
Teachers can print, laminate and cut out the fruit & vegetables in advance of the class. Each pupil will be given three sheets like/dislike/try and are asked to sort the fruit & veg into the plate that matches them. Alternatively pupils could draw their selected food onto the plates. If there is enough space you could convert it to a 'moving debate'. Stick the plates on the walls and make sure the students know which is like/dislike/try. Call out a fruit or vegetable and ask them to stand at the wall that most suits them. Please be mindful of all school policy and Department of Education guidelines.
Tasting
Some children will have tasted all of the fruit and vegetables. Some may not. This is not essential and if the children have not tasted some of the fruit and vegetables simply incorporate this into the discussion.
Discussion Prompts
When discussing the fruit and vegetables with the children try to ask open ended questions. Make it as natural a conversation as possible and make it fun. If they don't have an answer that is ok. Allow them to think on it themselves and hear the other pupils answers.
What do you think of this fruit/vegetable?
Have you tried it before?
Did you like it? what did you like about it? what did you dislike about it?
Would you like to try this fruit/vegetable and why?
What is your favourite fruit/vegetable and why?
What fruit & vegetables would you like to try and why?
Refer to sensory notes in Food Letter teaching notes for further prompts.
FOOD I LIKE
FOOD I DON'T LIKE
FOOD I'D LIKE TO TRY
Food I like/Food I don't like/Food I'd like to try
Cut out and sort into the plate of food I like, food I don't like or food I'd like to try.
Orange
Apple
Lemon
Pear
Grapes
Pineapple
Blueberries
Stawberry
Banana
Food I like/Food I don't like/Food I'd like to try | 950 | 531 | {
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Parent(s): Please post this calendar where your child can easily see it. Complete one activity a day while encouraging your child to use the skills targeted during therapy sessions. Send your therapist three videos of your child doing these activities with you monthly.
JULY
Speech-Language Homework Calendar
Help
| Tuesday | Wednesday | Thursday | Friday | Saturday |
|---|---|---|---|---|
| www.boomlearning.com or Download app: Boom Cards. Select “FASTPLAY” Enter PIN | Color Coding System: Red= Holidays/Closed Blue= No prep activities Orange=Prep work is necessary Purple=Arts and Crafts Green=Boom Cards | "Teddy Bear, Teddy Bear..."- Play with your child and sing "Teddy Bear, Teddy Bear + verb". Examples are: turn around, jump to the sky to the side, touch the floor, touch your nose, etc. | Use your Boom Cards to Practice. PIN: Look on social media for PIN or text your clinician | YouTube- Watch the video "Hokey Pokey" with Super JOJO, on YouTube. Dance and repeat the song and the movements. |
| Use your Boom Cards to Practice. PIN: Look on social media for PIN or text your clinician | U.S. Flag-Paint, draw, or print the picture provided on our website of our flag and color it. Practice colors. | Playdough- Practice shapes (e.g. circle, star, square triangle etc.) using playdough to mold into the shapes. | Art - Print the star sheet found on our website. Color, trace, and paint the stars in your favorite colors.) | Red, white and blue! Help your child choose today’s clothes in our patriotic colors. Practice the colors by asking is this blue? No? What color is it? etc.*CHALLENGE* |
| YouTube - Look for a firework’s show on YouTube. Make a list of all colors using crayons and painting on a paper. | Painting Fireworks with a fork- using a plastic fork as a brush, put the fork tips in paint and paint the fireworks on a white paper. Practice the colors, and words like "dip, push, more."*CHALLENGE* | Play with your child an activity where they can lose and win. Take turns allowing your child to win and lose. Show how to take turns, not get angry when you lose, and to be a good sport. You can play Bingo, video games, races, slides and ladders etc. | 123- Search among the toys and count how many zoo animals you find. Practice the names and talk about what they eat. You can also search in a book. | Sensory container shaving cream - Fill a container with shaving cream. Add different color paint dots. Guide your child to stretch the paint using their finger to draw the lights of the fireworks. Practice words like, big/small, up/down/next to it and the colors. |
| What animal do you want to be? Talk to your child about what zoo animal they want to be, and why? Draw a photo of the animal and talk about the features and its home. | Draw an animal from the zoo using a handprint of your child's hand. Look at Pinterest or the examples we have on our website. | Use your Boom Cards to Practice. PIN: Look on social media for PIN or text your clinician | Read the book, "Brown Bear, Brown Bear what do you see?" or another book with zoo animals. Talk about the pictures. | Paint your face! Choose an animal from the zoo to paint on your face. Talk about the relationship of parrent and baby. Use the sound of the animal to call your child and have your child respond the same way. *CHALLENGE* |
| ABC- Print the duckling page with the letters of the alphabet. Connect the dots with your child by practicing and singing the alphabet song. Finish by coloring the picture. (The page is located on our website). | Who Am I? Act like animals and guess what animal it is. Use animal sounds and movements. | Use your Boom Cards to Practice. PIN: Look on social media for PIN or text your clinician | Fill a container with soap and water to make bubbles. Hide toys among the bubbles. Look for the toys and practice the names. | Play "Brown bear, Brown bear, what do you see?" And have your child respond with "I see + object". Play outside or at home. |
Place a sticker, mark, or circle around the activities completed. | 1,677 | 948 | {
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Hispanic American Voices | Picture books available thru York Public Library
Read Woke is a movement. It is a feeling. It is a style. It is a form of education. It is a call to action; it is our right as lifelong learners. It means arming yourself with knowledge in order to better protect your rights. Knowledge is power and no one can take it away. It means learning about others so that you can treat people with the respect and dignity that they deserve no matter their religion, race, creed, or color.
Not a bean
Vamos! Let's go eat!
by Claudia Guadalupe Martínez With Spanish vocabulary and a clever counting concept, this poetic story shares the life cycle of a Mexican jumping bean, which isn't a bean at all but a fascinating home and food source for a special kind of caterpillar.
My papi has a motorcycle
by Isabel Quintero
"When Daisy Ramona zooms around her neighborhood with her papi on his motorcycle, she sees the people and places she's always known. She also sees a community that is rapidly changing around her"
Love
by Matt de la Peña Illustrations and easy-to-read text celebrate the bonds of love that connect us all
Pío peep! : traditional Spanish nursery rhymes
by Alma Flor Ada
A collection of more than two dozen nursery rhymes in Spanish, from Spain
d L ti A i
ith E
li h by Ra©ðl the Third A follow-up to ŁVamos! Let's Go to the Market finds Little Lobo excitedly attending a show starring his favorite wrestling champion before enjoying some
of the delicious options being served from nearby food trucks.
Carmela full of wishes
by Matt de la Peña
Carmela, finally old enough to run errands with her brother, tries to think of the perfect wish, while his wish seems to be that she stayed home
Alma and how she got her name
by Juana Martinez-Neal When Alma Sofia Esperanza José Pura Candela asks her father why she has so many names, she hears the story of her name and learns about her grandparents
Vamos! Let's go to the market
by Raúl the Third Little Lobo, a Mexican American, and Bernabe, his dog, deliver supplies to
d t th M d b b d
Gracias
by Pat Mora
A young multiracial boy celebrates family, friendship, and fun by telling about some of the everyday things for which he is thankful
Round is a tortilla : a book of shapes
by Roseanne Thong
A little girl discovers things that are round, square, and rectangular in her Hispanic American neighborhood
Islandborn
by Junot Díaz
When she has to draw a picture of where she immigrated from, Lola asks her family, friends, and neighbors about their memories of her homeland
Imagine
by Juan Felipe Herrera
Traces the author's experiences as the son of migrant farmworkers, describe the sensory experiences that enriched his imagination and reflect on his pursuits of an education and writing career
Octopus stew
by Eric Velasquez
A two-in-one celebration of family and creativity, based on the Coretta Scott King Award-winning author's childhood, finds a young boy heroically working to save his grandma from a giant octopus, while fold-out pages reveal the boy's account of the story to his family. | 1,253 | 708 | {
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Promoting reading among Esmeraldas´youth.
The Read Book Program*
Returned Peace Corps VolunteerJulie Smithwick Story
Julie Smithwick came to work with the Salesian Project, a Catholic organization that works with Youth Development programs, in the city of Esmeraldas on the northern coast of Ecuador. Almost immediately she encountered an indifferent attitude toward reading. The town lacked public libraries, teachers sent out readings as punishment for unruly students, and the Volunteer's friends and neighbors were always surprised to find her reading for the sheer joy of reading.
"The situation was very bad, I wasn't sure if it would work, but my counterparts picked up on this idea and we decided to give it a try," said Julie.
When she heard that many adults in Esmeraldas were illiterate, she knew something had to be done. The idea for "Libro Leído" was born when Julie remembered that during her childhood a pizzeria offered children free pizza for every 10 written summaries of books they read. The promotion motivated her to read, but would it be the same for children in Ecuador?
They began by inviting six teenage girls to form the club. Julie explained to the club members that they would earn prizes donated by local sponsors for every ten books they read. Although the idea of a book club disappointed them for a moment, the prizes captured their interest. She obtained the first books by asking local bookstores for donations, and when she showed the texts to the new club members, they were fascinated. They had never seen such interesting books, with colorful pictures and imaginary stories. All the reading they had done before was of boring content and without any pictures. In a city with no public libraries, the program also offered participants the chance to take the books home.
The Read Book Program*
To better accommodate new members the group was divided by age and another club was formed due to growth. Where once it took months to reach the goal of 10 books, it was now done in a matter of weeks. Donations from Julie's friends and family in the United States helped satisfy the demand for new books. The success of the program prompted the Salesian project to include the cost of the books in its annual budget.
During the weekly meetings, club members participated in activities related to the content of the books such as making props of the characters and reenacted the story with activities and role-plays. In addition, the meetings were an opportunity to exchange their books and give oral summaries. In a short time, the girls had read and summarized their ten books and won a pizza in the downtown area. Since the girls lived in slums, a night downtown was a special occasion. Prizes, however, were not the members' biggest incentive. "I like it because from books we learn other things that allow us to develop our minds," Daniela said.
All it took was word of mouth for the program to grow. Soon the club had 60 members ranging from the youngest students in the school to high school students.
* Taken and adapted from the Magazine "40 years of Peace Corps Ecuador" of John Zorovich. | 1,154 | 644 | {
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Case study 6.1 - Impact of summer flooding on floodplain biodiversity from nutrient deposition
The fluvial floods of June/July 2007 were some of the largest on record in the UK. They deposited substantial amounts of sediment across many of our floodplains and raised questions about whether floodplain habitats would be impacted by eutrophication through phosphorus enrichment. In particular, did summer floods deposit sediments with high phosphorus content due to waste-water treatment works being overwhelmed by intense rainfall? A research project was established to examine this question in more detail with objectives to:
1. estimate the amount per hectare of total phosphorus, available phosphorus and basic cations delivered as sediment following a substantial summer flood;
2. assess the importance of summer-flood delivered sediment in the context of a floodplain grassland's nutrient budget; and
3. assess the likely impact of higher frequency summer flooding on biodiversity.
In order to do this, species-rich floodplain meadows at potential risk from eutrophication in five catchments that had experienced floods (Thames, Severn, Trent, Ouse, Derwent) were visited. Ten sites were visited in August 2007 to collect a total of 100 samples of sediment, soil and hay as soon as possible after the floodwaters retreated. Samples were dried, then analysed to measure concentrations of phosphorus and major cations (calcium, magnesium and potassium).
The survey found that concentrations of total phosphorus levels varied widely. Some sites received no measurable sediment, even though they had been inundated, whilst other sites received as much as 500 kg P per hectare in total (see Figure 1). On these sites, deposition of Olsen-extractable phosphorus varied from 1 to 32 kg P/ha and deposition of potassium ranged from 2 to 270 kg K/ha.
Small pieces of astro turf (weighed in advance and pinned down with pegs), called 'sedimats' are used to capture sediment deposited during a flood. They must be placed on site before a flood and then collected and removed to a lab afterwards. © Mike Dodd
Previous data have shown that phosphorus export out of a meadow in the form of hay typically accounted for 6 kg ha -1 yr -1 , suggesting it would take about five years to balance just the readily available phosphorus (30 kg/ha) in the new sediment. Considering the total phosphorus deposited, a proportion of which would become mobilised in future, the time frame could be much longer (up to 35 years) and therefore regular floods on this scale would threaten the conservation value of the grassland.
The concentration of total phosphorus in the summer-flood sediments was not significantly different from winter-collected samples overall, but the extreme values were higher.
Floodplain meadows provide an important ecosystem service by trapping sediments during floods. The results of this study showed as much as 40 tonnes of sediment per hectare were retained by the meadows, which avoids a considerable amount of material from silting up channels or fouling structures downstream. The phosphorus contained in that sediment is effectively trapped by the meadow from where it is and then gradually exported in terms of an agricultural product, the annual hay crop, for several decades. In this way, floodplain meadows serve as an ideal cleansing filter turning a potential problem (nutrient-laden sediment) into a useful product (hay).
Figure 1. The total phosphorus deposited in sediment per unit area across a range of sites.
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Chat Play Share Rhymes and songs https://wordsforlife.org.uk/activities/up-thewooden-hill-to-blanket-fair/
Birth – 2 years
Sit on the floor with your baby on your lap. Pick up the pretend reigns for your horse and gently rock forwards and backwards as you sing the song. Make noises and choose some words to encourage your horse to move from a walk to a trot to a canter.
2-3 years Ride a pretend horse or make your own hobby horse (see below) as you sing. Talk about the speed of your horse and introduce words such as walk, trot and canter. You may have to go slowly up hill and your horse may stop and start as it stops to have a drink or eat some hay. A quick flick of the reigns to gee Dobbin up and off you go at a gallop!
3-4 years
Sing the song while prancing around like a highly strung racehorse or a dressage competitor. Use ribbons or lengths of paper to be reigns and dance your horse around the living room. Dobbin is a quiet plodding farm horse. Talk about different breeds of horse and what jobs they have historically undertaken. Can you think of names for the horses?
Up the wooden hill to blanket fair
Up the wooden hill to Blanket Fair,
What shall we have when we get there?
A bucket full of water,
And a pennyworth of hay, Gee up, Dobbin, all the way!
Chat Play Share…Other ideas you could try….
Share a book together about bedtime.
Chat about the pictures and story. Make comments and ask simple questions.
* Llama Llama Red Pajama by Anna Dewdney
* If Animals Kissed Good Night by Ann Paul
* The Going to Bed Book by Sandra Boynton
* A Book of Sleep by Il Sung Na
* Ten out of bed by Penny Dale
Electronic versions of stories can also often be found online.
Bedtime- Up the wooden hill refers to the stairs up to bed. Have a talk about your bedtime routine and what makes it special. Encourage your child to help you change or make the bed and talk about sheets, pillowcases, duvets, and blankets. Encourage pretend play with a doll or stuffed toy to reinforce good bedtime routines. For healthy sleep tips for children visit:
https://www.nhs.uk/live-well/sleep-and-tiredness/healthy-sleep-tips-forchildren/
Make your own hobby horse out of a sock and talk about words to describe different movements for horses or humans- plod, trample, trudge, trot, schlepp, pirouette, bound, lope etc
How To Make a Sock Hobby Horse - DIY Crafts Tutorial - Guidecentral YouTube
Movement vocabulary-things to talk about.
People can walk, skip, and run. With four legs, horses can move in even more different ways, called gaits. They naturally walk, trot, canter, and gallop, depending on how fast they need to move. You may have watched the equestrian events from the recent Olympic games and be aware that horses can dance when they compete in the dressage. Use your hobby horse to dance or trot. You could make your own fences out of cushions to jump over. | 1,177 | 692 | {
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Summer ART-ventures for Kids
Presented by Tolland Parks and Recreation Department
July 18 - 22 Bouncy Bendy ART in Motion for ages 5-12
ART-ventures with a totally unique twist! Make masterpieces with real moving parts, create the illusion of movement, and discover art processes that use motion to get amazing results. Combine metal, wood, and paper to build Spinning Sculptures inspired by Calder, and design Stretchy Stained Glass art you can re-shape again and again. Sculpt goofy Clay Monsters, craft Bendy Paper Lizards, and paint Seascapes like Monet. Create Matisse Watercolor Banners, Inky Abstract Reflections, and textured Tissue Paper art. Design Kaleidoscopes, Dancing Pasta Sculptures, and Scribble T-shirts. Draw zany self-portraits inspired by Silberzweig, and decorate Cupcake Boxes with fluffy frosting and sprinkles. With a focus on color, shape, and MOTION, this program will have you jumping for joy!
Aug 15 - 19, Grr, Buzz, Hiss, Roar...ART-ventures for ages 5-12
Animal lovers and art explorers, take a walk on the wild side. Visit the jungle, go on safari and travel back in time to the Dinosaurs. Discover how far your creativity can go while creating 2 and 3-dimensional animals, butterflies, birds, snakes, frogs and lizards, lions and yes, even dinosaurs. Campers use an amazing variety of art materials, textures and techniques while experimenting with clay and paints, ceramic and fabric art, wood, oil pastels, stenciling, collage, decoupage and more. These cool and playful art-ventures include storytelling and fun facts about the animals.
9AM - 12PM, MON - FRI
Location: Tolland Recreation Center
Bring: An old over sized T-shirt as a smock, a nut-free snack and a drink each day
Fee: $184 per session for 15 hours of Art Fun! All materials included
REGISTER NOW! at www.tollandrec.com
Limited space. First come first served!
A scholarship may be available for a child whose parent is willing to assist every day. Contact firstname.lastname@example.org
With a dash of whimsy and a dollop of fun, we help art explorers think creatively about art and the amazing role it plays in our wonderful world!
* Provides unique and original art experiences using quality art materials
* Talented instructors encourage children's creative spirit and imagination
* Inspires children to create art that is uniquely their own
* Fosters creativity through exposure to a variety of art tools, techniques and materials
* Programs include T‐shirt creations and 2 or 3 awesome works of art each day | 1,113 | 585 | {
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Pythagorean Theorem
There are two buildings beside each other that are 47 feet and 31 feet high. The buildings are 12 feet apart. What is the distance between the rooftops of the buildings? 1)
2) Joshua won a laptop in a school raffle. The laptop screen measures 15 inches in length and 11 inches in width. Find the diagonal length of the laptop screen.
Carol pitches a tent at a Girl Scout camp. She ties a rope from the tip of the pole to the peg nailed into the ground, as shown. The pole is 8 feet high and the distance between the base Gain complete access to the largest collection of worksheets in all subjects!
of the pole and the peg is 7 feet. Determine the length of the rope. 3)
Ross and Monica are playing on a seesaw. Monica’s seat is grounded. The height of the fulcrum is 2 feet. The distance from grounded end of the seesaw to the fulcrum is 4 feet.
What is the length of the seesaw? 4)
The roof rafter of a house has been raised to a height of 13 yards at the ridge. Half the length of the run measures 9 yards. Find the length of the rafter. 5)
Solve the word problems. Round the answer to the nearest tenth.
4 ft?
9 yd?
12 ft?
15 in?
7 ft?
PREVIEW
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Printable Worksheets @www.mathworksheets4kids.com
Pythagorean Theorem
Level 1: S2
Solve the word problems. Round the answer to the nearest tenth.
There are two buildings beside each other that are 47 feet and 31 feet high. The buildings are 12 feet apart. What is the distance between the rooftops of the buildings? 1)
2) Joshua won a laptop in a school raffle. The laptop screen measures 15 inches in length and 11 inches in width. Find the diagonal length of the laptop screen.
20 feet
18.6 inches
Carol pitches a tent at a Girl Scout camp. She ties a rope from the tip of the pole to the peg nailed into the ground, as shown. The pole is 8 feet high and the distance between the base Gain complete access to the largest collection of worksheets in all subjects!
of the pole and the peg is 7 feet. Determine the length of the rope. 3)
10.6 feet
Ross and Monica are playing on a seesaw. Monica's seat is grounded. The height of the fulcrum is 2 feet. The distance from grounded end of the seesaw to the fulcrum is 4 feet.
What is the length of the seesaw? 4)
PREVIEW
www.mathworksheets4kids.com
Members, please worksheet. log in to download this
Not a member? Please sign up to access. gain complete
9 feet
The roof rafter of a house has been raised to a height of 13 yards at the ridge. Half the length of the run measures 9 yards. Find the length of the rafter. 5)
15.8 yards
Printable Worksheets @www.mathworksheets4kids.com | 1,152 | 700 | {
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The Cell Cycle
Why Are Cells Small?
Where do cells come from?
All Cells Come From Other Cells
But where do maggots come from?
To find out Redi performed a famous experiment in 1668 which is still regarded as one of the first steps in refuting spontaneous generation - also known as abiogenesis.
At the time people thought that maggots formed naturally from rotting meat.
At the time people thought that maggots formed naturally from rotting meat. In his experiment Redi took three jars and put meat in each.
* one was left open
* one was tightly sealed
* one was covered with a fine mesh stocking.
Fine Mesh
He waited for several days, and saw that maggots appeared on the meat in the open jar, but not in the sealed one.
Maggots did appear on the mesh above the meat but did not grow or hatch.
He concluded flies had landed and laid eggs on it.
Dead maggots
Living maggots
Happy
maggots
He continued his experiments by capturing the maggots and waiting for them to hatch, which they did, becoming common flies. Also, when dead flies or maggots were put in sealed jars with meat, no maggots appeared. When the same thing was done with living flies, maggots did appear.
Happy maggots
Redi was able to disprove the idea of spontaneous generation of animals
Where do new cells come from?
THE CELL CYCLE
* The ability of organisms to reproduce more of their kind is one characteristic that best distinguishes living things from nonliving matter.
* The continuity of life from one cell to another is based on the reproduction of cells via cell division (called Mitosis).
* Mitosis occurs as part of the cell cycle, the life of a cell from its origin in the division of a parent cell until its own division into two.
Cell Division
*Cell division requires the distribution
of identical genetic material - DNA to two daughter cells.
*A dividing cell duplicates its DNA (using replication) and then allocates the two copies to opposite ends of the cell.
Then it splits into two daughter cells.
Cell division distributes identical sets of chromosomes to daughter cells
Every eukaryotic species has a characteristic number of chromosomes in the nucleus.
Human somatic cells (body cells) have 46 chromosomes.(Elephants 56, Giraffes 62, Gorillas 48)
Eukaryotic chromosomes
Chromosomes are made by wrapping DNA strands around proteins
One Chromosome after
replication (two joined sister
chromatids)
Centromere – Acts like a paperclip
to hold the two identical sister
chromatids together
Chromosomes are like
suitcases for DNA.
They keep the genes all
together in one place so
nothing gets lost.
The stages of mitotic cell division in an animal cell: interphase
Interphase: Cells may appear inactive during this stage, but they are quite the opposite. This is the longest period of the complete cell cycle during which DNA replicates, the centrioles divide, the cell is constantly synthesizing RNA, producing protein and growing in size.
After Interphase ends the cells starts Mitosis
Mitosis: Cell growth and protein production stop at this stage in the cell cycle. All of the cell's energy is focused on the complex and orderly division into two similar daughter cells.
Mitosis is much shorter than interphase, lasting perhaps only one to two hours.
The stages of mitotic cell division: prophase
Prophase is the first phase of Mitosis. The Chromosomes condense and become visible.
As the cell nears the end of prophase the nuclear envelope breaks down so there is no longer a recognizable nucleus.
Some mitotic spindle fibers elongate from the centrioles and attach to centromeres between the copied chromosomes.
mitotic cell division: metaphase
Metaphase:
Centrioles have reached the
north and south poles.
Spindle fibers have attached to the centromere of each chromosome.
The spindle fibers pull all of the chromosomes in one plane at the center of the cell.
mitotic cell division: anaphase
Anaphase: The spindle fibers shorten causing the centromeres separate, and that pulls the sister chromatids apart as a full set of chromosomes begin moving towards each of the cell poles.
mitotic cell division: telophase and cytokinesis.
Telophase: The chromosomes arrive at the opposite poles and the spindle fibers that have pulled them apart begin to dissolve as the chromosomes begin to relax and the nuclear envelope reforms
Cytokinesis in animal cells
Cytokinesis: the cytoplasm and organelles are divided between the two newly forming two daughter cells.
Cyto = Cytoplasm Kinesis = movement
Cytokinesis plant cells
Cytokinesis in
plants the cytoplasm and its contents are divided between the two newly forming daughter cells by the cell plate.
The cell plate will become the new cell wall
10
11
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JA It's My Business!®
Tell Us about You
1. What are the first three letters of your last name?
2. When were you born?
Month
Day
3. What grade are you in? (Please check only one.)
6
th
7 th
8 th
Other: ________
4. How many times have you participated in JA in the past?
This is my first time 1 time 2 times 3 times 4 times 5 or more times
Questions about the Program Content
Before participating in this program, please try to answer these questions.
Circle the letter of the response that you think best answers the question.
1. An entrepreneur is:
a. A person who works for someone else's company and comes up with ideas for cool new products.
b. A person who starts his or her own business in hope of earning a profit.
c. A person who always buys the best and most expensive things.
d. A person from France who visits the United States.
2. Ray Kroc revolutionized the fast food industry by using the "Speedee Service System" at his McDonald's restaurants. This system was new, original, and groundbreaking. He was a successful entrepreneur because he was:
a. Self-taught
b. Innovative
c. Wealthy
d. Kind
3. Kayla discovered that people in her town wanted to buy books but there was not a bookstore. When Kayla decided to start a business to sell books in her town, she:
a. Became a volunteer.
b. Filled a need.
c. Started a book club.
d. Ignored what her town wanted.
4. When creating the "Teen Club," Joe and Donna wanted to know what teens liked. They gathered data about what products and services teens preferred to make their club better. They were conducting:
a. A game show
b. Market research
c. An auction
d. Advertising
JA It's My Business!®
5. Omar has a product he wants to sell. Before he can sell it, he needs to determine who he will be selling it to. The potential customer base Omar needs to know about is his:
a. Friends
b. Market
c. Service
d. Sales partners
6. Beatrice sells 10 sweaters at $15 each. It cost Beatrice only $12 to make each sweater. How much money does Beatrice make by selling all 10 sweaters??
a. $45
b. $24
c. $30
d. $50
7. The money Beatrice has remaining after she has sold all of her sweaters and paid her expenses is called?
a. Market
b. Profit
c. Taxes
d. Insurance
| | Rate your level of agreement with each | | | | Strongly | Disagree | | | Neither Agree | Agree | | | Strongly |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | of the statements below. | | | | Disagree | | | | nor Disagree | | | | Agree |
| 8. | | I have set goals for my future. | | 1 | | 2 | | 3 | | 4 | | | |
| 9. | | | I feel in control over how my | 1 | | 2 | | 3 | | 4 | | 5 | |
| | | | future will turn out. | | | | | | | | | | |
| 10. | | I feel good about myself. | | 1 | | 2 | | 3 | | 4 | | | |
| 11. | | | Doing well at school is important | 1 | | 2 | | 3 | | 4 | | 5 | |
| | | | to me. | | | | | | | | | | |
| 12. | | I expect to graduate from high school. | | 1 | | 2 | | 3 | | 4 | | | |
| | 13. | | I expect to go to college. | | 1 | | 2 | | 3 | | 4 | | 5 | | 1,610 | 1,024 | {
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x x
s
Name_______________________________________________Basics of Normal Curve 1-8-19
where =mean of sample and s=sample standard deviation
Z
x
5. Explain the process of answering #1 and #2
6. Explain the process of answering #3 and #4
7. What is the difference in process from 1 & 2 to 3 &4?
12. Explain the process of answering #8 and #9
13. Explain the process of answering #10 and #11
14. What is the difference in process from 8 & 9 to 10 &11?
5. Which problems had negative Z scores? Explain WHY
6. Which problems required the use of a complement? Explain WHY
Name____________________________________________HWK Basics of Normal Curve 1-8-19 will be checked at beginning of period 1-9-18 where =mean of sample and s=sample s tandard deviation x x Z x s
1. Given a mean of 2500
and standard deviation of
100
Determine P(x<2475)
USING CHART
Related z score and probability
Z = __________
P(x<2475) = _______
Sketch the related normal curve with X scale
2. Given a mean of 2500 and standard deviation of 100 Determine P(x<2675)
USING CHART
Related z score and probability
Z = __________
P(x<2675) = _______
Sketch the related normal curve with X scale
3. Given a mean of 2500
and standard deviation of
100
Determine P(x>2460)
USING CHART
Related z score and probability
Z = __________
P(x>2460) = _______
Sketch the related normal curve with X scale
4. Given a mean of 2500 and standard deviation of 100 Determine P(x>2620)
USING CHART
Related z score and probability
Z = __________
P(x>2620) = _______
Sketch the related normal curve with X scale
11. Explain why #7 and #8 are easier to answer than #9 and #10
12. What happens if the probability you are given does NOT fall within your z chart?
13. Where are probabilities written in the Z chart? On the outside edges or in the main body of the chart? | 1,092 | 520 | {
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Dr. N.E. Roberts Elementary School
Video links to be used for art lessons for April 16-29, 2020
Thank-you students and parents for turning in the previous assignment for your
PARENTS:
Turn in this next one also the same way as you did before --- by taking a picture of your artwork and attaching it to an email to me, firstname.lastname@example.org.
grade level. I have enjoyed looking at your art!
If you're bored, check at the end of this document for one more video link.
My email is above, and you may reach me directly at (813) 815-0925.
Thank-you,
Mr. Robinson
Kindergarten
Parents of Kindergarten students:
Watch this video with your child, then help your child make a suncatcher.
Suncatcher https://www.artsonia.com/teachers/ideas/entry.asp?id=27
TIPS: Remember, if there are any materials you don't have, please feel free to use another material which is the closest substitute. If you don't have coffee filters, you may cut a piece of paper into a circle instead. Your child doesn't have to copy the design shown in the video. I would prefer that he or she be creative and invent aspects of it from their imagination. You might want to guide your child into simplifying the design, if desired. For example, the number of radii (radiating lines) around the outside of the circle: it might be easier for a kindergartener to draw less lines than what you see in the video.
1 st Grade
Parents of 1 st Grade students:
Watch this video with your child, then help your child do a drawing like this to the best of his or her ability. If you don't have any of the materials, try to find substitutes for them.
Hands and Spirals https://www.artsonia.com/teachers/ideas/entry.asp?id=26
TIP: The way that this art teacher did this project may be a little too visually busy for 1 st graders. It might be a good idea for you to guide your child toward simplifying his or her design (i.e., less hands and/or less spirals, more space between elements, etc.).
2 nd Grade
Parents of 2 nd Grade students:
Watch this video with your child, then help your child complete this three-dimensional artwork to the best of his or her ability. If you do not have any of the materials, try to find substitutes for them.
Layered Look ("Pop-up" Scene)
https://www.artsonia.com/teachers/ideas/entry.asp?id=31
3 rd Grade
Parents of 3 rd Grade students:
Watch this video with your child, then have your child design his or her own cross-sectional ant hill, using their imagination to make it unique. Make sure to have fun! If you don't have any of the materials, try to find substitutes for them.
Ant Hills https://www.artsonia.com/teachers/ideas/entry.asp?id=28
4 th Grade
Parents of 4 th Grade students:
Watch this video with your child, then help your child complete this type of drawing to the best of his or her ability. If you do not have any of the materials, try to find substitutes for them.
Face-Vase (Figure-Ground Illusion)
https://www.artsonia.com/teachers/ideas/entry.asp?id=23
TIP: When you're drawing the facial profiles, you may use the grid lines (vertical and horizontal lines) that the teacher in the video uses, as an aid, or you may just draw the faces (freehand) if you wish.
5 th Grade
Parents of 5 th Grade students:
Watch this video with your child, then have your child complete this type of drawing to the best of his or her ability. If you do not have any of the materials, try to find substitutes for them.
Doodle Line Design https://www.artsonia.com/teachers/ideas/entry.asp?id=33
Here is an extra assignment (optional) if you're bored, and if you have any yarn. This one is for any grade, but it may be a little difficult for younger children. Have fun! | 1,589 | 883 | {
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(a) Blueberries
1 Which fruit can help prevent osteoporosis?
(b) Pomegranates
(c) Apples (d) Prunes
Answer: (d) . Florida State University researchers found that women who eat 6 to 10 prunes a day have signifi cantly higher bone density than women who nosh on other fruit. "Prunes are rich in potassium and boron, which are known to increase bone mass," says study author Bahram H. Arjmandi.
True or false? After menopause, women should see their dentist more often. Answer: True. A new study from Case Western Reserve University found that women in this age group are at greater risk for periodontal disease and need frequent professional cleanings— up to four a year—to remove the hard plaque that can trigger gum disease and weaken jaw bones.
True or false? Snagging a piece of your kids' Halloween candy could help you live longer. Answer: True. A study from the Harvard School of Public Health found that those who eat sweet treats a few times a month live longer than those who just say no to sugar. Researchers believe that people who indulge every now and then may be less likely to binge.
By Colleen Oakley • Illustrations by Matthew Hollister
Which piece of Mom's advice has been scientifi cally found to reduce stress in females?
(a) "Eat your vegetables."
(b) "Stand up straight."
(c) "Wear clean underwear."
(d) "Call your mother."
Answer: (d). Recent research from the University of Wisconsin sug gests that simply hearing Mom's voice at the end of the line can boost a child's levels of oxytocin, a bonding hormone that helps reduce stress.
How many hours of shut-eye per night do women need, on average, for a long, healthy life?
(a) 6 hours (b) 7 hours (c) 8 hours
Answer: (a). A 14-year study by the University of California, San Diego, found that when it comes to longevity, the sweet spot is between fi ve and six and a half hours each night—any more or less could shave time off your life. Scientists say the results should allay anxiety for women who fear they aren't getting enough zzz's.
True or false? Most women who get breast cancer have a family history of the disease.
Answer: False. More than 75 percent of women with breast cancer have no family history of the disease. It's important for all
© PARADE Publications 2011. All rights reserved. | 999 | 535 | {
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Instant Lessons
Quality ready-to-use resources
Each book in the Instant Lessons series is a collection of fresh and versatile worksheet activities which may be photocopied for student use. They are unique in providing the highest q quality l learning o outcomes w with instant usability.
Versatile uses
Teaching benefits
| Developing greater studen and understanding | t inte | re | st |
|---|---|---|---|
| A fresh approach to a topic | or le | ss | on |
| A way of targeting student | wea | kn | esses |
| Suitable for individual or g | roup | w | ork |
| A variety of activities for ho | me s | tu | dy |
Use them to supplement your existing resources, to extend student capabilities, for revision purposes, or for class work when the regular teacher is absent.
Science Circles – book 1
The aim of this series is to empower students to say what they think and feel about their science learning throughout a continuous process of concept development. The worksheet activities will encourage student talk and avoid the spiral of silence that can surround teaching as concepts increase in complexity. Science circles goes beyond simply presenting concepts. This series encourages the development of science understanding as a way for students to make sense of the world.
Topics include
The nature of science – Using science Biology – Classifying living things Biology – Units of life Chemistry – Units of matter Chemistry – Out of the mix Earth science – Cracked egg Earth
Physics – Looking at light
Physics – Electric circuits
Environment – Future energy supplies
Astronomy – Earth, Moon and Sun
Planning and self-evaluation
Associated titles in the Instant Lessons series
* Science Circles (Book 2)
* Multiple Choice Test Topics (Astronomy, Earth and environmental science, Biology, Chemistry, Physics)
* Legends of Science (Books 1, 2, 3, 4)
* A–Z of Science (Books 3, 4)
* Problem Solving in Science (Books 1, 2)
* Scientific Enquiry Skills (Books 1, 2)
* Challenging Science Crosswords (Books 1, 2)
* Experimenting with Science (The living world, The physical world, Forces and electricity)
* Achieve! Science (Chemical reactions, materials and particles; Energy, electricity and movement; Life processes and the environment; Scientific investigation, plants, rocks and outer space)
Visit the Blake Education website or email email@example.com for more information about the Instant Lessons series, other science titles, the full list of contents for all titles and ordering advice.
Instant Lessons
An imprint of Blake Education Pty Ltd ABN 50 074 266 023 108 Main Rd Clayton South VIC 3169 +61 3 9558 4433 www.blake.com.au
Quality ready-to-use
resources
Cheryl Jakab | 1,330 | 604 | {
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About the program!
In the late 90's, a small network of extracurricular programs called Math Circles began to spring up in various places around the country. These programs, based partly on a model developed in Eastern Europe, focused on the process of discovery and open-ended exploration, and were designed to introduce students to the deeper kinds of mathematical thinking that are absent in most standard curricula. The University of Utah Math Circle, now in its eighth year, is one of the best established Math Circles in the country.
Meeting times
The Math Circle meets the third Saturday of each month during the academic year in the LeRoy Cowles Building on the University of Utah campus.
!
!
!
!
A complete schedule of the time and place for each meeting, including topics for discussion, can be found at our webpage: math.utah.edu/mathcircle
Who can join
The University of Utah Math Circle is open to high schools students (and, in exceptional cases, younger students) who are interested in expanding their mathematical horizons. Interested parents are welcome to attend.
Topics
Some of the topics covered in previous years include: the theory of the Rubik's cube, construction of magic squares, four-dimensional geometry, knot theory, population genetics, the topology of surfaces, fractals, number theory, and Catalan numbers. Check out the Math Circle website to see what ideas the group will be working with this year.
Reasons to join
In addition to exposure to exciting material far outside that encountered in a regular classroom, students joining the University of Utah Math Circle have the unique opportunity to interact with professional mathematicians in an informal setting. The program also features monthly contests with prizes, as well as preparation for other competitions (like the State Math Contest). And thanks to the generous support of the National Science Foundation and the Department of Mathematics, there is no cost to participate in the Math Circle.
Application process
You'll need to apply, obtain a recommendation from a math teacher, and a parental consent form, all available at our website:
www.math.utah.edu/mathcircle
The application and teacher recommendation are online. Please print the parent consent form and bring the signed form on the first day.
!
On a 5-by-5 chessboard, place 5 wolves (which can move like queens) and 3 sheep so that all the sheep are safe from the wolves.
Contact Information
Current year contact information can be found on our website: www.math.utah.edu/mathcircle
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21... 98 99 100
Cross two numbers in this list and replace them by the sum of them with their product. For example, if you choose to cross 5 and 13 you will replace them by 5+13+5*13. Continue until there is one number left. What are all possible final numbers?
Math Circle is made possible by support from:
EnergySolutions Foundation
National Science Foundation
Department of Mathematics
Families of Math Circle participants
Partnered with Utah ARML
Email: firstname.lastname@example.org https://www.facebook.com/pages/UtahARML/217390028282768!
!
!
!
A free program for 9th-12th graders interested in exploring new mathematical topics and challenging problems.
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Chatting with the Good Dr. Laura Shook
May 2010
Spring is here and the days are warming up. Oh sure this is Kansas so we may yet have a blizzard and most certainly we'll have some wind and hail. But for the most part the days are getting warmer and soon it will be hot. Let us review a few summer safety tips.
1) Wear a hat, sunglasses and sunscreen with a SPF of 15 or higher when working or exercising outside during the day. Especially in the summer heat it is important to find a balance between the mood elevating, vitamin D producing benefits of sunshine and the heat exhaustion-sunburnskin cancerous consequences of too much exposure to the sun.
2) When ever possible exercise or garden in the morning when it is cooler. Learn to identify the signs of heat exhaustion (heavy sweating, paleness, muscle cramps, weakness, dizziness, headache, nausea or vomiting) and heat stroke (Initial profuse sweating then hot dry red skin, fever, vomiting, confusion, seizures and unconsciousness). For heat exhaustion get out of the heat, drink cool non-alcoholic beverages, take a cool shower and rest in an air-conditioned environment. For heat stroke, seek emergency medical help and get out of the heat.
3) Drink plenty of water, 8 - 10 8oz glasses (or more) each day.
4) Remember this when packing lunch or a picnic, (Mayonnaise) + (Heat) = (Food Poisoning). Using a cooler or insulated lunch bag with an ice pack will help keep foods cool.
Ice can also be used as first-aid on sprains and strains. For at least the first 24 hours and for up to 48 hours after an injury to a muscle or joint apply ice to reduce inflammation, swelling and pain. Remember, (inflamed) = (on fire). Adding heat (more fire) to an already inflamed body part can increase the pain and swelling and possibly make the injury worse.
The worse thing 5-20 minutes of ice will do is make a cold spot. OK, you can give your self frostbite. Follow these simple instructions to maximize the healing benefits of ice and minimize the risk of frost bite.
IMPORTANT, do not use ice therapeutically if you have bad circulation, diabetes, or lack of feeling in the body part to be iced. You must be able to feel the ice to know when to take it off.
Using ice therapeutically
Use crushed ice in a zip lock bag or a freeze-able gel filled cold pack that stays somewhat flexible after freezing. A bag of frozen veggies works well also. Eat the veggies right away don't refreeze to eat later.
1) Wrap the ice pack in towel, cloth or paper towel.
2) Apply to area of recent strain or sprain.
3) Sit in a comfortable position; you may need to use a towel to hold cold pack in place.
4) Leave on injured body part for 5-20 minutes. Smaller body parts (wrist or ankle) take less time then big body parts (back or shoulder).
5) Repeat every hour
First it will be cold, then it will sting and burn, then it will hurt, it will hurt a lot and you'll want to take it off - don't - wait just a little bit. Then the cold area will become numb. Take the ice pack off when the part being iced goes numb. It is after the numb phase that frost bite occurs Repeat, DO NOT give yourself frostbite, which would be a bad thing.
Contact me for more information on using ice therapeutically or for a description of "Dr. Laura's special water torture" (he he he).
Dr. Laura Shook is a chiropractor with an office located near down town Wichita KS. She can be reached at (316)267-6522 or email to firstname.lastname@example.org | 1,396 | 807 | {
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INVASIVE SPECIES ALERT!
CHANNEL CATFISH
PROHIBITED IN BC
(Ictalurus punctatus)
*Family Ictaluridae has 46 species of North American Catfish. All species of this family are prohibited in B.C.
NATIVE RANGE
Channel Catfish are native to the St. Lawrence River, Great Lakes, Hudson Bay (Red River drainage), and Missouri-Mississippi River basins from southern Quebec to southern Manitoba and Montana south to the Gulf.
DESCRIPTION
Channel Catfish…
- Have a long and slender body with a narrow head
- Can grow up to 125 cm in length
- Have a forked tail
- Are nocturnal and omnivorous feeders
- Have distinguishing barbels (whisker like projections) around the chin
- Have large eyes near the upper surface of the head
PRIMARY IMPACT: If introduced, Channel Catfish could impact B.C. ecosystems by heavily predating on native fish and amphibian species.
- Are silver-grey, bluish green-olive, or slate coloured depending on environment
- Have scattered small dark spots on back and sides
WHY SHOULD WE CARE?
Channel Catfish…
- Could heavily predate on native fish species in B.C., if introduced
- Are known carriers of viral haemorrhagic septicaemia, which has been shown to cause death in various finfish species *There have been reported large die-offs of native fish species in the Great Lakes from this disease
- Are known carriers of red spot disease that infects freshwater fish
- Are known to heavily predate on juvenile salmon
- Have shown to predate on crayfish, resulting in a decline in crayfish density in regions of the US where Channel Catfish have been introduced
- Are potentially linked to the decline of a native frog species in Arizona
REPORT INVASIVE SPECIES www.reportinvasives.ca
DID YOU KNOW?
It has been reported that Channel Catfish were the first species to be raised for commercial aquaculture in the United States.
CHANNEL CATFISH
PROHIBITED IN BC
(Ictalurus punctatus)
BIOLOGY & SPREAD
It is a concern that Channel Catfish could be intentionally stocked in B.C. waterbodies as a food source or sport fish just as has been done in the United States. Channel Catfish can reproduce quickly as they lay up to 20,000 eggs per nest. Adults are opportunistic feeders, enabling them to survive in a variety of habitat types.
HABITAT
PROHIBITED IN BC
WHAT SHOULD I DO IF I FIND ONE?
Report Channel Catfish, or any other invasive species via the Report Invasives phone app, or via the web form available on the B.C. Inter-Ministry Invasive Species Working Group website:
www.gov.bc.ca/invasive-species
Channel Catfish are found in deep pools and lakes, and prefer to lay their eggs in obscure crevices for protection. It is likely that Channel Catfish could establish in regions of warmer temperatures in B.C. such as the central interior as they prefer warmer waters for spawning.
LOOKALIKES
There are no similar looking native species in B.C.
ARE THEY HERE YET?
No. Channel Catfish have not been reported in B.C. There have however, been findings of Channel Catfish as far West as the province of Alberta and Washington State.
HOW CAN WE STOP THEM?
- Do not possess, breed, release, sell or transport live Channel Catfish in B.C. (It is illegal!)
- Be aware of the species that you buy for aquariums, as it could be PROHIBITED in B.C.
- Raise awareness to avoid the spread of this species into B.C. waters | 1,666 | 773 | {
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SUCCESS STORY- 8: SHYAMOLI SARKER- A STRUGGLING LADY
Shyamoli Sarker is the youngest daughter of late Aboni Sarker comes from a remote village called Kunda under Nasirnagar union of Brahmanbaria district. She has grown up in an ordinary family where almost all her brothers and sisters were illiterate except for herself. As she was the youngest one everybody loved her and helped her studies. She appeared in Higher Secondary Certificate examination in 2006 and passed. Due to financial crisis she could not continue her study any more.
After her HSC she was sitting idle and trying to manage some kind of job to earn money. She wanted to contribute to the poor needy family. She knocked from door to door of offices for a job but failed and frustrated. In this situation once she was informed that a local NGO called Shikha Samaj Kalayan Sangstha (SSKS) is going to implement a project on Pre-primary Education in non-formal sector for poor children with the financing of BNF. Shyamoli took it as a great opportunity and applied for the post of a teacher. Later on she was selected and joined as a teacher and continued the job from 2007 to 2010.
During the tenure of her teaching service she participated in different awareness raising and skilled development training programs. Training courses made her conscious, confident, and committed to a cause. She became a successful and popular teacher for primary level students. She drew attention of parents who offered her to teach their children as private tutor. She started giving tuition as an extra job besides her main profession of school teaching.
Shyamoli has been paid a salary of Tk.1000 per month from the school initially up to 2009 which was increased to Tk.1850 later on. But she was earning a satisfactory amount from tuition charges as extra income which is higher than her salary income. Shyamoli is not married yet and is contributing money to her needy family.
Shyamoli Sarker is a bright example of NGO driven training programs on social awareness and skills. She has developed interest in many different social issues like education of under privileged children, health and sanitation for poor, raising awareness on right, health and nutrition, awareness through communicating with Govt. and NGOs and ensuring access of people to public services.
SUCCESS STORY-10: CHABI RANI-A HARD-WORKING WOMAN
Mrs. Chabi Rani Das used to live with her husband Mr. Manik Chandra Das and his family in the village Koitara under Laksam upazila in Comilla. Manik had a long cherished desire to work in a foreign country as an immigrant labor to improve their economic conditions and get rid of poverty. The family managed required amount of money borrowing partly from money lenders at high interest rate and partly from assets mortgage with difficulties and gave it to a local recruitment agent. But the luck was not in favor of them and the recruitment agent was a fake agent cheated them, robbed money and just ran away. Manik was left helpless and frustrated. The money lenders started pressing for loan recovery, etc. The family saw no ray of hope to live with. The incidence was a great blow to their family life particularly for Chabi Rani who was so proud that her husband was going abroad to earn enough to bring solvency to the family. However, finding no other alternatives Manik started working as a day laborer.
At this point of time Chabi Rani heard about People's Welfare Foundation, a local NGO providing different IGA trainings supported by BNF. Chabi Rani received training on tailoring and sewing, goat rearing and health and sanitation. She was trained in sewing and tailoring intensively for two months and did well in the training. After having a successful training, she received a sewing machine with some accessories and started tailoring as an occupation. She opened a tailoring shop in his house. Soon her business grew and goodwill spread around the locality. The tailoring is the turning point of her life. She worked hard and earned an income of Tk. 4,000-5,000 a month.
During Eid and Puja season her business was booming.
Gradually their economic conditions improved and savings accumulated, she thought of sending her husband abroad to fulfill his desire to become an immigrant worker. She began to work harder to arrange required money to send him abroad and their attempt was successful this time. Manik is working in Dubai now and sending money back home regularly. They are having double earnings from business and remittances.
Mrs. Chobi Rani has become an icon in his locality for contribution to the family getting rid of poverty. Her success story is known to all and people get inspired from her exemplary activities. She has a plan to expand her business as a large enterprise so that poor and unemployed women can work there. She also has plan to start a dairy and poultry farm in the locality to supplement the shortage of milk and meat in the area. Now she is planning to educate her two daughters with higher education. | 1,972 | 1,042 | {
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Class 4B Newsletter
Please read this newsletter to get a flavour of some of the learning 4B will be doing this term.
All pupils are valued in this class and together we are looking forward to a fantastic term of learning.
Please do not hesitate to contact me via the school office if there is something you would like need to discuss. Mrs Beswick
VICTORIAN LIFE
THINK OF A NUMBER
In English this half term, we will be studying 'Street Child' which is related to our history topic of Victorians.
We will be finding out about the life of a poor Victorian child and his experiences!
There will also be an emphasis on spellings, grammar, punctuation and handwriting in all our work.
Place value is important in mathematics and we will start the year revising this and rounding numbers. The children will also investigate negative numbers and revise and extend their knowledge of Roman numbers. The children will solve problems involving reasoning.
VILE VICTORIANS
In history, we will be finding out about the Victorians and looking at their influence on Ashton.
We are hoping to arrange a visit to the local museum at Portland Basin, to help us with our history and geography work.
The local area will be used to explore how the Victorians developed Ashton.
Printing and canals.
In art, the children will use their skills to create designs based on William Morris' work and also find out and create canal art.
SUPER SCIENTISTS
I look forward to the children developing their scientific skills in our work on teeth and food chains. The children will have opportunities to plan, predict, observe carefully and record their ideas in various investigations. Numeracy and literacy skills will be used in creating graphs, measuring carefully and explaining in detail.
RE
In this area we will be looking at why some people think life is a journey and the various rituals and ceremonies that are celebrated in different religions.
WEEKLY ROUTINES
PE - This takes place every WEDNESDAY. PE kits should be in school every Monday morning.
HOMEWORK – This is given on Fridays and should be completed and returned to school by the following WEDNESDAY.
SPELLINGS – These are given on MONDAY and need to be learnt for the following week. The children need to practice these at home and choose 5 of the spellings to write into sentences.
READING – Reading books need to be read regularly. The children also have the opportunity to choose a library book from the school library each week. Spot checks are made on reading records.
Thank you for your continued support.
Mrs Beswick
Computing
In computing the children will be following a touch typing programme to develop and improve their typing skills.
They will also create a power point presentation, learning how to change the slide design and add text, picture | 1,146 | 572 | {
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Food waste makes up the largest percentage of municipal waste after recycling.
From 2012 to 2015, InSinkErator ® initiated partnerships with five major cities across the United States in order to assess the viability of using food waste disposers as a municipal tool to manage food waste. The results are in. *
Results below were illustrated using US EPA's equivalency calculator. The calculations are for illustrative purposes only.
PHILADELPHIA
MILWAUKEE
BOSTON
TACOMA
CHICAGO
Selected cities each had a common goal of reducing solid waste going to landfills and an advanced water treatment plant with anaerobic digestion.
Philadelphia | Chicago
Tacoma | Milwaukee | Boston
CITIES
5
HOUSEHOLDS 432
without disposers were given them, ® with free installation, by InSinkErator
Household waste volume was measured before and after disposers were installed.
RECOMMEND
TRASH BEFORE DISPOSER USE
TRASH AFTER DISPOSER USE
REDUCTION 30 %
in food waste volume when food waste disposers are used, as reported by participants
After 3 years, that's almost like keeping an entire year's worth of food waste out of landfills.
LOADED JUMBO JETS 50
weigh as much as much as the food waste that could be diverted annually if all of Philadelphia homes used disposers.
OF PARTICIPANTS** 80 %
said they'd recommend a disposer to a friend or family member
"Once you have a disposer, you can't live without one." – Project Participant
CARS EMIT AS MUCH 2,200
greenhouse gas as could potentially be removed from Milwaukee landfills each year, if 30% of the food scraps were annually diverted to an advanced anaerobic digestion wastewater treatment plant.
Plus, in cities like Milwaukee that employ anaerobic digestion plants citywide, the biogas generated through the processing of an additional 30% of food waste going into disposers could potentially produce enough energy to power over 1,000 homes per year.
Keeping 19,000 tons of food waste out of landfills may save the city $1.1 million annually in waste disposal fees. Municipalities should take potential and achievable disposer adoption rates for their city into consideration.
Disposers counteract growing food waste problems, while offering potential savings and environmental benefits to participating communities that encourage use.
RESULT 1
* This infographic is based on an InSinkErator-sponsored review of 432 households over a three year period and is provided for general informational and promotional purposes. Cities considering alternative waste diversion solutions are encouraged to consult with a qualified waste professional to analyze and consider all potential options, and take potential adoption rates into consideration.
**Participants received a free disposer and installation from InSinkErator.
The Emerson logo is a trademark and a service mark of Emerson Electric Co.
©2016 InSinkErator, InSinkErator® is a business unit of Emerson Electric Co. All Rights Reserved. | 1,398 | 628 | {
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This surname of MARTIN was derived from the Latin Martinus - from Mars, the God of War. A popular font name during the 12th and 13th centuries. The name was brought to England in the wake of the Norman Conquest of 1066. Early records of the name mention Martinus (without surname) listed in the Domesday Book of 1086. Martin de Littlebyr was documented in County Lancashire in the year 1273. Johannes Martynson of Yorkshire was listed in the Yorkshire Poll Tax of 1379. Timothie Goose and Susan Martyn were married at St. James's, Clerkenwell, London in the year 1580. Thomas Martinson married Sarah Burrows, St. George's Chapel, Hanover Square, London in 1797. George Rich Marton and Ann Pocklington were married at St. George's, Hanover Square, London in 1799. Most of the European surnames in countries such as England, Scotland and France were formed in the thirteenth and fourteenth centuries. The process had started somewhat earlier and had continued in some places into the 19th century, but the norm is that in the tenth and eleventh centuries people did not have surnames, whereas by the fifteenth century most of the population had acquired a second name. Families of the name in Ireland may be either of native or settler descent. Those of native origin derive their name from O'Martain or Mac Martain, the name of a County Tyrone sept: some may also be descended from the Mac Giolla Mhartain sept of County Tyrone, more usually anglicized as Gilmarton. The Martin's of Galway, one of the 'Tribes' claim to be of ancient settler descent, their forbear having come to Connacht with the de Burgos at the end of the 12th century. This name was borne by a famous 4th century saint, Martin of Tours, and consequently became extremely popular throughout Europe in the Middle Ages. It is one of the few saints' names other than the name of Old English saints that was found in England before the Norman Conquest of 1066.The associated arms are recorded in Sir Bernard Burkes General Armory. Ulster King of Arms in 1884.
ARMS - Gules on a chevron between three crescents argent an anchor erect with a piece of cable proper
CREST - A dexter hand brandishing a sabre trenchant proper pommel and hilt or MOTTO - AUXILIUM AB ALTO Aid from above | 963 | 539 | {
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Planting Native Oaks
Selecting a Site
Coast live oaks do well in most parts of Napa County. Valley oaks typically prefer flat areas with a high groundwater table. Black oaks and blue oaks do well on hillsides with relatively dry soils. There should be at least 20' of space between your planting location and the canopies and trunks of other trees, and plant to achieve a mature tree spacing of approximately 20-30'. If livestock are present, acorns, seedlings, and young trees will need protection from trampling and grazing.
Collecting Acorns
Viable acorns are free of insect holes and solid when squeezed. Collect brown acorns from branches if possible; collect when they release easily from the cap. For plantings in Napa County, use acorns collected in Napa County.
To test acorns for viability, put acorns in a bucket of water. Acorns that float are much less likely to germinate. Acorns that sink may be dried and stored in a paper bag in a refrigerator until ready to plant (up to three months).
Acorns ripen in Napa County from late August to late October.
Preparing Your Site & Planting
Clear a 3-5' circle of surface vegetation (unless native plants are present) until you get to mineral soil. Dig into and loosen four inches of soil, and bury three acorns at a depth of 1/2" - 1" deep. If acorns already have sprouted root tips, place the acorn so the root tip is pointed downwards, and be sure not to break root tips. Acorns should be planted horizontally.
Planting acorns should occur before the end of December.
Protecting Plantings
Use a garden stake and plant shelter to protect seedlings from predators. Pound a garden stake into the soil near the acorns deep enough that it will remain firmly in place over the winter. Place a shelter over the acorns and affix to the stake. Shelters can be obtained from Napa County RCD or purchased at garden stores.
Spread 3-6" thick layer of bark mulch around the planting circle to prevent weeds from encroaching upon the seedlings.
Watering & Care
Germination and growth will be observable by end of May (often earlier). Remove weeds around seedlings as soon as possible.
Typically, oaks will receive enough water in a normal winter to sustain themselves throughout the summer; however, supplemental watering can help improve survival during dry months. | 966 | 516 | {
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Overview of the Seeds of Neuroscience Lessons
All lessons are available at www.neuroseeds.org/Lessons.
| Lesson | Learning objectives and investigations |
|---|---|
| Lesson 1. Neuroscience 101 | Introduce the nervous system (especially brain and neurons) and provide necessary vocabulary and ideas for the rest of the lessons. |
| Lesson 2. Infusions and Decoctions: Preparing Plant Extracts | Medicinal plants have been used in all cultures of the world to treat a wide variety of diseases, including neurological diseases. Create the plant extracts used in subsequent lessons. |
| Lesson 3. Botanical Heart Throbs: Investigating the Effects of Plant Extracts on Heart Rate in Blackworms | The brain receives information from the body and the nervous system controls the circulatory system. Investigate the effects of medicinal plants on pulsation rate in blackworms. |
| Lessons 4–8. | Explore the effects of medicinal plant extracts while learning about neuroscience and human body systems in a variety of investigations with planaria worms, cockroaches, bacteria, and chromatography. |
Example class data table
| Group | A | B | C | D | E |
|---|---|---|---|---|---|
| Plant extract | | | | | |
| Prediction: Stimulant or depressant? | | | | | |
| Result: Increase, decrease, or stay the same? | | | | | |
| Hypothesis: Supported or refuted? | | | | | |
Rubric Additional rubrics for this curriculum are available at www.neuroseeds.org/Lessons/heartthrobs. [Please update.]
| Data in the table are not accurate or cannot be read. | Data in the table are accurate and easy to read. | Data in the table are accurate and easy to read. Some observations recorded. |
|---|---|---|
| Incomplete or incorrect. | Correctly names the plant extract. | N/A |
| Incomplete or incorrect. | Provides a hypothesis for the plant extract tested. | N/A |
| No description provided. | Somewhat clearly described the changes in the pulsation rate among the control and the plant extract. | Clearly described the changes in the pulsation rate among the control and the plant extract. | | 1,056 | 524 | {
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2. Origin and Distribution
ORIGIN
The exact origin of the lemon has been disputed but it is believed to have originated in the east Himalayan region of India. Lemons are closely related to the citron and are believed to be a hybrid between the citron and the lime.
Lemons were well established in Iraq by 900AD and were common in the Near East and China by the 12th Century. After the 15th Century the Spanish and Portuguese took lemons to Europe and America. By the middle of the 17th Century lemons were introduced into South Africa by the Dutch. Lemons were brought to Australia by the English in 1787 (Sinclair).
Lemons are mostly grown in the semi arid and arid subtropical regions of the world where temperatures are above -4 o C. Lemons are vigorous and tend to be everbearing producing several crops in a year. Compared to other citrus, lemons are high in total acidity (5-8%) and low in Total Soluble Solids (TSS: 7-9%). Lemons are mostly used for their juice, peel and oil. The oil is present in the peel, juice sacs and seeds and is used as flavouring agents in drinks, food, pharmaceutical and other produces. The peel is used in the production of brined peel, pectin and flavoroids.
WORLD DISTRIBUTION
Lemons are grown in all citrus producing countries and thrive in a wide range of climatic conditions. They are highly acid and therefore used in refreshing drinks, cordials, and in syrups and to flavour and garnish foods. Unlike other citrus, lemons are rarely eaten fresh. Lemons make up about 5 percent of citrus production in Australia. Queensland leads production with 10,000 tonnes followed by South Australia, Victoria/NSW Sunraysia area and the Central Coast of NSW (6,000 tonnes each) then the Riverina (2,000 tonnes) and Western Australia (1,000 tonnes) with small amounts produced in the Northern Territory.
In 2002, Mexico, India and Argentina were the world's largest producers of lemons and limes according to the Food and Agriculture Organisation of the United Nations (FAO, 2002). Lemons and limes are high acid citrus fruit and are grouped in FAO statistics. In 2002/03 Australia imported about 2,500 tonnes of lemon/limes.
The world's top ten lemon and lime producers (FAO, 2002)
AUSTRALIAN DISTRUBUTION
Lemons are grown in all of the major citrus growing regions of Australia, namely the Riverland in SA, the Sunraysia area in Victoria and NSW, the Riverina, the Central (Gosford) and North Coast areas in NSW, Western Australia, and for early-season fruit, the Gayndah and Mundubbera area in Queensland and Katherine and Darwin in the Northern Territory.
Of the estimated 990 hectares (350,000 trees) of lemons currently grown in Australia, the Riverland (369 ha), Queensland (284 ha) areas are the two largest, followed by the Sunraysia – mid Murray (210 ha) and the Riverina (127 ha). Australian annual production is around 31,000 tonnes of which over 45% goes to juice production, near 45% is consumed fresh and the remaining 10% is exported each year. (ACG statistics 2002/03.) Around 4,000 tonnes are exported annually. The main export markets in 2002/03 were in Asia (3,680 tonnes), followed by the Middle East (166 tonnes) and the United States of America (46 tonnes).
| STATE | LEMON/LIME | | | |
|---|---|---|---|---|
| | 2001/02 | 2002/03 | 2003/04 | 2004/05 |
| Central Coast | 6 | 7 | 6 | 7 |
| Riverina | 2 | 3 | 2 | 3 |
| VIC | 6 | 6 | 6 | 6 |
| SA | 7 | 9 | 6 | 7 |
| QLD | 9 | 11 | 10 | 12 |
| WA | 1 | 1 | 1 | 1 |
| NT TOTAL | 0 31 | 0 37 | 0 31 | 0 36 | | 1,784 | 939 | {
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Resources
http://www.autismspeaks.org/whattodo/index.php http://www.vesid.nysed.gov/specialed/autism/autism.htm
http://www.autismweb.com/sensory.htm
A Parents' Guide to Autism and Pervasive Developmental Disorder (PDD)
http://autismneighborhood.org/
Welcome to AUTISM NEIGHBORHOOD
We are committed to increasing public awareness regarding autism and its effects through a series of candid and compelling interviews with experts and professionals in the field as well as those individuals and families with autism.
http://www.asquarterly.com/about.html
Autism Spectrum Quarterly (ASQ) is a Magajournal ® that combines the best of a high-quality magazine with the substance and depth of a professional journal. Its mission is to serve as an information leader for, and bridge between the research and general autism communities.
http://www.autism-society.org/site/PageServer
ASA, the nation's leading grassroots autism organization, exists to improve the lives of all affected by autism. We do this by increasing public awareness about the day-to-day issues faced by people on the spectrum, advocating for appropriate services for individuals across the lifespan, and providing the latest information regarding treatment, education, research and advocacy.
http://www.nimh.nih.gov/health/publications/autism/completepublication.shtml
Autism Spectrum Disorder
Symptoms or Behaviors
Autism is diagnosed by a medical doctor rather than through educational testing. The term is used to categorize severe communication/language and interpersonal skill deficits. As a group, students with autism may display a wide range of intensity in some of the following areas: speech and communication disabilities, sensory deficits, tantrums, selfstimulation, inappropriate social behavior, inappropriate play or unconventional use of toys, and inappropriate emotions.
Some students with autism may not be able to:
* Establish or maintain relationships with peers and teachers
* Show appropriate behavior under normal circumstances
Some students with autism may:
* Relate to people, object, or events very poorly
* Lack communication skills
* Prefer an unchanging environment
* Demonstrate repetitive movement or sounds
* Show slow development or lack physical, social, language, or learning skills
* Have an inability to learn that can't be explained by intellectual or health reasons.
Instructional Strategies and Classroom Accommodations
* Provide structure in routine and classroom environment
* Break instruction down into small steps
* Change instructional materials. Change seating to continue with an activity.
* Try to distract or stop self-stimulating behavior if it is interfering with learning; otherwise, ignore it.
* Describe concrete actions, because feelings and verbal descriptions may not be understood
* Try reinforcing positive behaviors.
* Teach appropriate social skills
* Improve communication skills (verbally or with the use of assistive devices or a computer).
This list of instructional strategies is rather general and short. The problem is that each case is unique; thus, it's hard to describe general procedures. The best advice is to ask for direction from the team, find out what has worked in the past and what hasn't worked. Ask for suggestions on what to try, and document the child's response to those tries. Since these students like structure, give an intervention or suggestion enough time. Once will not be enough! Ask the parents what works. Also, make sure you aware of the educational goals and objective for this student. | 1,627 | 701 | {
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Cover the shared area and classrooms in rubbish to make it dirty and grimy like in the story Michael Recycle.
Plants (Y3)
Pupils should be taught to:
- identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
- explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
- investigate the way in which water is transported within plants
- explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Animals including humans (Y3)
Pupils should be taught to:
- identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
- identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Year 3/4— Spring 2018-2019
Science
Class assembly Share what we have learnt with the rest of the school
Living things and their habitats (Y4)
Pupils should be taught to:
- recognise that living things can be grouped in a variety of ways
- explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- recognise that environments can change and that this can sometimes pose dangers to living things.
Animals including humans (Y4)
Pupils should be taught to:
- 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.
During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
-
asking relevant questions and using different types of scientific enquiries to answer them
- setting up simple practical enquiries, comparative and fair tests
- making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
- recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
- identifying differences, similarities or changes related to simple scientific ideas and processes
- using straightforward scientific evidence to answer questions or to support their findings.
Pollution and Recycling
Plants | 1,231 | 579 | {
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Widmark Formula: Steps for Calculating BAC
1) Find Your Formula.The generally accepted formula for calculating BAC is Widmark's formula,:
BAC = (Standard Drinks * 0.06 * 100 * 1.055 / Weight * Gender Constant) (0.015 * Hours)
2) Calculate Alcohol Consumed.One 12oz beer, 5oz glass of wine or 1.5oz shot of liquor each equal one standard drink. Take the number of standard drinks consumed and multiply by 0.06 since one standard drink is approximately 6% pure ethanol.
3) Compensate for Specific Gravity of Blood.Take the number you got in step 2 and multiply it by 100 and then by 1.055 to account for the specific gravity of blood.
4) Multiply Body Weight by the Gender Constant.Multiply your body weight in pounds by the gender constant. The gender constant is on average 0.68 for men and 0.55 for women.
5) Divide Step 3 by Step 4.Divide your the number you found in step 3 by the number you found in step 4 to get a rough estimate of BAC.
6) Find How Much Alcohol Has Been Metabolized. Multiply the number of hours since your first drink times the alcohol elimination constant to find how much alcohol has been eliminated. The alcohol elimination constant has an average of 1.5% (or 0.015).
7) Subtract Metabolized Alcohol to Find Final Answer.Subtract your number from step 6 from the number you found in step 5 to find your Blood Alcohol Content.
8) Finished. | 862 | 538 | {
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100 Most Commonly Read Words
| the | from | which |
|---|---|---|
| of | or | do |
| to | had | their |
| and | by | time |
| a | hot | if |
| in | word | will |
| is | but | way |
| it | what | about |
| you | some | many |
| that | we | then |
| he | can | them |
| was | out | write |
| for | other | would |
| on | were | like |
| are | all | so |
| with | there | these |
| as | when | her |
| I | up | long |
| his | use | make |
| they | your | thing |
| be | how | see |
| at | said | him |
| one | an | two |
| have | each | has |
| this | she | look |
Bold words are Concrete; the Blue words are Abstract.
(Source: The First 100 Most Commonly Used English Words
https://www.edgalaxy.com/journal/2012/8/11/the-first-100-200-most-commonly-used-words-charts.html)
The Missing Link
The missing reading link that Magical I Am™ provides is learning "How to read the 300 Most Commonly Read Abstract Words and Symbols." Teachers drill these words until memorized, hoping these words will make it into long-term memory. However, unlike the words that are concrete these "Commonly Read Words" are abstract, (have no innate sensory association) and become the stumbling blocks connected with most reading disability symptoms.
There is notable confusion among the education experts for learning to read the Most Commonly Read Words… and they don't even know it! Academia distinguishes this group of words by eight different names:
1. Abstract Words
2. Sight Words
3. Stumble Words
4. Dolch Words
5. Outlaw Words
6. Trigger Words
7. Fry Words
8. Most Commonly Read Words
No matter what the label for this group of words, up till now the popular teaching method has been rote and drill. Unfortunately, many of these words still remain "unreadable" by too many children.
The First 25 Most Commonly Used English Words – All are Abstract Words.
These words make up about 1/3 of all printed material in grades K-3. (https://www.edgalaxy.com/journal/2012/8/11/the-first-100-200-most-commonly-used-words-charts.html) | 998 | 541 | {
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1. LIST
Make a list of all of the ports of entry for the internet into your home.
- Television
- Computers/laptops
- Smartphones
- iPads
- Video game consoles (X-box, PlayStation, Nintendo Switch)
- Kindle/e-readers
- Appliances
- Voice activated virtual assistants (Alexa, Google Home, etc.)
2. DELETE
Looking at each device that stores content, do you have shows, movies, or video games downloaded/purchased that won't encourage true, noble, pure or praiseworthy thoughts?
Delete them. It's okay if you spent money on them, delete them anyway.
3. RESTRICT
Look into each and every device and what specifically it gives access to. Start with one device, don't get overwhelmed.
For example, the televisions:
What streaming services do you have? Netflix? Prime? Hulu? Whatever you have, set up profiles that restrict content for kids and one for adults too. (Because no Christian should be finding entertainment in most of the TVMature rated content online.) Do you have a cable package? (Do you need a cable package?) Do you a set top (cable) box? If so, are there parental controls you can enable? Most Samsung SmartTVs have parental controls built in that can be set up – do it.
When you have the TV set, move on to the next set of devices.
4. PURGE
Go through any of your old DVDs, video games, music, books, magazines, etc. that may not be appropriate for your kids (or you) and get rid of them. There's no need for nostalgic temptation.
5. LIMIT
Limit the amount of time spent "consuming". Even if its quality programming or educational videos, too much time "consuming" can have negative consequences. Try to turn the time spent consuming into time spent producing. If you're going to watch YouTube, let it teach you something that you can immediately apply and put to work. Whether that is a recipe, learning to play an instrument, building a Lego creation, or making a craft.
In order to accomplish this you may need to take the TV remotes away on school days, or set up time limits on smartphones or game consoles on top of new standards set for the family.
6. OWN IT
As you go through this process talk to your kids about your conviction to reduce the amount of unhealthy and unholy content in your own life.
In Philippians 4: 9, right after Paul tells us what to think about, he says: "Whatever you have learned, or received, or heard – or seen in me, put it into practice."
Can you say this to your kids regarding your media consumption? Can you say: Whatever you see me do, do yourself? Whatever you've heard me say and learned from my behavior, put it into practice? Can you say this to your children and be happy with the results? If not, this is your new goal.
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Year R –
This week we have continued our topic of Space and learning all about the Solar System. As part of our topic we put our cooking skills to the test and made 'Flying Saucer Pizzas', which were very yummy. We sequenced pictures and learnt all about writing instructions to help us make our pizzas.
In Numeracy we have been focusing on 3D shapes and have learnt about cubes, cuboids and cylinders and have tried to find them around the school.
Just a reminder that money for the Space Dome is due by Monday, so please return any forms into school as soon as possible.
Homework
Please remember to read at least 4 times a week with your child and please fill in your child's diary when they have read at home so they have a chance of winning the reading challenge.
Year 1 –
This week in English we have been continuing our topic of London. The children worked independently to research facts about London and then wrote these facts in neat handwriting in a London mini book. These mini books turned out beautifully and all Year 1 teachers were thrilled with the quality of writing and research from the children.
In Maths we have introduced 3D shapes, focusing on cubes, cuboids, spheres, cylinders, pyramids and cones. The children went around the school on a 3D shape hunt and were able to identify and discuss the different 3D shapes they were learning. We finished the week identifying the difference between 2D and 3D shapes and identifying shapes in London buildings.
In Science this week Year 1 have been learning about mammals. The children learnt what a mammal is and were able to choose a mammal and write fantastic descriptive sentences about them.
N.B.
Please note we would love to make models of London Landmarks with the children using recycled materials. Please can you save any boxes, cereal boxes, tubes yoghurt, pots, etc. and bring them into school so the children can get creative over the next few weeks.
Many thanks
The Year One Team.
Homework
Please remember to read at least 4 times a week with your child and please fill in your child's diary when they have read at home so they have a chance of winning the reading challenge.
Many thanks
The Year One Team.
Year 2 –
In Maths this week we have been learning about telling the time. We started by learning to recognise o'clock, then half past, quarter past and finally quarter to. Some of us even moved onto minutes past and minutes to. We have been reminded that telling the time is something we can definitely practise at home!
In English/History we have learnt about Edith Cavell, a famous nurse from the past who helped soldiers in the Crimean War. We read information about her and then answered questions using our comprehension skills.
We also thought of questions that we wanted to know about Edith and her life which we had a go at answering using information books and a PowerPoint shown by our teacher.
Congratulations to Elder and Poplar who won the Reading Homework Challenge. We hope that they enjoy their special reward. Well done to all those children in Year 2 who did their homework.
Homework
Reading is homework and the children should be reading to an adult at least 4/5 times a week, and reading diaries signed and dated. Please make sure that your child is doing this as it makes a considerable difference to their progress in reading, particularly if they talk and answer questions about what they have read.
Spellings: Written below are the phonemes/graphemes/words that the children will be practising next week. Please practise these at home too.
```
Alternative spellings for the ear trigraph E.g. fear, near hearing, year dear, beard Alternative spellings for the sh phoneme E.g. ship, shock hush, flush shine, rash
``` | 1,379 | 782 | {
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ART:
3 little pigs collage
VOCAB: fixing, glue, variety, shape, size, colour, texture, pattern, overlap, material, base, cut, tear, attach
DESIGN TECHNOLOGY: build a bridge for 3 little pigs-make it stronger (structures)
VOCAB:
Design, explore, joining, ideas, combining, testing, make, draw, structure, material, stable, connect, fix
KEY QUESTIONS:
I can name the features of a house I can name the materials a house is made of I can explain why different materials are used depending on climate
I know why materials are used in different environments I can use an atlas to find a location that matches a description of a house I can design a well-built house for the 3 little pigs to live in
GEOGRAPHY: houses and bridges around the world. Compare houses in United Kingdom to a small area in a contrasting non-European country. Describe houses and bridges in areas using geographical vocabulary-key human and physical features. Use maps and atlases to locate the continents and countries in the UK these houses and bridges are located in. Match houses to the climates that they belong in.
VOCAB: world, river, sea, United Kingdom, Europe, atlas, countries, coast, forest, hill, town, physical features, human features, village, mountain, house, bridge, capital city, continents
HISTORY: history of bridges e.g. London bridge. Link to Art-how has the bridge changed over the years?
VOCAB: today, long ago, the past, old, date, then and now, Britain, Great fire of London, before, after, later, photograph, picture,
History Targets - A Year 2 Historian
* I can use words and phrases like: before, after, past, present, then and now.
* I can recount the life of someone famous from Britain who lived in the past. I can explain what they did earlier and what they did later.
* I can give examples of things that were different when my grandparents were children.
* I can find out things about the past by talking to an older person.
* I can answer questions using books and the internet.
* I can research the life of a famous person from the past using different sources of evidence.
Geography Targets - A Year 2 Geographer
* I can say what I like and do not like about the place I live in.
* I can say what I like and do not like about a different place.
* I can describe a place outside Europe using geographical words.
* I can describe some of the features of an island.
* I can describe the key features of a place from a picture using words like beach, coast, forest, hill, mountain, ocean, valley.
* I can explain how jobs may be different in other locations.
* I can explain how an area has been spoilt or improved and give my reasons.
* I can explain the facilities that a village, town and city may need and give reasons.
* I can name the continents of the world and locate them on a map.
* I can name the world oceans and locate them on a map.
* I can name the capital cities of England, Wales, Scotland and Ireland.
* I can find where I live on a map of the United Kingdom.
* ESSENTIAL KNOWLEDGE
* Recognise and explain the differences between houses and bridges
* Explain the similarities and differences between a house in the United Kingdom and a house in a non-European area
* Identify differences between bridges
* Where is London bridge? What do we know about the history of the bridge? Compare bridges
* Discuss reliability of pictures/ art/photographs. (Perception and judgement)
* Use a source –artists paintings of London bridge to answer questions about how the bridge has changed
* Ask perceptive questions to form a line of enquiry.
* Can orally retell facts about= houses and bridges learnt from nonMaths:
ENGLISH:
fiction books
Measure materials needed to build 3 pigs home Retell story 3 Billy Goat's Gruff
| Science: materials-create a waterproof roof for the three little pigs house using a variety of materials. Compare similarities and differences between 2 different houses. Why are some materials more suitable than others? Does the climate affect the choice of materials? VOCAB: material, shape, suitability, solid, changes, properties, bending, squashing, waterproof, metal, plastic, glass, wood, rock, paper, changes, cardboard, soft, brittle | |
|---|---|
| | VISITS: N/A |
| | Wow Starter: Fairy tale day-first day back | | 1,755 | 968 | {
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Pseudocolus fusiformis (E. Fisch.) Lloyd, 1909
Common Name:
Eggbeater Fungus, Stinky Squid.
Description:
Fruiting body consists of a stipe topped by long, vertical arms that are usually fused together at the tips. A small fungus, to 80 mm high and to 30 mm diameter. Colour may be pale or strong pink, yellowish, orange or red.
Egg:
Stipe:
Arms:
Gleba:
Spores:
Habitat:
Notes:
White, grey, to dark brown; diameter to 30 mm; outer skin smooth or covered with flaky particles; gelatinous interior; with white rhizomorphs at the base. The egg remnants are seen as a whitish to greyish-brown coloured volva at the base of the mature fruiting body's stem. The surface is rough, wrinkled and tough.
Cylindrical, tapering slightly at the base; short, may be entirely hidden within the volva or extend beyond it; texture spongy; surface rough or pitted; colour almost white at the base and flushing orange or salmon-pink to red at the top. Hollow, composed of a single ring of tubes that sometimes join together or split.
3-4; vertical; to 60 mm long; tapering upwards; joined at first at their tips but sometimes freeing with age, remaining parallel or arching slightly outwards; tips may also be forked slightly; a low ridge runs down the length of the outer face of each arm; surface finely wrinkled across the width; cream-coloured at the base turning to yellow, orange or red at the top; cylindrical in shape, sometimes compressed to appear 3-4 sided; hollow, interior a single tube with a row of smaller tubes towards the outer surface.
Thick, slimy, olive-brown drying to almost black. It first fills the space between the arms, later appearing as patches on the inner face of each arm. Smell is foetid, faecal, "a wretched odour", like "fresh pig manure".
3.5-5.5 x 1.5-2.5 μm, cylindric, smooth, hyline or tinted.
Grows alone or in groups on the ground in tropical and subtropical rainforests, agricultural areas such as banana plantations, and in parks and gardens – especially in well composted wood chip mulch.
Joan Cribb: "This species can be found in Brisbane, but is more likely to be seen in Lamington National Park. A particularly fine display of large troops has been seen from time to time on a heap of mulch and a mulched garden at O'Reilly's Rainforest Guesthouse in the area; the powerful faecal odour attracts attention even before sighting the specimens." Queensland Naturalist 43 (1-3) 2005, p. 18. | 1,070 | 618 | {
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Press Release
6 November, 2015
Sugar and newsprint – nano experiments NANORA releases brochures for kids
The European Nano Regions Alliance offers a fun and safe way to introduce children to the wonders of nanotechnology using everyday items.
The German network cc-NanoBioNet has released not one but two brochures with do-ityourself nanotechnology experiments for both smaller children and teenagers that are bound to spark enthusiasm. The brochures are part of the outreach activities of NANORA, the Nano Regions Alliance. With "Nanokits for Nanokids" the NANORA partner from the German Federal State of Saarland, Germany's largest nanobiotechnology network, addresses children between four and ten years. The brochure features coloring games and quizzes as well as three experiments that children can tackle in a playful way together with their parents, carers or teachers. "Nanokits for School" is designed to appeal to children between ten and fifteen years, containing six experiments that are suitable for chemistry as well as physics or biology lessons. The experiments offer fascinating insights in nanotechnology phenomena complete with easy to understand explanations. Both brochures are available for download from www.nanobionet.de or www.nanora.eu and can additionally be ordered in print from ccNanoBioNet for a 5€ service charge.
"Nanotechnology is a science that certainly belongs not only in highly specialized companies or research institutes but also in schools", cc-NanoBioNet manager Ralph Nonninger said. "Kids want to explore, find out and know. These are perfect preconditions for giving kids a taste of such an exciting science." But where nanotechnology lessons in school are concerned both Germany and Europe in general are lagging behind in international comparison. "And it's so easy and at the same time extremely exciting to explain scientific phenomena. You can actually make your point using sugar cubes – they're perfect for explaining different reactions of certain materials", the network manager described.
Based on these convictions, which are shared among the European partners of NANORA, cc-NanoBioNet developed the two brochures, made possible by the funding NANORA receives through the European Union's INTERREG IVB Northwest Europe programme. The experiments for small children rely on materials that are in stock in most households, such as sugar, newsprint or tap water. The requisites for the "Nanokits for School" brochure are ordinary consumer goods as well as materials, chemicals and further resources usually available in schools.
Nanotechnology phenomena can be observed in nearly all domains of everyday life and are at the heart of a broad range of products such as sunscreen, mobile phones or computers. They enable exciting innovations and new products that are changing our world. So it is with good cause that nanotechnology is considered one of the key enabling technologies in the 21 st century.
NANORA, the Nano Regions Alliance, is a network of public policy institutions, associations, clusters and research and technology centres from currently eleven European regions, based on a project funded by the European Union through the INTERREG IVB NWE Programme. The Alliance aims at improving framework conditions and support infrastructures for nanotechnology stakeholders. It supports nanotechnology SMEs and research institutions with matchmaking activities based on a unique transnational database of nano players, advice on suitable funding opportunities, and the organisation of joint trade missions to exciting nanotechnology market. In addition, NANORA supports nano safety initiatives and develops outreach materials and activities for the general public. | 1,596 | 705 | {
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Fake News - Lesson Plan
1. (Slide 2) Ask students: What is news? Ask them to write a definition of news in pairs. Click on the slide to show them a possible definition.
2. (Slide 3) Ask students: Where do you get your news? Explain that we get our news from a variety of sources and show students that some of those sources are written on pieces of paper around the classroom. Ask them to match the signs to the pictures as follows: (1) Social Media (Instagram, Twitter, Facebook, SnapChat, YouTube), (2) Online News Website, (3) Television News, (4) Radio/Podcasts, (5) Newspaper/Magazines and (6) Friends and Family. Ask them to move to the part of the room with the sign designating their preferred news source. Give a few minutes for students to situate themselves.
3. When students are in their chosen parts of the room, have them talk with each other about (1) why they like using that news source and (2) what are some of the limitations/negatives of that news source. Get feedback as a class.
4. (Slide 4) Explain to students that there has been a lot of talk lately about "fake news," especially around the 2016 US Presidential Election. Ask students to discuss the question on the slide in pairs or small groups. Get feedback as a class.
5. (Slide 5) Ask students to investigate the Save the Pacific Northwest Tree Octopus homepage. Project it for them to see and ask them to share their first impressions. Then get them to investigate on phones, tablets or computers to see if it is real or fake.
7. (Slide 6, 7 & 8) Share examples of fake news and real news by projecting examples. After showing each example, have students jot down the title of the news story, whether they think it's fake or real, and 2–3 reasons for why. (1= fake, 2= satire, 3=real)
8. (Slide 9) Discuss as a pair or small group.
9. Ask students to make a list of things they think you need to check if you want to decide if an article is fake or not based on what they have seen so far. Get feedback as a class.
10. (Slide 10) Students watch the video to compare their list with the video's. Click to check.
11. Give students an article and ask them to search to find out if it is real or not. Show them slide 11 so they can use the fact checking sites as a resource.
12. (Slide 12) Discuss as a pair or small group.
Optional Writing Activity:
Have students write a short synopsis about what they learned about fake news, their best strategies for spotting fake news and/or what we can do as individuals or as a community/society about fake news. They should write their piece as either a Facebook post (that they are sharing with their followers, to inform them) or as a short blog post (which then you could publish later on a class blog). Have students complete their writing as a homework assignment.
Note: I haven't included any explicit language activities as the plan is designed to be used with a variety of ages and levels. I think there are numerous opportunities to include language points in the lesson depending on the needs of your learners. My suggestions are introducing relevant news and internet related vocabulary at the beginning; functional language to discuss advantages and disadvantages (before slide 4); more specific lexis related to websites (links, hyperlinks, gifs, menus etc) (before slide 6); any interesting or difficult vocabulary that emerges from the video, or you think needs to be pre-taught for lower levels.
www.adl.org/sites/default/files/documents/assets/pdf/education-outreach/fake-news-and-what-we-can-do-about-it.pdf and
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Phylea Anderson
Title: "The Haitian Revolution's Impact on Freedom and Abolition in the Americas: The Cases of Simon Bolivar and Frederick Douglass"
Faculty Advisor: Dr. Richard Weiner
Paper written for: History F342: Latin America, Evolution and Revolution (Fall 2016)
Phylea Anderson is a senior at IPFW. She will be earning a degree in Communications with a concentration of interpersonal and organizational. Along with her B.A., she will also be receiving a certificate in Peace and Conflict Studies (PACS). Each of these disciplines has allowed her to see farther than the world she lives in and the people that surround her. Her biggest joy is volunteering for the annual Harambee Festival in Fort Wayne. Founded over 20 years ago by Phylea's grandmother, it has enabled her to continue the legacy of goodwill and peace.
Abstract
Haiti became the second independent republic in the western hemisphere when it won its independence from the France in 1804. It was the only colony to gain independence and abolish slavery simultaneously. Haiti's revolution became synonymous with abolition and because of that many revolutionaries and nations shied away from tying themselves to Haiti. Many leaders in other nations feared that the slave uprising in Haiti had the potential to spread, and because of that did not want to be associated with Haiti and her ties to abolition and black freedom. Nevertheless, the Haitian Revolution had positive consequences on abolitionism and freedom, and the revolution's impact varied in different contexts. We can see these diverse positive consequences through the distinct impact the Haitian Revolution had on two individuals: Simon Bolivar (1783-1830) and Frederick Douglass (1818-1895).
Bolivar is known as "el liberator" due to his great influence on the independence movements of Venezuela, Bolivia, Columbia, Panama, Ecuador, and Peru. He was born into a prominent family, but was orphaned at a young age. As a teen he traveled to Europe where he was exposed to those who opposed Spanish rule in the New World. He promised then to liberate his homeland. After many defeats, in 1815, Bolivar arrived to the southern part of Haiti seeking aid and relief from President Alexander Sabes Petion. This aid was granted with the promise to end slavery in any country that became independent. Succeeding in 6 countries, Bolivar kept his promise and took initial steps that eventually led to the abolition of slavery in those independent South American nations.
Douglass was a very influential black abolitionist. Born a slave, Douglass was able to eventually buy his freedom and then became a champion for black freedom. Unlike Bolivar, Douglass was not seeking independence from Europe, but looking for the same freedoms that the Haitian people enjoyed after their own revolution to be granted to American blacks. Haiti was a "promised land" that Douglass and other black Americans looked towards. While Douglass's direct involvement with the island did not come until later in life when he was a diplomat (1871 and 1889-1891), the Haitian model of abolition and black freedom influenced Douglass throughout his life. Although Bolivar and Douglass had differing opinions over their years as revolutionaries, Haiti, albeit in distinct ways, influenced both of their movements for abolition and freedom.
Bibliographical note
To start my research I began looking into secondary sources. Sources such as "Haiti: Revolution" by Bob Clement, were able to give me a more in depth view of the revolution. Setting the groundwork, I was then able to discover my primary sources that were written by Simon Bolivar and Frederick Douglass. The primary sources make up a majority evidence for my thesis. For example, there is a correspondence that occurred between Bolivar and Haitian President, Alexandre Petion, discussing the terms to the aid Bolivar would receive from Haiti. Sources such as the correspondence were able to provide concrete evidence of the impact Haiti had on Bolivar and the Americas. | 1,670 | 817 | {
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What constitutes a healthy relationship?
* Seeking mutually satisfying resolutions to conflict.
* Discussing problems and accepting change.
* Being willing to compromise.
* Being emotionally affirming, valuing opinions.
* Respecting each other's rights to feelings, friends, activities, and opinions.
* Shared responsibility - mutual agreement of fair distribution of work.
* Making decisions together.
* Mutual respect.
* Honesty and accountability.
* Trust and support.
* Non threatening behaviour.
* Responsible aprenting - being a positive role model for children.
* Economic partnership, making financial decisions together where both benefit.
Did you know?
Domestic Violence happens within all communities regardless of family circumstances... You're not alone!
Helpful Phone Numbers?
24 Hour Helplines
Womens Domestic Violence Helpline 9223 1188 1800 007 330
Men's Domestic Violence Help Line
9223 1199
1800 000 599
Parenting Line
9223 1466
1800 654 432
Family Helpline
9223 1100
1800 643 000
Office Hours
Koolkuna Domestic Violence Advocacy Service 9274 7545
Koolkuna Refuge
9255 2202
Midland Womans Health Care Place 9250 2221
Midlands Family Relationship Centre
9436 0600
Relationships Australia
9250 1242
In an Emergency
Crisis Care
9223 1111
Police
PRODUCED & SPONSORED BY:
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1800 199 008
000 / 131 444
Social Abuse
Have you stopped seeing family or old friends because your partner doesn't want you to?
Does your partner monitor your movements?
Whats is social abuse?
What creates a healthy relationship?
This brochure contains information on all of the above.
You are not to blame. It is not your fault.
Recognition of Social Abuse
Social abuse is sometimes difficult to recognise.
Social abuse involves persistent manipulative and intimidating behavioours aimed at achieving isolation to increase control over a person.
You may feel anxious about social situations because:
* You are being restricted to social contact that your partner approves of.
* You are being prevented from making contact with family, friends and support services.
* You have to tell your partner where you are going, where you've been, who you are seeing or who you have seen.
* Your location can be monitored by phone calls, text messages, or your car odometer can be checked.
* Your phone bill can be checked to see who you have had contact with.
* You may be followed or stalked.
Cycle of Abuse
Tension Building
Increase in tension, communication breakdown, "wlaking on eggshells".
CALM
No abuse. Things are "Swept under the carpet".
Incident Verbal and emotional abuse. Blaming, arguing, threats.
Reconciliation
Apologies, excuses, blaming. Denial of the abuse occuring. Minimisation "It wasn't that bad".
What Constitutes Social Abuse
The use of insults, threats, belittling remarks, ridicule, criticism, sarcasm etc aimed at embarrassing, shaming and humiliating you in public or in front of family and/or friends: Your partner being possessive/jealous and using it as an excuse to justify their beliefs and actions. It also includes insults, rudeness to your family and/or friends creating conflict with them resulting in less or a loss of contact with them.
Some Facts on Social Abuse
Social abuse can be easily overlooked yet its impact on mental and psychological wellbeing is enormous.
Consequently a person may develop a fear of being ridiculed by their partner in social situations and lose the confidence to socialise. This leads to feelings of being isolated, different and/or excluded.
Over time the impact becomes stronger and creates further isolation and a sense of lonliness, leaving a person vulnerable to other types of abuse.
Social abuse can result in: low self-worth, depression, anxiety/panic attacks and poor social confidence.
You may experience from your partner:
* Being ridiculed about your family and your friends.
* Not allowing you to have your say, make your choices or have your privacy respected.
* Being told how you can dress, your appearance having to meet their approval.
* Your mail, text messages, and/ or personal information being read without your consent. | 1,934 | 906 | {
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"The Parable of the Sower" Matthew 13:1-9, 18-23
"The Parable of the Sower" Matthew 13:1-9, 18-23
In Matthew 13, Jesus told 7 _________ which He refers to as the "____________ of the Kingdom of Heaven" (13:11). Jesus used parables not only to reveal truth to the ________, but to conceal it from the ______.
The first story is "The Parable of the __________." There are 3 symbols in this story, the seed, the sower, and the soil.
1. The Seed is the _______ of God. 13:3, 13:18-19.
A. Seed Has _______ in It. Heb 4:12, 1 Pet 1:23
B. Seed Is ________ but Powerful.
C. Seed Must Be __________ to Do Any Good.
2. The Sower is One Who ________ the Word. 13:3
A. The Sower Must Use the ________ Seed.
B. The Sower Must Have a Personal __________. Ps 126:5-6
C. The Sower Must be ____________.
3. The Soil is Our ___________ to God's Word.
A. The _________ Heart. 13:4, 19.
B. The ___________ Heart. 13:5-6, 20-21
C. The ___________ Heart. 13:7, 22
1) The Worries of the ___________.
2) The Deceitfulness of ____________.
D. The ____________ Heart. 13:8, 23
The seed went deep in this man's heart and began to produce ___________.
Fruit World Concern Planted Hard Parables Small Fruitful Shallow Word Response Wealth Saved Right Secrets Life Shares Patient Sower Crowded Lost
In Matthew 13, Jesus told 7 _________ which He refers to as the "____________ of the Kingdom of Heaven" (13:11). Jesus used parables not only to reveal truth to the ________, but to conceal it from the ______.
The first story is "The Parable of the __________." There are 3 symbols in this story, the seed, the sower, and the soil.
1. The Seed is the _______ of God. 13:3, 13:18-19.
A. Seed Has _______ in It. Heb 4:12, 1 Pet 1:23
B. Seed Is ________ but Powerful.
C. Seed Must Be __________ to Do Any Good.
2. The Sower is One Who ________ the Word. 13:3
A. The Sower Must Use the ________ Seed.
B. The Sower Must Have a Personal __________. Ps 126:5-6
C. The Sower Must be ____________.
3. The Soil is Our ___________ to God's Word.
A. The _________ Heart. 13:4, 19.
B. The ___________ Heart. 13:5-6, 20-21
C. The ___________ Heart. 13:7, 22
1) The Worries of the ___________.
2) The Deceitfulness of ____________.
D. The ____________ Heart. 13:8, 23
The seed went deep in this man's heart and began to produce ___________.
Fruit World Concern Planted Hard Parables Small Fruitful Shallow Word Response Wealth Saved Right Secrets Life Shares Patient Sower Crowded Lost | 1,602 | 821 | {
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1 of 2
Examrace: Downloaded from examrace.com
For solved question bank visit doorsteptutor.com and for free video lectures visit Examrace YouTube Channel
Competitive Exams Writing: Ways to Complain
Get top class preparation for IAS right from your home: Get detailed illustrated notes covering entire syllabus: point-by-point for high retention.
When people need to complain about a product or poor service, some prefer to complain in writing and others prefer to complain in person. Which way do you prefer? Use specific reasons and examples to support your answer.
It is rather difficult for me to answer the question how I prefer to complain: In writing or in person because sometimes I just do not have a choice. For example, if I order a product using the Internet from another state or even country I will more likely have the opportunity to speak to a representative of a company in person. So, in some cases I choose to speak in person and in others I prefer to complain in writing. However, I believe that every option has its advantages.
From the one side, complaining in writing brings many benefits. First of all, one does not have to spend his precious time driving, waiting for his turn and talking with a representative. He can just send mail or e-mail and get all explanation he needs. Second of all, I think it is the best way to avoid an unpleasant conversation. Personally, I do not like to complain about anything especially, in person. Finally, sometimes it is impossible to have a face-to-face conversation because a company which provided a poor product or service is too far away.
From the other side, complaining in person has some benefits too. First, this type of complaining provides an immediate feedback. So, if I have some complains about company՚s products I will receive all information and explanation right away. However, sending a company a letter and getting a feedback can take more then a month. Second, face-to-face conversation is often more effective. People talk to each other, see each other facial gestures and body movements, which can tell a lot about a person. In addition to these practical benefits, in the case if one can not receive creditable explanation from one representative he always can require to talk to another person. For instance, my husband recently had some extra withdraws from his account by his bank and he was not aware of it. So, he went to the bank and explained to the bank՚s representative the situation and they together found the solution and those money was given back to my husband՚s account. I think, in this case face-to-face conversation is the best way to complain and get feedback fast.
In conclusion, I think that if I have to complain about a product or poor service I will do it in person. However, if face-to-face conversation is impossible I think I have nothing
2 of 2
left but to send a letter or write an e-mail there.
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Early Learning Areas / Learning About the World Teachable Moments
Dear Debi,
One of my cats just gave birth. All of my kids got to watch the process. Was that an appropriate "teachable moment?"
– Connie, Los Angeles, CA
Debi's Tips
Expert Advice
Susan Baxter Early Childhood Education Instructor, El Camino Community College
Provide opportunities to help kids learn
Observe, listen to and follow kids' lead
Recognize positive learning experiences
A teachable moment is an unplanned event during the day that adults can use as a learning opportunity for kids. When a child displays an action or behavior that can be used as a learning tool, parents and providers should capitalize on the moment, and provide the opportunity to extend or expand the child's learning.
Teachable moments are important for kids because they provide meaningful contexts to introduce or expand on something you want children to learn about. This way they can be used to open conversations with kids – to find out what they're thinking about. Conversations with the kids will help in the development of their language, communication and reasoning skills.
Infants' and toddlers' level of curiosity is much more basic than for preschoolers. For infants and toddlers, it's as basic as how to open and close a door or how to get food to your mouth. Preschool kids have a sense of language and have more advance cognitive development. Preschoolers have a natural curiosity about all aspects of life. They have more of an imaginative quality and they can express it. Their language skills are more advanced so they have a greater dimension to their learning.
A provider identifies teachable moments by observing and listening to kids, following their leads and looking for interesting occurrences. Listening and observing the child's behavior is very important. If they're spending more time on a particular toy or squishy grass, ask them open-ended questions about what they're doing. Listening to what they're saying and if they stay engaged in the conversation and the activity, encourage them to discuss it.
The "unplanned" part is the whole essence of what a teachable moment is all about. It's about speaking to the moment. It's spontaneous and addresses what sparked the interest of the child and gives a different flavor to the learning. You'll notice during teachable moments that the provider becomes more enthusiastic and so do the children.
Child Care provider Comments
I have a small garden with zucchini, corn and yellow squash. The kids watch them grow and water them every day. When we were planting them, they would ask me where the seeds came from and I explained how they came from another plant and we have to wait to plant them and watch them grow. So now we have a special day where we are out in the garden, usually every other week and tend to the garden.
In the morning the kids see snails on the plants in my garden and in the afternoon, when they are not there, the kids ask why the snails are gone. That leads us to a discussion about how snails can't stay out in the hot sun. We've also been talking about the ants we see outside. The kids always want to know what the ants are doing. So we talk about how they're gathering food and we'll compare it to how their mom goes to the market to get food. One of the kids told his mother when she picked him up that we watched the ants go to the market.
An example of a teachable moment for me would be something that just kind of happened out of the blue. The fish in our fish tank had babies and the kids noticed that there were little fish floating around, so they started to examine them. Because of this, we talk about how the eggs are left in the plants and that sooner or later there will be more little ones. We'll count how many fish are there or we talk about who is the mom and dad. We talk about how the fish comes from other fish and how they aren't carried around like humans are. Sometimes the kids will let me know if their mom or someone they know has a baby in her tummy. Then that opens up a dialogue about family dynamics, and babies and things like that.
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LOREE
Armenia
Source:
Loree is the name of one of the folk regions in Eastern or Caucasian
Armenia (Soviet Armenia since 1920) and is situated in the northern part of the re blic. The dance was learned by Tom Bozigian
in Feb 1974 in YEREVAN, capital of the Armenian SSR, as a
performer at the GABELEE GORDZARAN BARAKHOOMB(WIRE FACTORY
AMATEUR DANCE ENSEMBLE). It is one of many dances researched by
AZAT GHARIBYAN, former choreographer of the Armenian State Song
and Dance Ensemble. Loree is a men's dance.
Cassette: Tom Bozigian 3 LP'S in 1 (GT3001, 4001, 5001)
Formation:
Line dance with the leader at R end with little fingers joined and arms down at side. Dancers face center and bodies aligned side by side.
Rhythm:
6/4, changing to 6/8
2
6
7
8
LOREE (continued)
Twisting waist to slightly RLOD, touch heel of extended L to fl. in diag RLOD (cts. 1-3); turning to slightly diag. LOD, step L across R in
slight plie as R remains on fl. behind L (cts. 4-6).
3 While L remains in slight plie , touch R heel , leg extended to fl. in diag. LOD (cts. 1-3); pivoting on L to face ctr touch R heel, leg extended, on fl. ahead (cts. 4-6).
4 Execute 4 scissors kicks ahead and above fl. with L kicking first (L-R-L'R), legs straight and each kick receiving one ct. (cts. 1-4); raise R knee ahead at almost waist level as R ft extended is drawn to beside L calf (cts. 5-6)
5
Hop L in pl. as R ft. kicks ahead and above fl., leg straight and ft.
extended (cts. 1-2); leap R beside L as L scissor kicks ahead with leg straight and ft. extended (ct, 3); repeat action of meas. .5, ct. 3,
Var. II, with opp. ftwk (cts. 4-6).
Drawing R ft. , knee remaining extended beside inner L calf, pivot on
L to face RLOD with R knee raised to almost waist level and pointed diag. RLOD (cts.1-3); with body remaining in same pos. pivot on
L to face beyond diag, LOD (cts 4-6)
Releasing hands from shoulder hold and turning body to face diag
R beyond LOD as L arm lowers to side, step R ahead while L hand, straight arm, raises above head palm facing away, and R hand
extends to side straight arm with palm facing away (ct. I-2); step L
beside R as arms remain same (ct.3); step R ahead as arms remain same (cts 4-6).
Turning to face R of ctr., step L ahead diag. R as hands once again grasp shoulders (cts. 1-3); leap both feet in p1. with stamp, slight plie, and legs together (cts 4-6). | 1,282 | 716 | {
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Cicely Tyson Middle/High School Title of course, Spanish 1/2 Days of the Week M-F Full year/Semester Course
Credit hours: 5.0
Course Syllabus
Teacher's name Ana Rincón Lorenzo School phone number: (973) 414-8600 Room Number(s) 301 Teacher's e-mail address email@example.com
Welcome to Spanish. I'm your instructor, Ana C. Rincón Lorenzo. We'll be together for the next 26 weeks. In this course, (we will continue to explore Spanish.) Each of you will be challenged to open your eyes to a new language and/or different cultures. We will us the textbook, Avancemos as our guide to reading, writing, speaking, and understanding Spanish. In addition to the text we will use music, media, and projects as supplemental practice. I encourage every student to invest in a thorough Spanish-English dictionary for use at home.
Course Theme
As a student of Spanish you will be able to understand, how as consumer and global citizens we commonly interact with many cultures, which provide the labor for many of the products we consume daily, you will also become aware of the origin of many favorite foods and fruits
"Good teachers are to education what education is to all other professions, the indispensable element, the sunlight and oxygen, the foundation on which everything else is built." Lowel Milken
Course Goals/Essential Questions
To achieve this objective I will introduce/continue the application of the students to the 5 C's of a foreign language. Which are Communication, culture, connections, comparison and communities
Communication: This course will help students communicate in Spanish and understand some of the rules that govern language.
Culture: In this class the student will gain knowledge and understanding, of Spanishspeaking world and how the customs, traditions and culture which can vary from country to country.
Connections: The student will be able to connect this acquired language to other disciplines and be better able to acquire information.
Comparison: By comparing and contrasting customs and traditions the student will develop insight into the nature of language and culture.
Communities: This portion of the curriculum invites the student to participate and be active in multicultural communities at home and around the world.
Methods of Instruction
Verbal Linguistic
Course Component Specifics
I strongly believe in a mutual respect between everyone in this classroom. It is extremely important to create a safe, confortable environment in this class. What does respect mean to you? To me respect means that we support one another, trust each other, and do not put others down. Above all other rules, we must respect one another and everything else will fall into place.
This is a class where participation is essential to learning. Everyone will make mistakes in this class so we must be able to laugh at ourselves! We will be extremely active and have a lot of fun so enter with a positive attitude!
You must arrive on time. School tardy policy will apply
Bring the necessary materials. Note Book, pencil/pen EVERYDAY
Be respectful of others and property.
Do not: Put others down Interrupt while others are speaking. Eat, drink or chew gum in class Vandalize property. Handle property that does not belong to you.
Plagiarism and cheating have no place in a community of scholars. Have the confidence in yourself to give your original best. This is all that is required of you.
Attendance and Make-Up Work
Based on District attendance policy
Absences are recognized for the following reasons:
1. Absences to participate in official school/district activities (performances, field trips, athletic events, etc.)
2. Absences for medical reasons
3. College Visits
4. Pass indicating with Administrator/Guidance/Nurse/CST/Social Worker/Discipline
5. Passes indicating you are with another teacher must be cleared first by the period teacher if you are planning to be more than 10 min. late.
If you miss class, make arrangements with me as soon as possible to arrange a time when you can make-up assignments. You are responsible for getting class notes from a classmate. Make-up assignments are due by the end of the class following the missed class.
Opportunities for Extra Support
By appointment
How to Reach Me
See the information on the top of this syllabus. You should expect a response to your emails within 24 to 48 hours | 1,837 | 926 | {
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Testimony Outline How Families Can Help Their Child "Write Their Story of Faith"
The Gospels are full of times where Jesus met lots and lots of people. These people were sometimes very different from each other with different types of families and experiences. The one thing they all had in common was that Jesus changed their lives.
One time Jesus met a man who had been paralyzed (which means he couldn't move) for 38 years—WOW, that's a long time! After talking with the man, Jesus healed him to be able to walk, and that man became a powerful witness for Jesus throughout the town. A witness is someone who has made a decision about something and tells everyone else about it. Going through Baptism is part of being a witness for Jesus. In the Church, we get baptized AFTER we decide to trust and follow Jesus. Baptism is our way of telling everyone else about this amazing decision we have made. It is important to understand that no one else can make this decision for us, this is a decision that each person needs to make on their own.
If a person makes this decision to follow Jesus, then they get to tell a new story. This story has three important parts. First, the story begins with telling people what their life was like BEFORE their decision to follow Jesus. Second, the story continues with HOW they learned about what Jesus has done for them. Finally, the story finishes with telling people about changes in their life SINCE that decision was made. We call this special type of story someone's "Testimony," and each testimony is very special to God.
We want to hear everyone's testimony, their special story of how they met and decided to follow Jesus, and what their life is like now. There are several ways you can turn in your testimony to us by May 20:
2. Type it out and email it to: firstname.lastname@example.org
1. Write it out on a piece of paper and turn it in on the weekend to the leader in your Granger Kids' room.
3. Record a video explaining the three important parts of your new story (Before, How and Since)—email it to email@example.com —or send us a link to where it is located (i.e., YouTube, Vimeo, Dropbox, etc.).
Notes for families:
Granger Kids takes this decision to follow Christ with very high importance, and so please take the time to help your child write out or record a video of their testimony that is around 100 words (1/3 of a page). It is important that your child takes the lead in this effort. We will be explaining more of this at the Baptism class as well if there are any further questions.
Here is a suggested outline to help cue their new story:
- BEFORE I MET JESUS MY LIFE WAS...
- HOW I MET JESUS...
- SINCE I MET JESUS... | 995 | 593 | {
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Maths
Curriculum Newsletter for Year 6 Half Term 4 2021
English
Percentages
Equivalent fractions, decimals and % Finding a % of a number through word problems Finding missing values Converting fractions to %
Algebra
Finding and using a rule
Using formulae to solve and write equations
Measure
Imperial and Metric measures
Converting metric measures
Problem solving metric measure
Miles & kilometres
Perimeter, Area & Volume
Area of a parallelogram
Area of a triangle
Problem solving area and perimeter
Volume of a cuboid
Daily Fluency of the four operations X tables challenge
Our RE topic for this term is:
Jesus the Messiah
In this topic, the children will deepen their understanding of Jesus. They will reflect upon own faith and beliefs and think about what that means as a Christian
They will follow journey of Jesus and reflect on his thoughts and feelings through the events leading up to his crucifixion before the final refection on what the resurrection means to all Christians.
Curriculum- Our topics for this half-term will be: Hola Mexico Geography
Locate Mexico on a variety of maps
Identify the physical and human features on their own sketch map
History
Compare the Ancient Maya civilisation with the Anglo Saxons
Describe the legacy of the Maya Civilisation
Computing
Design a computer game based on the Ancient Maya
Day of the Dead Festival
Write a short narrative based on a film clip
Write a report about the festival
The Rainmaker
Write a set of rules and instructions for the game of Pok-A-Tok Write a diary in role as Pik the day before the Pok-A-Toc game with Chac
Write the next part of the story, the Pok-A- Toc match
Write a book review for the book The Rainmaker
The Ancient Maya
Write an analytical piece based on the legacy of the Ancient Maya.
Romeo and Juliet – William Shakespeare - National Shakespeare Week
Role Play
Precis the story in 200 words
Focus on different ways to start sentences
Thesaurus work to find synonyms of words from the story in context.
SPAG taught weekly and as part each daily lesson – our SPaG links to our writing tasks.
Handwriting taught daily and discreetly.
Key reading objectives covered through whole class and guided reading.
Higher order reading skills taught through comprehension.
PE – In PE this term we will be learning about:
Health-related fitness
Please ensure children wear their PE kit to school on their PE day which is Wednesday and Friday.
All jewellery must be removed (earrings covered where appropriate) and long hair tied back.
Plan a stop motion animation to show how blood cells, water and nutrients are transported around the body.
Art
Research traditional Mexican patterns, colours and embroidery
Use clay to design, make and evaluate a Day of the Dead skull decorated with own interpretation of traditional patterns
Design & Technology
Research foods that help keep the body healthy
Plan a menu that includes a savoury dish as part of a healthy diet using a range of cooking techniques. Prepare and cook a savoury dish from the plan that uses a range of cooking techniques.
Science
The Circulatory System
Identify and explain the functions of the main parts of the circulatory system.
Find out about the components and functions of blood, make an artificial blood sample to count and identify its layers. Explain the impact of positive and negative lifestyle choices on the body, including diet and exercise and diet, smoking, alcohol and drugs
Homework
To help your child at home, you could:
All homework will be given each Friday and is due back the following Friday unless it is a research task when the due date will be given and written in planners.
All information about homework will be written in planners.
New spelling words will be given out each Monday and will be tested in the form of a sentence dictation the following Monday.
- Support with their homework.
- Practice times tables, fraction, percentage and decimal equivalent facts. | 1,759 | 818 | {
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Salvation Army Children's Creche
1915 – 1947
Carlton Children's Home
Other Names:
Carlton Creche
North Carlton Children's Centre
Details
The Salvation Army Children's Creche, in North Carlton, was established in 1915. It offered day care for preschool children under the age of five, as well as accommodating a number of children. The Melbourne City Council bought the property and buildings in 1947, and the Salvation Army transferred the children to its new Kardinia Children's Home in Geelong.
The Salvation Army Children's Creche, in Canning Street, North Carlton, was established in 1915. The property at 481 Canning Street was a bequest to the Church from Mrs E. Wakely, who had requested the establishment of a creche on the site. The Salvation Army built a two-storey brick building on the land.
The establishment of creches was driven by concern about the children of working mothers, particularly those under the age of five, who could not attend school. The First World War affected many families, with mothers needing to work long hours for little pay to support their children, with their husbands away from home.
The Creche opened on 20 August 1915, the same day as the official opening of Catherine Booth Girls' Home in East Kew. According to Kirkham, staff at the creche were acutely aware of the need for residential care. 'Although the programme was primarily intended for the day to day care of young children of working parents, the Creche was designed to provide temporary accommodation for orphaned and deserted infants, and to provide respite for sick parents' (Southern Soup-Soap-Salvation, 2003).
The first dormitory at the Carlton Creche had six cots. In 1917, additions were made to the building to accommodate 14 children in a larger dormitory area. By 1925, the Home had residential accommodation for 30 infants (Dickson, 1985).
There was a sewing room where staff made the clothes for all of the resident children.
Kirkham's book states that some infants who could not be adopted out from the Haven maternity home were transferred to the Creche as 'permanents'. Some children attended local schools, but the policy was for children to be transferred to other Salvation Army institutions when they reached school age – boys to Box Hill Boys' Home and girls to either William Booth or Catherine Booth Girls' Home.
By 1939, there were 40 children in residence. In December 1941 the institution changed its name to Carlton Children's Home to reflect the fact that it had a greater proportion of residential than day care children. The Home was still widely referred to as the 'Carlton Creche'.
By the end of World War Two, with the demand for residential care continuing to expand, the Salvation Army decided to sell the property and transfer children to its new Kardinia Children's Home in Geelong.
The Salvation Army sold the property to Melbourne City Council in 1947, who continued to provide day care on the site. The Salvation Army Home at Carlton closed on 6 August 1947 and children were transferred to Kardinia in Geelong.
In 1945, the Argus reported on the Salvation Army's plans for 40 toddlers from the Creche to holiday at its summer seaside camp in Parkdale.
The Melbourne City Council bought the property and buildings in 1947.
Gallery
Former Salvation Army Creche at 481 Canning Street, North Carlton
More info
Related Entries
Run by
The Salvation Army, Australian Territory (1880 - 1921)
The Salvation Army Australia Southern Territory (1921 - 2018)
Related Organisations
Kardinia Children's Home (1947 - 31 January 1986)
Resources
Holmes, Katie, Carlton, eMelbourne: the city past and present, 2008
Salvation Army Children's Camp, The Argus, 29 January 1945
Cook, David, Submission no 157 to the Senate Inquiry into Children in Institutional Care, 2005
The Salvation Army in Carlton, Carlton Community History Group, No date
The Salvation Army Australia Southern Territorial Headquarters (Vic), Submission No. 46 to the Senate Inquiry into Children in Institutional Care: Appendix A: Children's Homes - A list of openings, closings and function, July 2003
Records
For more information and to access your records, follow the links below:
Records
Salvation Army Australia, Records of Homes in the former Southern Territory (c. 1889 - c. 1988)
You can view this page online by visiting https://www.findandconnect.gov.au/entity/salvation-army-childrenscreche/ | 2,006 | 981 | {
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Name: ________________________ Period: ______
Date: ______________
Chemistry Stations (15 minutes each)
Chemistry Stations (15 minutes each)
Station 1: Building an Atom
1. The atom is the building block of all matter, but even atoms are made up of three subatomic particles: the electron, the proton, and the neutron. Specify which of the three particles each statement is describing by putting an "E," a "P" or a "N" in the blanks.
a. Is positively charged ____
f. Negatively charged ____
b. Neutral/no charge ____
g. In the nucleus ____ & ____
c. Flying around the nucleus ____
h. Most important in bonding ____
d. Both weigh one amu
____
i. Practically weightless ____
e. Determines the atomic # ____
j. Differs in isotopes ____
2. Split your group up into two teams. Keep the cards face down and the marbles in there containers unless actively building an atom. This is a RACE. Have one person flip a card over and the two teams must build their atom as fast as possible. Yell "atom bomb" when your group thinks it has successfully built their atom. I will check it. Discuss amongst your group (especially to the people who did not understand) how the atom was built. Repeat the rounds, one card at a time, until time is up.
Station 2: Types of Bonds
1. Write the definitions to the following:
Covalent Bond:
Polar Covalent Bond:
Ionic Bond:
Hydrogen Bond:
2. Look at the different types of bonds at the station. Label which letter represents which bond above.
3. Go to page 38 in the green book. Draw the atom version of a salt molecule (NaCl) and the atom version of a carbon dioxide molecule (CO2). Label which one is ionic and which once is covalent.
4. Which one of these two types of bonds (covalent/ionic) would break easily, AKA, more readily dissolves in water? Why? Use the visuals you just drew to explain your answer.
5. What element is this? Write the molecule using symbols & then tell me what kind of bond is shown.
Station 3: Molecules
1. Go to page 40-41 in the green book and draw three water molecules as ACCURETELY as possible. There are two different types of bonds going on here. Both of these two bonds are between a hydrogen and oxygen, but what's the difference between them? Look at page 36 in the Cambridge book to help you.
2. Build the following molecules using the molecular atom ball kit. Polarity is the unequal sharing of electrons. Beside them, label whether you think they are polar or nonpolar.
a. C
6
H
6
_____________(pg. 11) b. C
2
H
6
_____________(pg.7) c. CH
3
Cl _______________
3. Build three polar and three nonpolar molecules. Draw them here and explain why you knew they were polar or nonpolar. You may use your phone.
4. Why didn't we build any ionic compounds?
Station 4: Molecules
1. Google "interactives ionic bonding" and click on the first link. Go through the first example and build sodium chloride. STOP after to answer the questions before moving on.
2. Sodium is in valance electron group one on the periodic table, which means it has one lonely electron in its outer shell it wants to lose. Write the symbol of three more elements that want to lose one electron, followed by the charge it will have once it loses that electron.
3. Chlorine is in valence electron group seven on the periodic table, meaning it wants to gain one electron to complete its outer shell (octet rule). Write the symbol of three more elements that want to gain one electron, followed by the charge it will have once it gains that electron.
4. The elements you chose for questions 2 and 3 can form ionic bonds because the group 1 elements will give their electron to the group 7, changing the overall charges of both. Write the molecular formula of three possible molecules that could form from those elements you chose in questions 2 and 3.
5. Make sodium oxide in the program. Why did you have to put two sodium atoms on one oxygen atom. When you explain your answer, talk about where each element is on the periodic table, how many valence electrons each has, and why the overall charge of the molecule adds up to zero.
6. Keep going through building molecules until you get to "aluminum oxide." Draw your finished product here. Why does it look like this? | 1,879 | 991 | {
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Orbit and Rotation Family Activity
INTRODUCTION
Have you ever wondered where the Sun goes when nighttime comes? Why it can be night and day in two different places on Earth? Or why the Moon seems to change shape? It is all because of rotation and orbits!
What are Revolutions and Orbits?
An orbit is a regular, curved path that one object in space takes around another one. The Earth takes 365.25 days to complete one revolution (completion of an orbit). Sound familiar? That is right, that's roughly how many days there are in a year! The extra .25 of a day is made up every 4 years when we add an extra day in February. That year is called a Leap Year. Not only does the Earth rotate around the Sun, but in a similar fashion, the Moon orbits around the Earth. The Moon completes one revolution in about 28 days. While this might be a little shorter than our current months, the orbit of the Moon and its phases were used in ancient times to create the calendar month.
What is a Rotation?
Not only does the Earth revolve and orbit around the Sun, but it also moves around itself like a spinning top. The Earth has an invisible line that runs down the center of the Earth called an axis. The Earth completes one rotation on its axis every day.
What is a Moon Phase?
The Moon does not light up in the same way the Sun does. The light that we see coming from the Moon each night is light that is coming from the Sun and is reflected by the Moon. Have you ever noticed how sometimes the Moon looks like a big, bright circle, but on other nights, it is barely visible? That is due to the Moon's orbit around Earth. One half of the Moon is lit up at all times. However, depending on the location of the Moon in its orbit, we only see certain parts of the Moon being lit up at different times. These different views of the Moon are called Moon Phases. It takes about 29 days for the Moon to complete its phase cycle. That is one day longer than the time that it takes to complete one revolution around Earth.
MATERIALS
* Scissors
* Orbit and Rotation Worksheet (page 3 and 4)
* Coloring materials
* Two paper fasteners/brads
INSTRUCTIONS
1. Color the Earth, Moon, and Sun.
2. Color the part that says "NIGHT" black.
3. Using scissors, cut along the dashed lines. DO NOT cut any solid lines.
4. Place the Moon Phases cutout on top of the Sun cutout so that the X3 is on top of the X1 label.
5. Push a paper fastener through X3 and X1. Fasten on the opposite side.
©2020 Orange County Superintendent of Schools
1
www.insidetheoutdoors.org
INSTRUCTIONS
6. Place the Moon and Earth cutout on top of the Moon Phases cutout so that the X4 is on top of the X2 label.
7. Push a paper fastener through X4 and X2. Fasten on the opposite side.
8. Use the cutout to explore rotation and orbit of the Earth and Moon. Use some of the provided questions to guide your exploration.
9. For an extra activity, color in the Moon Phases.
QUESTIONS
* How do the Sun and Earth interact to influence the Earth's patterns of night and day?
* How can it be night and day in two different places on Earth?
* What patterns in the sky can be explained by the rotation and orbits of the Earth and Moon around the Sun?
* Why does the Moon seem to change shape?
Orbit and Rotation
X
1
January
February
March
April
May
June
July
August
September
October
November
December
©2020 Orange County Superintendent of Schools www.insidetheoutdoors.org
4
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Questions for Fiction
Before Reading:
Read the title and look at the cover.
What do you predict (think) the story will be about? Why?
What do you know about ________?
During and After Reading:
Characters
Who are the characters in the story?
Who is the main (most important) character?
How are the characters related to each other?
Does the main character learn any lessons? If so, what lesson?
Have any characters in the story changed? How?
Who is your favorite character? Why?
Which character is most like you? Why do you think that?
Setting
Where does the story take place?
When does the story take place (today, long ago, etc.)?
What time of year is it?
Is the setting important to the story? Why?
Does the setting remind you of a place you've been before? Tell about it.
Problem
What was the problem in the story?
Who had the problem?
Were there any other problems?
Solution
How was the problem solved?
Did the character have to try more than one thing to solve the problem? What else did they try?
What are other ways that the character could have solved the problem?
What would YOU have done to solve the problem?
Events
How did the story start?
What happened in the middle of the story?
What do you think might happen next?
What happened at the end of the story?
If you could change the ending of the story, how would it end?
After Reading:
Do you have any personal connections to the book?
What did the author want you to learn from reading this book (if there was a lesson)?
Would you recommend this book to a friend? Why or why not?
Questions for Nonfiction
Before Reading:
Read the title and look at the cover.
What do you already know about ________?
What is something that you want to read to find out about?
What is something that you want to read to find out about?
If the book has text features, search through them before reading* and talk about how they might help while reading. Examples include:
- Table of Contents (tells you different sections and the page numbers)
-
Photographs (shows what something really looks like)
- Captions (tells what is in the photograph)
- Index (lists page numbers for different topic)
- Glossary (gives the meaning of difficult words)
*While reading, also continue to point out text features to aid in comprehension.
During and After Reading:
Name three facts that you learned while reading the book.
Was there anything that surprised you?
What is the book mostly about (main idea)?
If the book has a sequence (ex. life cycle of a caterpillar to butterfly):
- What happened after ________?
If the book has a problem and solution stated:
- What was the problem?
- How was the problem solved?
If the book compares two things (ex. soccer and football):
- How are ______ and ______ alike?
- How are ______ and ______ different?
Choose difficult (vocabulary words) and point them out to your child OR have your child identify difficult words while reading.
Ask: What might the word ________ mean?
Work together to figure out what the word could mean, using any clues that you can find in the picture and context of the sentence.
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DEPT M – SCHOOL ENRICHMENT
Judge: Dee Morrison
Students involved in 4-H School Enrichment projects may enter exhibits at the Cuming County Fair. Each exhibit will receive a participation ribbon and will be displayed in the 4-H Building.
Parents and/or students are to bring exhibits to enter on Tuesday from 12:30 – 6:30 p.m.
On Your Own in Rural America
M-935-900 Safety Poster (14" x 22") either vertical or horizontal arrangement. The poster may be made using any medium – water color, ink, crayon, etc., but should not be three-dimensional. Also posters should not use copyrighted material, such as cartoon characters like "Peanuts" or "Mickey Mouse."
M-935-901 A First Aid Tip Poster (14" x 22") either vertical or horizontal arrangement. (The same guidelines apply, as outlined above.)
M-935-902 Farm Safety Poster (14" x 22") either vertical or horizontal arrangement. (The same guidelines apply, as outlined above.)
M-935-903 First Aid Kit for the Self-Care Child – For additional information refer to the 4-H manual – First Aid & Personal Safety and the score sheet (F13-05-79).
M-935-904 Simple Nutritious Snack – Use any recipe of your choice. Be sure it will maintain a suitable appearance throughout the fair. Include a 3" x 5" card explaining why you feel your snack is a nutritious one. The entry should be at least four items, if similar in size to a cookie or 2 cups, if in loose form.
M-935-905 After School Snack Plans for 15 Different Days – List the snack first followed by other items. List the beverage last.
M-935-906 Log of Self-Care Activities – Record what you did on ten different occasions when you "managed on your own." Some items you might want to include: what you did, phone calls, emergencies handled and how (if any), household responsibilities, family rules that applied to this time when alone, message to tell parents, snacks eaten, items that related to the care of siblings.
Embryology
M-935-910 Poster (14" x 22") showing nutrition needs of both chicks and people and how these needs are met.
M-935-911 Notebook with topic related to poultry and fowl. Can be a collection of drawings or photos with explanation about embryo development, growth of hatched chicks, requirements for hatching chicks, types and breeds of chickens, or other related topic.
Talking with TJ
M-935-912 A poster with one of the power statements or one of the team work tips. Create a poster that shows how these tips work for you and your friends.
For more information on any of the School Enrichment exhibits call the Extension Office in Cuming County @ 402-372-6006
Navigation and Global Positioning Systems (GPS)
M-935-913 Search for and find the Cuming County 4-H Geocache, then send an email to email@example.com with your name, what you wrote in the log book, the item taken and the item you left behind. Emails and an entry card for this class must be received by Tuesday of County Fair Week at 6:30 p.m. | 1,392 | 692 | {
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To live longer, eat plants!
Richard Béliveau
Translated from Le Journal de Montréal, March 27, 2017
A recent study has confirmed, in remarkable fashion, that the regular consumption of certain fruits and vegetables specifically diminishes the risks of cardiovascular diseases and of cancer, and improves life expectancy.
All of the organizations dedicated to the prevention of chronic diseases recommend the consumption of a minimum of five portions (400 g) of fruits and vegetables each day in order to reduce the incidence and mortality associated with these diseases, whether they are cardiovascular diseases, diabetes or cancer. Unfortunately, the large majority of inhabitants of industrialized countries follow a diet that markedly undershoots these recommendations, even without taking into account that the types of vegetables they consume are not particularly diversified and do not let them take advantage of the benefits associated with these foods.
NOT ALL EQUAL
For the prevention of chronic diseases, it is not sufficient to only increase the quantity of vegetables consumed in our diet, as we must also choose those which exhibit the strongest preventive actions.
This last point is very important, because we often erroneously consider fruits and vegetables as a homogeneous class of foods, whose positive actions on the human body are limited to their content of vitamins, minerals and fibre.
This reductionist vision is completely out of date because scientific research of the past few years has revealed that plants are living organisms of great complexity, producing a battery of highly reactive phytochemical molecules which influence several processes involved in the development of diseases.
These molecules are essentially produced by the plants in response to attacks from bacteria or insects, or are essential in adaptation to variations in their environment, e.g. aridity, flooding, cold or heat.
Driven purely by the challenges of evolution, out of the tens of billions of molecules produced by these plants there are several which affect the enzymes involved in the development of human diseases such as cancer or cardiovascular diseases.
These molecules are only found in a few plants and, for this reason, we must show some discrimination in our choice of vegetables in order to prevent these diseases.
PREVENTING DEATH
This concept is well illustrated by the results of a meta-analysis of results obtained by 95 prospective studies performed in recent years on the association between the consumption of fruits and vegetables and the risks of chronic diseases and premature death 1 .
The scientists first confirmed that people who regularly eat plantbased foods are at less risk of developing cardiovascular diseases or cancer.
This protection depends directly on the quantity consumed, with a maximal preventive effect observed at 10 portions (800 g) of fruits and vegetables. In other words, 5 portions is good but 10 is even better!
More precisely, the people who consume 10 portions daily have 24% less risk of developing coronary disease (such as a heart attack), 33% less risk for stroke and 13% less risk of developing cancer.
The impact of these protective effects is considerable, since they translate into a 31% lower risk of premature death.
Globally, the authors estimate that nearly eight million premature deaths could be avoided if the world population consumed 10 portions of fruit and vegetables daily.
Not all plant products are associated with a reduction in risk. By separately analyzing the different classes of fruits and vegetables, the authors observed that the risk of cardiovascular disease was particularly diminished by certain fruits (apples, pears, citrus fruits) and vegetables (green leafy legumes, cruciferous vegetables) whereas the reduced risk for cancers was particularly diminished in people who consumed the most cruciferous vegetables and yellow-green vegetables (carrots, celery, beans, spinach).
In other words, it is primarily the consumption of plant-based foods which contain the greatest quantities of phytochemical molecules which can really influence the risk of developing these diseases.
These results illustrate again just how important it is to regularly consume fruits and vegetables in order to reduce the risk of chronic diseases and to increase the chances of a long life in good health.
(1) Aune, D et al. Fruit and vegetable intake and the risk of cardiovascular disease, total cancer and all-cause mortality – a systematic review and dose-response meta-analysis of prospective studies. Int. J. Epidemiol. Published online Feb. 23, 2017.
You find the content of this column useful? Make a donation at www.richardbeliveau.org
to speed up our research
You find the content of this column useful? Make a donation at www.richardbeliveau.org
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Canadian Bill of Rights Crossword
In 1960 the Bill of Rights was introduced and passed in parliament as the first piece of federal legislation to protect the rights of Canadians nationally. This Bill, a lifelong dream of John Diefenbaker, lives on as the Charter of Rights and Freedoms embodies many elements of the Bill of Rights. Learn all about Diefenbaker's journey in creating the Bill, its effect, and legacy while completing this crossword! All the answers can be found in the DCC's 2012 online exhibit "The Canadian Bill of Rights " available at https://diefenbaker.usask.ca/virtual-exhibits/billrights.php (Hints on the next page).
Down
Across
3. Diefenbaker's profession while drafting the Candian Bill of Rights.
7. The first province to pass a bill of rights in Canada in 1947.
2. Number of years it took for the Bill of Rights to be passed after being presented to parliament in 1958.
1. 50 years later, the Bill is regarded as a declaration symbolizing a national history of dedication to civil
4. Ellen Fairclough was the first female to sit on this Canadian branch of government with top officials and ministers.
9. The _____ minister was required to scrutinize and dispute any proposed legislation that was seen to breach of the rights outlined in the Bill of Rights and report it to the House of Commons.
12. Diefenbaker's father emigrated from _____.
10. The Canadian Bill of Rights was limited to the federal level and did not have authority over _____ legislation.
13. The name of the vision that John Diefenbaker had for this country in his 1958 election.
5. Winning a _____ government in 1958 allowed John Diefenbaker to implement the Bill of Rights.
_____.
6. Saskatchewan's 7th Premier.
11. In 1958, John Diefenbaker appointed James Gladstone to this position, making history as the first Indigenous man in this area of Canadian government.
8. Creator of the Canadian Bill of Rights.
14. Abbreviation for the major world event which motivated world leaders to establish the Declaration of Human Rights.
16. John Diefenbaker proposed new amendments to the Canadian Citizenship act including freedom of _____.
15. The Bill of Rights is intended to safeguard _____ rights.
17. This Prime Minister embedded elements of the Canadian Bill of Rights into the Charter of Rights and Freedoms.
Hint: Find the answers in these categories from DCC's 2012 "The Canadian Bill of Rights" online exhibit available at https://diefenbaker.usask.ca/virtual-exhibits/bill-rights.php
Down
Across
3. Setting the Bar
2. Ideal as Reality: Creating the Canadian Bill of Rights
1. I am a Canadian, a Free Canadian
4. Federal Firsts
9. The Bill Persists
7. A National First
10. The Bill Persists
12. Laying the Foundation
13. Vision of an Ideal
@diefenbakercentre
6. A National First
5. Ideal as Reality
8. I am a Canadian, a Free Canadian
14. Canada Leads the Cause
11. Federal Firsts
15. Canada Leads the Cause
17. The Charter of Rights and Freedoms
16. Canada Leads the Cause | 1,354 | 702 | {
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Some Characteristics of Children with Central Auditory Processing (CAP) Problems
Definition. A child with a central auditory processing (CAP) problem has normal hearing but has difficulty in the reception and interpretation of auditory infor-mation.
* have difficulty remembering what is heard (e.g., names, stories, numbers, multiple directions)?
Symptoms. The symptoms of a CAP problem are very similar to the symptoms of a peripheral hearing loss (a hearing loss caused by a problem in the ear itself.) The child with a CAP problem has trouble making sense out of what he or she is hearing. Although the sounds are loud enough, the child has difficulty understanding the message, therefore acting like someone with a hearing problem. Following is a list of symptoms teachers and parents have often observed in children with a CAP problem.
Does the child…
* have difficulty with reading and spelling?
* have difficulty staying on task and completing an assignment or project?
* pay attention only when he or she wants to, or have difficulty responding to part of the message?
* look around for visual cues from other children before beginning an assignment?
* have upper respiratory problems such as allergies, sinus, colds, adenoid problems, or mouth breath-ing?
* appear to tune out what is in the environment and become lost in his or her own little world?
* have a history of fluctuating hearing loss, ear infections, earaches, feelings of pressure in the ears, discharge from the ears, or a complaint of noises in the ears?
* have difficulty telling the difference between words that sound similar, such as cone/ comb?
* ever seem confused about where sounds are coming from and have trouble locating them quickly?
* demonstrate unusual expressions or body postures while listening (e.g., facial expressions, turning or tilting of the head, turning the body)?
* respond fairly well in quiet situations but have great difficulty listening in noisy environments such as with the TV or in a noisy crowd or classroom?
Source: Educational Audiology Association:
Great Educational Handouts
Educational Audiology Association.
G. Rosenberg, M.S., CCC-A, School Board of Sarasota County, FL. Reprinted with permission from the
* pay attention to sounds within the environment? Is there curiosity about sound and attempts to imitate sounds?
* have trouble saying certain sounds correctly or have delayed language abilities or knowing the meaning of words as well as other children of his or her age group?
* seem to be able to associate certain sounds correctly with the source (e.g., siren with picture of fire engine)?
* seem to be able to learn children's songs and TV jingles easily?
* often confuse directions or words and think something else was said?
* have difficulty remembering information in the order it was said?
* tend to use the same words or phrases over and over instead of responding appropriately to changing verbal information?
* respond to very simple instructions but not to more complex instructions?
* have difficulty associating letters of the alphabet with their sounds?
* show behaviors that are inappropriate (e.g., aggression, withdrawal, impulsiveness)?
* seem to be visually alert (e.g., watching the speaker's face very closely, watching what others are doing)?
* perform more poorly on tests requiring verbal language understanding rather than a "hands on" test situation?
* have difficulty working independently?
* seem to be slow to respond to auditory informa-tion, as if it takes longer to think through the information?
* seem to be easily distracted and appear to have a short attention span?
* perform very inconsistently – sometimes very well and other times very poorly on the same task?
, Vol. 1, 1998. Developed by Gail | 1,566 | 743 | {
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Discover Ireland's Past through English
Elementary
Festivals
Hi! Welcome to the National Museum of Ireland.
Go to Level C and find the section called 'Life in the Community'. If you can't find it ask one of the museum attendants.
A festival is a day (or days) when all the people in a country have a holiday. For example, most people in Europe and other Christian countries have a holiday on 25th December because this is the day of the Christmas festival. On these festival days people celebrate - they eat special food, play special games or wear special clothes.
In the past in Ireland there were many festivals when people celebrated with their family or with the people in their area.
Task 1
Look around the section 'Life in the Community' and match the festival days on the left with the dates on the right. The first two are examples.
Christmas Day
25th December
Easter
March or April
May Day
1st February
Saint Patrick's Day
26th December
Óiche Shamhna
23rd June
Harvest Time
31st October
Saint Briget's Day
1st May
Saint John's Eve
17th March
Saint Stephen's Day
start of September
If you aren't sure don't worry - just ask one of the museum attendants.
Konichiwa S a l a m Ciao Ni hao Hola Salut
Task 2
Now read the information a little more carefully and answer these questions.
1: Which festivals are religious?
2: Which festivals celebrate the seasons?
3: At which festival do we remember dead people?
4: What is this festival called today?
5: Which festival celebrates Ireland and Irish people?
2: Which festivals celebrate the seasons?
3: At which festival do we remember dead people?
4: What is this festival called today?
5: Which festival celebrates Ireland and Irish people?
What do you think?
Which festivals are celebrated in Ireland today? What are the colours of the Irish flag? Why does the flag have these colours? If you don't know... ask!
Homework
Use your dictionary to find the meaning of these words:
A feast
A parade
A mask
A bonfire
Write about a festival in your country and prepare to tell your friends about it in the next class.
Think about:
The name and date of the festival. Why do people celebrate this day? Do the people wear special clothes? Do they eat special food? Do they play games, sing or celebrate in a special way?
Worksheet written by Martin Berridge. ©2004 Education and Outreach Department, National Museum of Ireland. | 1,027 | 542 | {
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DIRECTIONS: Write a word or name from the choice box that best answers the question. Some words or names may be used more than once.
_________________________1. Who discovered King Tutankhamen's tomb in 1922?
_________________________2. Who was the last strong Pharaoh of the New Kingdom?
_________________________3. What is the worship of the one true God?
_________________________4. Which Egyptian god was believed to preside over the Hall
of Judgment?
_________________________5. Who owned the Hebrew slave Joseph?
_________________________6. Who sold Joseph into slavery?
_________________________7.
What disaster did Pharaoh's dream predict would happen?
_________________________8. What country did Joseph live as a slave, prisoner, and
vizier?
_________________________9.
What position did Joseph hold in Pharaoh's court?
_________________________10. What brought Joseph to Pharaoh's attention?
_________________________11.
Who did the Egyptians believe was a god and high priest and the son of Horus?
_________________________12. What device did Egyptian officials use to calculate taxes
based on the rising of the Nile River?
_________________________13. Which desert covers most of North Africa?
_________________________14.
What was based on flooding, planting, and harvest in Egypt?
_________________________15.
What is a dead body that has been embalmed and preserved?
_________________________16. What is the picture writing used by ancient Egyptians?
_________________________17. Who led the Hebrew slaves out of Egypt?
Name: ____________________________________ "Ancient Egypt" Study Guide Unit 2
DIRECTIONS: Write a word or name from the choice box that best answers the question. Some words or names may be used more than once.
_________________________18.
What archaeological discovery contained a message in both Egyptian and Greek and allowed language experts to decode hieroglyphics?
_________________________19.
What is the "Gift of the Nile"?
_________________________20.
What is made from the stalk of a reedy plant that grows along the Nile River?
_________________________21.
What is the Egyptian irrigation device made up of a bucket and a long pole?
_________________________22.
Who was the Frenchman that worked many years to translate Egyptian hieroglyphics by comparing it to the Greek language?
_________________________23.
What group of people invaded Egypt in horse-drawn chariots and forced the Hebrews into slavery?
_________________________24.
Who became pharaoh at age ten but died at age nineteen leaving behind great treasures in his tomb?
_________________________25.
Who is the Egyptian goddess who protected children and was also the wife of Osiris?
_________________________26.
Who is the Egyptian goddess of love who had the head of a cow and the body of a woman?
_________________________27.
Who is the Egyptian god of the sun that created and ruled the world?
_________________________28.
Who is the Egyptian god that weighed a person's actions for good or bad?
_________________________29.
Which pharaoh united Upper and Lower Egypt in 3100 B.C.?
_________________________30.
Who defeated the Hyksos and began the New Kingdom? | 1,948 | 659 | {
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Spice Up Spring Break
Spring Break is right around the corner. Whether you are traveling or staying close to home, make your time memorable with your children by checking out some of these ideas.
At home or close to home
- Cook together – Let your child pick a recipe. Go shopping together for the ingredients. Teach your child about kitchen safety while you prepare food together. This is great time to capture teachable moments about food handling, knife safety, heat source safety, as well as math fractions, units of measure and science principles such as states of matter and chemical reactions.
o Check out our Pinterest page for recipe ideas.
http://www.pinterest.com/sindydawk/cooking-with-kids/
- Teach your child how to access, select and download ebooks from your public library. The Knox County Library Website has a wide selection of books that your child can borrow for 7, 14 or 21 days in an ebook format for a Kindle and other electronic devices. It simply takes a library card and a pin number to access books 24/7 that will keep your child reading. You can access the link to the Knox County Library along with simple instruction on how to borrow and download books from the library at http://www.knoxlib.org/explore-collection/e-media .
- For girls have a spa day at home. Give each other pedicures, manicures and facials. Give shoulder massages, style hair, dress up and take pictures.
- Write letters and draw pictures for grandparents and other family members and friend that live far away. Be sure to use those teachable moments to reinforce letter structure, punctuation, proof reading and how to address and mail a letter.
- Plant something – This is the time of year to start your garden plants from seeds. Many herbs and vegetables geminate in as few as seven days. With a little dirt a few seeds and some tender love and care, your starter plants you plant over Spring Break will be ready to plant in the ground in April.
On the road or in the air – Of course travel has been made much easier with the host of games and movies that can be carried with us these days on our tablets and electronic devices; however if you want to connect with your children a bit more while traveling, try some of these ideas.
- If traveling by car play license plate scavenger hunt. As a family, see how many different license plates you can find. Take along a US map so your children can look up the states on the map. Use this activity to reinforce geography, regions of the US, state capitals, national landmarks and history.
- Play the alphabet game using billboards to search out the alphabet from A-Z. Play cooperatively as a family or make it a competition. Add a twist by deciding on a six to ten letter word. Look for the letters in order on billboards and signs. Write the word in which you found each letter.
- Teach your child a sing-a-long song from your childhood.
- Research your destination and make a scavenger hunt game based on your destination. Look for landmarks, history, points of interest, characters of interest or interesting trivia.
- Based on your child's age, teach your child to play pen and paper games such as Sudoku, hangman, tic-tac-toe, dot and box and stop gate. Check out some more unique pencil and paper games at http://www.papg.com/.
- Teach your child to make mandala drawings. Make cooperative mandalas by giving each person a different color marker and a piece of paper. Start a design and then swap papers. Each person takes turns adding design elements to each mandala. | 1,351 | 763 | {
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Kindergarten B Music – 2016-2017
Course Objectives:
The kindergarten B music course is aimed at developing students understanding and appreciation of a wide range of music. This course also helps the students to develop the skills, attitudes and attributes that can support learning in other subject areas such as: listening skills, concentration, creativity, aesthetic sensitivity and self-confidence. This course also supports students to sharpen their skills in singing and playing simple percussion instruments.
Texts:
Silver Burdett Making Music Kindergarten (Scott Foresman), Music Education in the Classroom Preparatory Level (Jeffrey Leask, Lyn Thomas and Jo-Anne Ridegway), Circle Time Activities (Susan Miller)
Main Topics Covered:
Back to School
- Respond to music dialogue/call and response activities
- Sing songs about school with accompaniment
- Sing various songs clearly and in good posture
- Sing "Indonesia Raya" as well as "School Anthem"
Musical Journey
- Identify and classify various transportation sounds
- Identify music elements (short-long, high-low, soft-loud, fast-slow) in various transportation sounds
- Sing songs about transportation in steady tempo
- Move to changing tempos as well as contrasting sections in songs
- Sing high and low melodies
- Identify the duration of music (short and long).
- Identify higher, lower, longer and shorter sounds
- Analyse pattern of melodies and rhythms
Festival and Celebration
- Explain music that is used in various festivals and celebrations
- Do stretching, relaxation and warm ups before singing
- Sing various songs from famous festivals and celebrations
- Echo short melody patterns
- Explain how to be a good performer and good listener
- Sing in pitch and tunes
Semester 2
Rhythm and Beat
- Identify the difference between beats and rhythms
- Recognise simple rhythm patterns by reading pictorial symbols
- Analyse simple rhythms patterns
- Improvise simple rhythms using simple instruments
- Play simple percussions instruments in groups
- Play instruments in steady beat
- Use instruments to accompany songs
- Play Instruments to show contrast in music
- Echo simple rhythms by using instruments
- Sing with music instruments accompaniment
World Music
- Identify the variety of music around the world
- Listen and identify mood of various music
- Sing various folksongs from selected countries
- Explain general knowledge about culture of selected countries
- Sing songs with proper expression
- Move to music in steady beat
- Perform movements to accompany songs
- Create simple body percussion to accompany music
- Listen to and watch musical performances attentively
Assessment | 1,263 | 535 | {
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Maths Home Learning
Year 3 - Set 2 (G/Y)
Monday 22 nd February 2021
Skill Sharp
Put these numbers in order from smallest to largest.
15 4 6
.......... .......... ..........
Name and describe this shape.
It is a .............................
It has ………………. sides and ………. corners.
Skill- To make equal groups
Sort the groups into those with equal numbers in them and those with unequal numbers. Draw your own picture to go in each column.
Match the equal groups together.
Draw equal groups
Four 2s
Three 10s
Six 5s
5 twos
Maths Home Learning
Year 3 - Set 2 (G/Y)
Tuesday 23 th February 2021
Skill Sharp
Put these numbers in order from largest to smallest.
Name and describe this shape.
It is a .............................
It has ……………………….
and ………...………….…...
Skill- To add equal groups
Example- 5 + 5 + 5 + 5 + 5 = 25
Can you write and solve the repeated addition calculations?
Can you draw groups to match this addition?
2 + 2 + 2 + 2 = 8
Maths Home Learning Year 3 - Set 2 (G/Y) Wednesday 24 th February 2021
Skill Sharp
Put these numbers in order from smallest to largest.
7
5 1
10
.......... .......... .......... ..........
29
15 21 18
.......... .......... .......... ..........
33
44 11 22
.......... .......... .......... ..........
Skill- To use the multiplication symbol (X)
Example-
Can you write the multiplication sentences to match the repeated addition sentences?
Can you write the addition and the multiplication sentences to match the groups?
Maths Home Learning
Year 3 - Set 2 (G/Y)
Thursday 25
th
February 2021
Skill- To use arrays
Example
Can you use the arrays to fill in the table?
Number
of groups
Number in
each group
Multiplication
calculation
Number
of
groups
Number
in each
group
Multiplication
calculation
Number
of groups
Number in
each group
Multiplication
calculation
Number of
groups
Number in
each group
Multiplication
calculation
Can you draw arrays to complete the table?
Find and tick 3 x 2 = …………
Maths Home Learning Year 3 - Set 2 (G/Y) Friday 26 th February 2021
Skill Sharp
Put these numbers in order from smallest to largest.
42 29 35 18 23 50 33 6 40 20
….. …… …… …… …… ……. …… ….. …… ……
Problem Solving
I have 13p.
I only have 2
Extra challenge:
3 x 2 = 6
2 x 3 = 6
6 x 2 = …….
2 x 6 = ……
4 x 5 = ……..
……… x …….. = ……..
3 x 10 = ……..
……… x …….. = …….. | 1,694 | 739 | {
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Stir Fried Noodles
Stir Fried Noodles
You will need…
Ingredients
1 tablespoon of oil
a pack of noodles
1 large carrot
2 tablespoons of soy sauce
1 small pepper
Equipment
Hob Small bowl Chopping board Sharp knife Saucepan wok Colander Chop sticks
YEAR 1 EXPECTATION FOR WRITING- Do not copy but use as a teaching tool.
1. First gently place the noodles in the boiling hot water in the pan to cook for 5 minutes.
2. Then use the colander to drain the soft noodles over the sink.
3. Next use the sharp knife to chop the vegetables into little strips.
4. Carefully heat the oil in the wok and add the vegetables. Stir until cooked.
5. Next add the cooked noodles and the stir fry sauce.
6. Finally serve in small bowls and eat with chopsticks.
YEAR 2 EXPECTATION FOR WRITING- Do not copy but use as a teaching tool.
1. First gently place the noodles in the boiling hot water in the pan to cook for 5 minutes. They are ready when they are soft.
2. Then use the colander to drain the soft noodles over the sink. Try to get all the drained water in the sink.
3. Next use the sharp knife to chop the vegetables into little strips. Be careful not to cut yourself.
4. Carefully heat the oil in the wok and add the vegetables. Stir the vegetables round the wok for 2 minutes until cooked.
5. Next add the cooked noodles and the stir fry sauce. Quickly mix everything together until it is all hot and covered with sauce.
6. Finally serve in small bowls and eat with chopsticks.
The wok and pan can get very hot so it is helpful if you have an adult close by to do this bit.
Try adding different vegetables. Mushrooms and sweetcorn would be very tasty.
LO write instructions
We have been learning all about China. We have made and tasted our own Chinese stir fry.
Task: Write instructions on how to make a vegetable stir fry.
Success Criteria
Extension: Stick in this photo from stir fry making
I really liked eating my stir fry. The noodles were soft and tasty. It was really tricky using chop sticks so I had to change for a fork as I couldn't pick up any food with the chop sticks. I would like to make this again at home with my family.
Time connectives
First
Next
Then
After that
Finally
Sentence starters
Be careful
Make sure
Try to
Useful words
stir vegetables
carrots peppers
wok pan knife
colander sauce
noodles
Useful words
gently carefully
quickly little
minutes yourself
together adult | 976 | 566 | {
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Robots learn tasks from people
26 October 2018, by Amy Adams
Stanford researchers are testing two frameworks that, together, could make it faster and easier to teach these robot arms basic skills. Credit: Stanford Vision and Learning Lab
In the basement of the Gates Computer Science Building at Stanford University, a screen attached to a red robotic arm lights up. A pair of cartoon eyes blinks. "Meet Bender," says Ajay Mandlekar, Ph.D. student in electrical engineering.
Bender is one of the robot arms that a team of Stanford researchers is using to test two frameworks that, together, could make it faster and easier to teach robots basic skills. The RoboTurk framework allows people to direct the robot arms in real time with a smartphone and a browser by showing the robot how to carry out tasks like picking up objects. SURREAL speeds the learning process by running multiple experiences at once, essentially allowing the robots to learn from many experiences simultaneously.
"With RoboTurk and SURREAL, we can push the boundary of what robots can do by combining lots of data collected by humans and coupling that with large-scale reinforcement learning," said Mandlekar, a member of the team that developed the frameworks.
The group will be presenting RoboTurk and SURREAL Oct. 29 at the conference on robot learning in Zurich, Switzerland.
Humans teaching robots
Yuke Zhu, a Ph.D. student in computer science and a member of the team, showed how the system works by opening the app on his iPhone and waving it through the air. He guided the robot arm – like a mechanical crane in an arcade game – to hover over his prize: a wooden block painted to look like a steak. This is a simple pick-and-place task that involves identifying objects, picking them up and putting them into the bin with the correct label.
To humans, the task seems ridiculously easy. But for the robots of today, it's quite difficult. Robots typically learn by interacting with and exploring their environment – which usually results in lots of random arm waving – or from large datasets. Neither of these is as efficient as getting some human help. In the same way that parents teach their children to brush their teeth by guiding their hands, people can demonstrate to robots how to do specific tasks.
However, those lessons aren't always perfect. When Zhu pressed hard on his phone screen and the robot released its grip, the wooden steak hit the edge of the bin and clattered onto the table. "Humans are by no means optimal at this," Mandlekar said, "but this experience is still integral for the robots."
Faster learning in parallel
These trials – even the failures – provide invaluable information. The demonstrations collected through RoboTurk will give the robots background knowledge to kickstart their learning. SURREAL can run thousands of simulated experiences by people worldwide at once to speed the learning process.
1 / 2
Powered by TCPDF (www.tcpdf.org)
"With SURREAL, we want to accelerate this process of interacting with the environment," said Linxi Fan, a Ph.D. student in computer science and a member of the team. These frameworks drastically increase the amount of data for the robots to learn from.
"The twin frameworks combined can provide a mechanism for AI-assisted human performance of tasks where we can bring humans away from dangerous environments while still retaining a similar level of task execution proficiency," said postdoctoral fellow Animesh Garg, a member of the team that developed the frameworks.
The team envisions that robots will be an integral part of everyday life in the future: helping with household chores, performing repetitive assembly tasks in manufacturing or completing dangerous tasks that may pose a threat to humans.
"You shouldn't have to tell the robot to twist its arm 20 degrees and inch forward 10 centimeters," said Zhu. "You want to be able to tell the robot to go to the kitchen and get an apple."
Provided by Stanford University
APA citation: Robots learn tasks from people (2018, October 26) retrieved 18 June 2021 from https://techxplore.com/news/2018-10-robots-tasks-people.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Handout: Rights Protected or Extended by Court Decisions
Most of the rights which Australians enjoy today are based originally on British and Australian court decisions, called 'common law'. A person did or did not do something, somebody objected and took the case to court, and the court made a decision to protect, extend or limit that right. Parliament might then have made a law which controlled or defined that action.
Reliance on the common law or courts to establish people's rights has reflected the idea that once a law is written down in an Act of Parliament, it may become quite inflexible whereas judges are capable of making balanced decisions which suit the particular facts of a situation, and which can be adapted when the circumstances have changed. Not all people accept that courts and judges are the best place to make decisions which affect the whole society.
Case Study
A man was charged with a serious crime. He could not afford to hire a lawyer to defend him, and he was refused legal aid (a lawyer paid for by the state). He represented himself in court during the 40‐day trial, and was found guilty. He appealed against the decision, saying that he was denied a fair trial by not having legal representation. In coming to their decision, the High Court judges had to interpret the rights of the accused in:
-
common law (previous judgements of the courts)
- Acts of Parliament such as the Commonwealth Judiciary Act (1903) that says that a person committed for trial should, if they cannot afford it, have a lawyer appointed by the government, and
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7th
Teacher Name
Teacher Email
Google Voice Number
* Office Hours : Students may call a teacher during these times to receive one on one support for their work. We recommend that students e-mail their teachers to schedule a set time that they can talk to their teachers during this time.
* Zoom Meetings : These are times that teachers will instruct students via video conferencing. Students are expected to attend the Zoom Conferences for each subject taught in their grade level. Teachers will share meeting codes with families the week of April 6 th .
7 th Grade
Module 4 Lesson 10
Independent Practice
1. Enrique takes out a student loan to pay for his college tuition this year. Find the interest on the loan if he borrowed $2500 at an annual interest rate of 6% for 15 years.
2. Your family plans to start a small business in your neighborhood. Your father borrows $10,000 from the bank at an annual interest rate of 8% rate for 36 months. What is the amount of interest he will pay on this loan?
3. Mr. Rodriguez invests $2,000 in a savings plan. The savings account pays an annual interest rate of 5.75%. How much money will be in his savings plan at the end of 10 years?
7 th Grade
Module 4 Lesson 11
Independent Practice
1. A school district's property tax rate rises from 2.5% to 2.7% to cover a $300,000 budget deficit (shortage of money). What is the value of the property in the school district to the nearest dollar? (Note: Property is assessed at 10% of its value.)
2. Jake's older brother Sam has a choice of two summer jobs. He can either work at an electronics store or at the school's bus garage. The electronics store would pay him to work 15 hours per week. He would make $8 per hour plus a 2% commission on his electronics sales. At the school's bus garage, Sam could earn $300 per week working 15 hours cleaning buses. Sam wants to take the job that pays him the most. How much in electronics would Sam have to sell for the job at the electronics store to be the better choice for his summer job?
3. Sarah lost her science book. Her school charges a lost book fee equal to 75% of the cost of the book. Sarah received a notice stating she owed the school $60 for the lost book. How much did the school pay for the book?
7 th Grade
Module 4 Lesson 12
Independent Practice
1. The accompanying diagram show that the length of a pencil from its eraser to its tip is 7 units and that the eraser is 1.5 units wide. The picture was placed on a photocopy machine and reduced to 66 2 3 % . Find the new size of the pencil. Write numerical equations to find the new dimensions.
2. What are the corresponding horizontal and vertical distances in a scale drawing of the diagram below if the scale factor is 25%? Use a numerical equation to find your answers.
3. What are the corresponding horizontal and vertical distances in a scale drawing of the diagram below if the scale factor is 160%? Use a numerical equation to find your answers. | 1,267 | 686 | {
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Math
* Students develop proficiency in the use of place value within the base-10 numeration system.
* Students use place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000.
* Students measure length.
* Students apply knowledge of two-dimensional shapes and three-dimensional solids, including exploration of early fraction concepts.
English/Language Arts
* Can hear and manipulate the sound components in language
* Demonstrates thinking within the text including retell or paraphrase important events or details
* Demonstrates thinking beyond and about the text including making connections, inferring, text structure, and author's craft
* Adjust reading to process, understand, write about, and discuss texts in a variety of genres
* Students use multiple sources of information to solve unknown words
* Plans, writes, revises, and edits literary and informational texts
* Uses sounds, spelling patterns, and word wall to spell
* Writes legibly in manuscript and cursive and uses proper letter formation
* Students write more complex sentences with increased command of conventions and spelling.
Science
* Ask a question about objects, organisms and events in the world around them.
* Plan and conduct a simple investigation.
* Employ simple equipment and tools to gather data and extend the senses.
* Use data to construct a reasonable explanation.
* Communicate investigations and explanations.
The mission of Eagle Mountain-Saginaw Independent School District is to foster a culture of excellence that instills a passion for a lifetime of continuous achievement in every student.
Social Studies
* Students interpret oral, visual, and print materials by sequencing, categorizing, identifying the main idea, predicting, comparing, and contrasting.
* Students understand chronology and can sequence events by using time periods.
* Students create written and visual materials in an organized way to express their ideas.
PACE
* The PACE program serves identified gifted and talented students in grades K-5.
* The elementary PACE program is served through a two-hour pull-out program for second through fifth graders, and in the classroom for kindergarten and first grade students with extension and differentiation.
* GT students engage in learning activities that develop critical thinking and give opportunity to problem solve while also valuing diversity
* The lessons for PACE span across all curriculum areas with a research component in the spring semester
Bilingual Ed
* EMS ISD offers a One-Way Dual Language program for qualifying English Learners
* Bilingual program offered at Gililland, Remington Point, and Willow Creek
* Dual Language participants receive a strong cognitive and academic base in the native language which supports development in the second language
Supporting Academic Success
* Discuss the learning goals your child has set and help your child monitor his or her goals.
* Attend back-to-school events, PTA meetings, and other school functions to be an active member of the school culture.
* Attend your child's parent conferences to discuss his or her academic progress.
* Establish routines for homework, including reading at home, and encourage practice of basic facts in mathematics.
The mission of Eagle Mountain-Saginaw Independent School District is to foster a culture of excellence that instills a passion for a lifetime of continuous achievement in every student.
* Volunteer at your child's school. Most schools have volunteer organizations such as PTA and Watch D.O.G.S. to foster volunteerism.
* Track your child's progress by logging into Family Access. Visit www.emsisd.com for details.
* View curriculum parent letters each grading period via campus website under Parents tab.
For more information, please visit www.emsisd.com. | 1,696 | 727 | {
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College and Career Readiness
Introduction
The main goal of both elementary and secondary education is to prepare students for college and the workforce. Unfortunately, fewer than 30% of college professors believe that public school adequately prepares students for college (Achieve, 2005). An estimated 20% of college students have to take at least one remedial course upon entering college (NCES 2013). Likewise, too few students who enter the workforce immediately following high school have the job readiness and occupational skills that they need to gain access to stable employment with reasonable pay.
There are several measures an educator can use to monitor if a student has the competencies and skills for success in higher education and beyond. Algebra enrollment and course completion have been identified by researchers as early indicators of success in the upper levels of math both at the secondary and postsecondary levels.
Several states also use high performance on state standardized tests as an indicator of college readiness. There are several national exams that are administered from the 8th through 10th grade levels to prepare students for success on college entrance exams, including ACT's EXPLORE and PLAN programs and the College Board's PSAT exam. A student's score on these early tests helps provide educators early indicators: scores can identify students who have potential for enrollment in advanced courses, and scores can also identify areas where students need focused intervention in order to perform well on college entrance exams.
The SAT and ACT are the most widely recognized and accepted college entrance exams. While the SAT is more of a reasoning test, assessing how well students apply the subject matter and skills they have learned in high school with a mandatory writing section, the ACT is curriculum-based with questions directly related to high school courses in English, math, reading and science, with an optional writing assessment.
Measures that track postsecondary success, such as first-year success, grades, credits, and completion rates, will demonstrate that students are not only "profiled" as college ready because of demographic or other non-academic factors, but actually have the skills to thrive in a postsecondary environment. Aggregated at the campus and district level, educators can use this information to target patterns of weakness in college preparation as well as scale instructional methods or programs correlated with student success.
Although all students should have the skills necessary to enter college, not all students will choose to do so. It is therefore also important for schools to monitor the success of programs that prepare students who want to earn professional and technical certifications.
Collectively, these indicators give educators a clear picture of whether or not students are prepared to meet and exceed the challenges of postsecondary education and life.
Related Metrics
The following metrics are documented in this section: | 1,244 | 540 | {
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What are the Common Core State Standards?
The Common Core is a set of K-12 content standards for math and English/Language Arts developed primarily through Achieve, Inc., the National Governor's Association and the Council of Chief State School Officers and largely funded by the Gates Foundation. The U.S. Department of Education encouraged adoption of the Common Core through the Race to the Top grants and No Child Left Behind conditional waivers. The Illinois State Board of Education adopted the Common Core on June 24, 2010. The Common Core replaced Illinois Learning Standards previous math and ELA standards.
Reasons to oppose:
1. It's dataless reform: There is no evidence that suggests centralizing education around a set of standards will raise student achievement. Proven methods and models for education reform were ignored in the development of these standards.
2. The adoption process was flawed. The Illinois Legislature was not involved in the process and "we the people" were not given a voice. This is a poor way to determine any policy let alone education policy.
3. It's unconstitutional. The Federal role in the adoption process through Race to the Top and NCLB waivers is suspect. There is no legitimate role in education. The federal funding of the Common Core assessment consortia is in violation of three federal laws.
4. The standards are not quality. Fordham Institute (who advocates for the Common Core) said there were three states that had superior math standards and 11 states that had superior English/Language Arts standards why not use those as a model? Illinois standards were lacking before, but there are better models out there.
5. We have student data privacy concerns. Illinois has a signed agreement with PARCC who in turn has a signed agreement with the U.S. Department of Education saying they will provide student-level data. They also have a contract with inBloom, Inc. Right now student-level data such as student names, addresses, test scores, learning disabilities, attendance and disciplinary records are uploaded. It can also include health records and teacher assessments of student behavior could be included. Parents were not notified.
6. The standards are costly. If Illinois adopts the PARCC the state will jump from paying $20 per student per assessment to at least $29.50 per student per assessment. PARCC is an online test that has technology requirements that every Illinois school district may not be prepared to meet.
Learn more:
* http://stopcommoncoreillinois.org
* http://truthinamericaneducation.com
* http://fightcommoncore.com | 1,155 | 525 | {
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7
sources.
October is Dyslexia Awareness Month
14
Provide students access to literature and content through audiobooks. Check out these two resources: Bookshare http://bit.ly/1uYlJXn
15 Listen to theEducate podcast At a Loss for Words by Emily Hanford at your school, church, or within your neighborhood. Use this listening guide as an added resource.
Learning Ally https://learningally.org
21 Discover Nancy Young's Ladder of Reading infographic that explains the relationship between explicit instruction and learning to read.
22 Enroll in Reading 101- a self-paced professional development course for K-3 teachers, developed by Reading Rockets in collaboration with IDA and CERI.
16
Watch this overview of dyslexia by Tim Odegard at the Middle Tennessee Center for Dyslexia. https://youtu.be/klG8vHRLtJU
23 Watch a video from the AIM Academy Teachable Moments series. Here is a good one to start with. Dr. David Kilpatrick speaks on Understanding Word Level Reading Development.
17
Is your parent-teacher organization aware of the NC PTA Dyslexia Resolution? Read it here http://bit.ly/2pcnxTU
24 Choose a read-aloud book featuring a character with dyslexia http://u.org/2vu52gG
18
Share the Dyslexia Topic Brief and other resources on the NC Department of Public Instruction Specific Learning Disabilities /dyslexia and dyscalculia page http://bit.ly/2wjqbsM
25 Learn about Structured Literacy. Review the IDA Structured Literacy infographic http://bit.ly/2aqcqPH and listen to this structured literacy overview by Nancy Hennessy.
28 Did you know the US Department of Education issued a memo about using the term dyslexia? Read it here
29
http://bit.ly/1R8dtBj
Through Your Child's Eyes Experience how frustrating it is when you struggle with a learning difference through this simulation from Understood.org http://u.org/1vw2vMw
30
Watch and share these videos co-produced by the Exceptional Children's Assistance Center and the NC Department of Public Instruction.
What is Dyslexia? What is Dyslexia- Spanish Dyslexia in NC Public Schools Dyslexia in NC Public SchoolsSpanish
31
Explore apps for students with LD and dyslexia. Here are some resources to explore:
http://bit.ly/2wKCxew http://bit.ly/IB1hcw Cheesman PreK-K App | 1,182 | 544 | {
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activity book
DEAR MAKER,
Every project you will create with this kit is a process. We believe it is important to encourage multiple attempts to create something new. Through the process of experimentation, testing ideas, prototyping then modifying your project the result that is not important, but the journey and exploration. We encourage everyone to curiously embrace our activities with a great sense of enthusiasm and humor because we believe that problem solving with a positive attitude fosters creativity.
When you first open the box the materials within allow your ideas and imagination take shape through sketching, drafting a list, free building, or help you find the process that works for you. The cards serve as inspiration to get started; we encourage you to use your imagination and modify your solution for a different outcome each time. You can find more activities and support for Strawbees construction-techniques with other materials at learning.strawbees.com.
Welcome to our community of endless ideas put together solely to support your creativity. If you have any questions, we will be happy to address them at strawbees.com/support.
Happy making!
DREAM BIG, BUILD BIGGER!
FIRST TRICKS
Before you start going crazy with your new Strawbees kit, let's take a look at some basic tips and tricks that will help you build smart!
If you're a newbie to Strawbees, these are good to know so stay here for a while and play around.
STRAWBEES CONNECTORSCONNECTING TO STRAWSCONNECT & LOCKLOCKING STRAWSJOINT
STRAWBEES CONNECTORS
Strawbees are connectors that can be used for combining straws, connectors, cardboard, and many types of materials.
CONNECTING TO STRAWS
Squeeze the opening of the straw for easy insertion.
CONNECT & LOCK
Slip the head into the groove of the leg and listen for the click. This will secure connectors and allow rotation.
O R
Push the leg all the way through the head to lock in place. The connectors are limited in rotation.
LOCKING STRAWS
You can lock the straws in place to prevent slipping.
1 .
Snap onto the groove.
MOVING JOINT
LOCKED JOINT
FRICTION LOCK
With the moving joint fold the head over to the other side and snap it into the groove to create a friction lock. The legs will shift and hold in different positions.
BASIC FORMS
Before you start going crazy with your new Strawbees kit, let's take a look at some basic tips and tricks that will help you build smart!
If you're a newbie to Strawbees, these are good to know so stay here for a while and play around.
PYRAMID
CUBE
PUPPY
A R M
PYRAMID
CUBE
6
4
Pyramids are also known as tetrahedrons, fancy name for this pointed fella. Pro tip: Bend the Strawbee arms to make the edges sharper.
You can turn a pyramid into a cube by adding some straws and Strawbees. They are perfect to stack on top of each other.
PUPPY
12
A R M
''Woof'' says the puppy! Here's a great way to attach a head to a simple body.
YOURSKETCHBOOK
Every small creation or big invention begins with a simple idea. The idea is then translated into a sketch which is made into a prototype to see if the idea works. Pick up a card, start sketching lots of ideas and once you've picked your favourite idea, start building it. Don't underestimate drawing because drawing is a way of thinking. It also helps you plan your next step. The rest of this book is your sketchbook don't be afraid to let your imagination flow.
MORE FROM THE STRAWBEES UNIVERSE
A favorite in classrooms, maker spaces and science centers around the world, The kit provides enough pieces for large groups to build many giant projects!
STRAWBEES SCHOOL KIT
STRAWBEES.COM
@STRAWBEES
The perfect kit to learn electronics, mechanics and programming.
CODING&ROBOTICS KIT | 1,624 | 943 | {
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Shire of Denmark
953 South Coast Highway (PO Box 183), Denmark WA 6333 Ph: (08) 9848 0300 Fax: (08) 9848 1985
Email: firstname.lastname@example.org
Website: www.denmark.wa.gov.au
What Should I do If I Suspect I Have Food Food Poisoning
Food Poisoning is any illness caused by eating food. Allergies, heavy metals, bacteria, viruses and chemicals can all cause food poisoning.
Poisoning?
Consult with your family doctor and request a stool sample be taken so the type of food poisoning may be determined.
Bacteria are tiny living cells, which can be seen only under a microscope. There are many bacteria on our bodies and all around us, but most of them are harmless. Some bacteria are beneficial to us, for example, those bacteria that ripen cheese and yoghurt.
A few of them however, are harmful and if eaten in sufficient quantity with our food they may cause food poisoning. The degree of poisoning depends on the length of time the bacteria have had to multiply and therefore the number of bacteria in the food.
Bacteria will multiply very quickly under certain conditions. The ideal temperature for growth of most food poisoning bacteria is body temperature (37-38C). Under ideal conditions of warmth and moisture, bacteria on food surfaces can double in number every 10 minutes.
Bacteria also require moisture, so moist environments will support bacterial growth better than dry foods. It is for this reason that dish cloths and wooden chopping boards are ideal for bacterial growth.
The common food poisoning bacteria are:
Salmonella Campylobacter Giardia Shigella
Make a list of all the foods eaten in the past 3 days and refrigerate any food you suspect may have caused your illness.
Contact your local Environmental Health Officer so they can investigate your illness if required.
If you can, do not handle or prepare foods while you have symptoms. If you work in the food industry you need to notify your employer.
Wash you hands thoroughly with soap and warm water before handling any food.
You can reduce the likelihood of food poisoning. Following some basic rules can prevent it:
1. Hand washing
Hands must be thoroughly washed after visiting the bathroom, handling a baby's nappy or animals. Bacteria present in the bowel of an infected person can be transmitted to other people if strict regard is not paid to personal hygiene.
2. Prevention of 'cross-contamination'
A number of food poisoning bacteria is naturally present in raw foods such as meat and poultry. This can be transferred to other foods. This is called cross-contamination.
Raw meats should be kept at the bottom of the refrigerator so that blood cannot drip onto other foods. Never place-cooked meat onto a plate used for raw meats unless the plate has been thoroughly washed.
It is also important to wash hands after handling raw foods, pet meats and fertilisers since bacteria may be present in these. Chopping boards and work surfaces should be cleaned with hot water and detergent after contact with raw foods.
3. Temperature control
Most bacteria will not multiply at temperatures below 5C and are usually killed if heated to temperatures above 60C. It is therefore important to store meat, poultry, eggs and dairy foods in the refrigerator and to cook these foods well before eating.
4. Treatment of pets
A vet should treat pets showing symptoms of diarrhoea. Children and adults should wash hands after touching animals. | 1,423 | 733 | {
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ECS: Tips for Observing Teaching and Learning
Together, learner-centered and learner-driven play = playful learning. Adultinitiated GSRP classroom activities include large group, small group and transition times. During these portions of the daily routine, adults select concepts, activities and materials based on children's strengths and interests. Adults plan possible scaffolding strategies for children at emergent, middle and later developmental stages. Adults comment on what children are doing/saying, imitate and add to children's actions, use materials with children and support children as leaders. Children are engaged as active, participatory learners during adult-initiated activities. Children contribute their own ideas and are involved at their own developmental levels. Children have the highest level of control during uninterrupted child-initiated play, where children make many choices about where and how to use materials and carry out their activities.
In this portion of the day, adults are partners in children's play; they observe and listen before entering play, assume roles as suggested by children, follow children's cues about content and direction, imitate children, encourage children to talk about what they are doing, use children's words and comment specifically on children's activities.
This is truly the "heart and soul" of any classroom. It is especially important that ECS regularly observes a range of interactions that happen throughout the day. Consider what adults are doing and saying, how children respond during interactions with adults, and how adults in turn respond to children's statements, observations and questions.
* The ECS should learn if teaching teams work with consistent groups of children for planning time, recall time, small-group time and home visiting, as this tends to strengthen relationships and home-school partnering for child development.
* Be sure to regularly observe all staff. If Teacher A has appropriate interactions consistently and Teacher B does not, the result may be lower quality classroom practices.
* During regular observations the ECS documents what adults are doing and saying throughout the day. A 'rule of thumb' for analyzing specific interactions: to be considered highest quality, there should be at least three examples positively illustrating the indicator and no negative indicators.
* Regularly observe the types of questions the adults ask to determine if questions relate to what the child is doing and are open-ended or if there is a pattern of adults asking many questions or questions with predetermined correct answers.
* Regularly observe when adults make comments to determine if children are consistently encouraged to interact with each other and to determine if children's individual efforts are acknowledged and supported.
Curriculum Planning and Assessment
* In high quality team teaching, an observer would have difficulty discerning the Lead Teacher from the Associate Teacher. All adults conduct and participate in children's activities; there is not a pattern of one adult leading and another adult playing minor, nonteaching roles such as sweeping floors or wiping tables.
* The ECS examines teacher resources for curriculum planning and assessment at the teacher's planning area/desk as well as on shelving and in file cabinets. Curriculum will be visible in the room arrangement, words for the areas of the room, portions of the daily routine, lesson plan/daily activities, Parent Handbook, etc. Note that 'using' the comprehensive curriculum and authentic child observation tool are key; having resources 'available' is insufficient to document high-quality practice.
* Similarly, in a quality classroom, curriculum and authentic assessment are seamlessly interwoven, so that children's classroom activities are not interrupted for direct assessment. | 1,594 | 689 | {
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'Self-Sufficiency in Learning How to Create a Year-Round Homesteading Garden and Gardening Tools 101'
with Gerry Fradette
Essential gardening tools:
Broadfork.
Bow, garden, hand, leaf, and stone rake.
Dibbler.
Garden scissors, hose, glove, and hat.
Hand and stirrup cultivators.
Handheld, round-pointed, and spade shovel.
Pruners.
Rain barrel, watering can, and water pump.
Soil blocker.
Warren and draw hoe.
Wheelbarrow.
How to Make Your Backyard a Homestead Garden Adventure:
Plan:
Before planning, it is essential to consider four factors, which include water, oxygen, sunlight, and nutrients, as they shape the growing space. For instance, plants that are grown in the wrong temperature, a shady spot, or too close together, are at risk of wilting or dying due to not receiving an adequate amount of sunlight. Therefore, it might be better to start small and experiment with the four factors to determine the ideal conditions. Furthermore, take into consideration how the gardening tools mentioned above will be brought in, the daily tasks that have to be performed, what tools are most needed, and so on.
Differents Way to Garden:
There are several ways to garden, such as containers, raised beds, and vertical. The benefits of having a container or pot gardening are that it is portable, works well in small spaces, eliminates weed problems, and has control over soil quality. Raised beds allow maximize space, good drainage, prevents soil compaction, and easier is to take care of the plants without bending too much. Moreover, a vertical garden can improve air quality, the ability to grow more plants, and enhance visual appeals. In Gerry's case, he employs vertical, in-ground, and greenhouses to grow his various crops, such as peas, kale, asparagus, figs, and so on.
Phone:519 645 2845 Fax:519 645 0981 Email: firstname.lastname@example.org Website: www.trea.ca
Soil:
The type of soil used is essential as it determines whether the plant flourishes or is at risk of not surviving. Overall, the soil mixture should include three elements, which are vermiculite, compost, and peat moss. Also, incorporating compost can assist with plant growth, which can be constructed simply by using a blend of leaves and organic materials, such as clippings. In Gerry's case, he has a leaf compost space, which is a great way to reuse and create nutrient-rich soil with a balance of nitrogen and carbon. Moreover, another benefit of compost is that it can repel weeds when used as a top dressing or mulch.
Type of Plant to Grow:
Before choosing what type of plant to grow, first research about what plants best flourish in the region, and then whether the garden will include annuals, biannual, and/or perennial plants. It is helpful to select plants that provide high-yield crops, such as herbs and leafy greens, which can be continuously harvested all season through using a greenhouse. Also, although annuals and biannual plants, such as sweet peas germinate and bloom all within a year, perennials often take more time to establish, but it's a long-term investment, such as growing asparagus. Lastly, decide whether to grow plants that complement one another, such as tomato and garlic. The advantages of companion planting include pest control, pollination, and maximizing the space.
Water:
There are multiple ways to water a garden by employing different systems, such as soaker hoses, rain barrels, and so on. A soaker hose assists with targeting the plant, not the surrounding dirt. Note, it is critical to focus on watering the roots instead of the leaves as the plant is likely to become susceptible otherwise to fungus or mildew. Also, gardeners can conserve water and reduce their water bills through harvesting rainwater by using a rain barrel that can be installed at the bottom of a downspout. Another advantage of rain barrels is that most have a hose attachment, which makes it more convenient to water. Given the size of Gerry's garden, he owns a pool to draw water from.
Phone:519 645 2845 Fax:519 645 0981 Email: email@example.com Website: www.trea.ca
Maintenance:
Like other types of gardening, a homestead approach requires the same or more level of maintenance. Weeding is a significant aspect as it will steal nutrients, exploit growth, crowd the plant, and create shade, which is why it is essential to weed regularly. Furthermore, for organic gardening without the use of pesticides and/or chemicals, it is best to utilize natural remedies and manually removing bugs, and pests. As mentioned previously in the soil section, compost can repel weeds when used as a top dressing or mulch.
Contact: TREA
Phone:519 645 2845 Fax:519 645 0981 Email: firstname.lastname@example.org Website: www.trea.ca | 2,040 | 1,073 | {
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Oldbury Park Primary RSA Academy
Curriculum Methodology 2020
At Oldbury Park, our inclusive and personalised curriculum helps to prepare the children for the next stage in their education, and the world beyond. We promote the personal, social, and academic development of each child.
Oracy is at the heart of our curriculum. We follow the Central RSA Oracy policy and teach the five strands: Linguistic, Physical, Cognitive, Social, Emotional, to ensure children gain the necessary skills to support them in their learning and in life beyond school. Lessons are taught using memorable experiences that enrich lessons, engage, and excite children and give context to their learning.
The curriculum also includes strong elements that support RSA Commitments to Culture and Creativity, Mental Health and Wellbeing and the World beyond School.
Healthy minds and bodies are of paramount importance at Oldbury Park therefore PE is an important element of our curriculum as we believe it supports children to have a life of participation, builds self-esteem in pupils and supports their mental and physical wellbeing both now and in the future. In addition, the mental wellbeing permeates the curriculum both in lessons, and outside of them. Forest School forms a central part of the curriculum in EYFS and KS1 which supports children to gain life-long skills such as curiosity, communication, teamwork and assessment of risks.
Our strong links with The University of Worcester also enhance the curriculum and provide a wealth of opportunities to foster aspiration and knowledge of the world beyond school.
Our curriculum is underpinned by the Central RSA KASE (knowledge, attributes, skills, and experiences). As a result, sequences of learning are designed to maximise the acquisition of knowledge and skills and lessons are taught through the newly implemented teaching and learning cycle as stated in the Central RSA Teaching and Learning Policy. Themes and experiences are chosen carefully to ensure that the statutory requirements of the curriculum are fulfilled, context and learning gaps are addressed, and learning experiences are enriched. All children gain valuable 'cultural capital' through our curriculum design to enable them to succeed in modern Britain and develop life-long aspirations.
Being inclusive is an extremely important consideration when designing our curriculum at Oldbury Park – children from the Mainstream Autism Base routinely work alongside other children which helps them to develop confidence and enables other children to become more understanding, respectful and supportive towards other people. Inclusivity within the curriculum supports our mental health agenda also.
We believe in connectivity within and between subjects. Our newly developing curriculum is based around key subject concepts which enables us to ensure consistency and progress across subjects at the same time as ensuring the context is relevant to our cohorts. The curriculum design builds on prior learning whilst the contexts selected enable teachers and pupils to make meaningful connections across subjects and for pupils to apply their knowledge and skills in a range of subjects. | 1,324 | 568 | {
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Serving Turkey Safely
FNH-00469
If you are like many Alaskans, you probably cook turkey only once or twice a year. Turkey dinners have been the source of foodborne ill ness the day after eating the meal.
Harmful bacteria grow best in temperatures between 40° and 140°F. The total time a turkey is held in this tempera ture danger zone should not be more than two hours.
HOW MUCH TO BUY? HOW LONG TO THAW? HOW LONG TO COOK?
Hints and Safety Reminders
When buying a turkey, allow 1 pound per person.
Thaw turkey in the refrigerator or cold water. See table for details.
A thawed turkey or an unfrozen turkey may be stored in the re frigerator and cooked within 1 to 2 days.
When thawing turkey in cold water, wrap it securely so that wa ter is not able to leak through; change the water every 30 minutes.
When thawing turkey in a microwave oven, check owner's manu al for size turkey that will fit in your microwave oven, the minutes per pound and the power level to use for thawing. Remove all out side wrapping and place turkey in a microwave-safe dish to catch drips. Cook turkey immediately; do not refrigerate or refreeze.
Stuff turkey immediately before cooking and remove stuffing as soon as cooking is completed.
Turkey is done when the innermost part of the thigh and wing and the thickest part of the breast reach the minimum internal temperature of 165°F.
If you stuff the turkey, stuffing should reach a minimum internal temperature of 165°F. For optimum safety, cook stuffing outside of the bird, in a baking dish.
Refrigerate all leftovers within 2 hours. Discard any turkey, stuff ing or gravy left at room temperatures longer than 2 hours.
Use refrigerated turkey and stuffing within 3 to 4 days. Use gravy within 1 to 2 days.
For more information, call the Food Safety and Preservation Hotline at 1-888-823-3663, contact the Ask the Expert website at www.uaf.edu/ces/hhfd/expert or contact your local Cooperative Extension Service office or Kari vanDelden, Extension Faculty, Health, Home and Family Development, at 907-443-2320 or firstname.lastname@example.org.
Visit the Cooperative Extension Service website at www.uaf.edu/ces or call 1-877-520-5211
12-84/MS/BL/2000
November 2010
America's Arctic University
Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution. ©2010 University of Alaska Fairbanks. This publication may be photocopied or reprinted in its entirety for noncom mercial purposes.
The University of Alaska Fairbanks Cooperative Extension Service programs are available to all, without regard to race, color, age, sex, creed, national origin, or disability and in accordance with all applicable federal laws. Provided in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Fred Schlutt, Director of Cooperative Extension Service, University of Alaska Fairbanks. The University of | 1,357 | 698 | {
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the hsus, 2100 l street, nw, washington, dc 20037. firstname.lastname@example.org
5
permission granted to classroom teachers to duplicate for classroom use. reproduction by others is prohibited without written permission from the humane society of the united states. © 201
humanesociety.org/kindnews
Name:
ONLINE WORKSHEET
Logan glanced at his alarm clock—3:00 a.m. "Great," he muttered, "another hour without sleep. What am I going to do?"
It had been hard making friends since he'd moved to town. But Logan had finally met the guys from his neighborhood. It was cool hanging around with them after school—that is, until yesterday.
"Hey, I think that's Mr. Sullivan's house—you know, the teacher in 4-B?" Joe said. "He's always giving me a hard time. Let's have some fun with his dog!"
The boys were walking home when Joe stopped at a house on Park Road. A big, spotted dog was in a pen in the yard. His tail thumped the ground and he seemed to grin at his visitors.
Joe picked up a handful of stones. "Let's see if you can dance, pooch!" he said, hurling the stones at the dog's paws. Most landed inches away, making the dog scamper back and forth. Some of the larger ones hit his legs. With each strike, the dog jumped back with a yelp.
stones, he threw them faster and harder than Joe.
Logan looked around. The other boys were laughing and hooting. "Let me try," yelled Sam. "Bet I can make him dance!" Grabbing a fistful of
Whimpering, the dog ran in circles trying to escape the shower of stones. There was no place to hide.
"Come on, Logan," said Joe. "Grab some rocks!"
"Nah, I'm starving," Logan said. "Let's go get something to eat at my house."
Logan was angry but afraid to say anything. If he made a big deal about it, they'd think he was a baby. But he couldn't let them torture the dog.
"Free food! We're there!" shouted Brian. "Come on guys, we can teach this mutt a few new steps tomorrow."
Now Logan was miserable. He knew he should go to Mr. Sullivan's room and tell him the boys' plans. But how could he risk losing the only friends he had in this town?
All afternoon, the boys joked about what they'd do to the dog the next day. Logan tried to tell them it was a dumb idea. But they only laughed at him.
Near dawn, Logan finally dozed off. At 7:00, his dog, Jet, woke him with a sloppy kiss. Logan patted the dog sadly and got dressed. He fed Jet and took him for a walk, watching his dog happily sniff all the new scents he discovered along the way. Logan gave Jet a hug and left for school.
He paused in front of the building. Sighing, he stepped inside and made his way to room 4-B.
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Behaviour Strategies and Tools
CONVERSATION STARTERS
(used in conjunction with the 2 x 10 Strategy)
* If I had to know one thing about you, what would it be?
* Who is your hero?
* If you could live anywhere, where would it be?
* What is your favorite family vacation?
* What would you change about yourself if you could?
* What motivates you to work hard?
* What is your proudest accomplishment?
*
What is your favorite book to read?
* What makes you laugh the most?
* What was the last movie you went to? What did you think?
* What did you want to be when you were small?
* If you could choose to do anything for a day, what would it be?
* What is your favorite game or sport to watch and play?
* Would you rather ride a bike, ride a horse, or drive a car?
* What two radio stations do you listen to in the car the most?
* If you could only eat one meal for the rest of your life, what would it be?
* Have you ever had a nickname? What is it?
* Do you like or dislike surprises? Why or why not?
* In the evening, would you rather play a game, visit a relative, watch a movie, or read?
*
Would you rather vacation in Hawaii or Iqaluit, and why?
* Who would you want to be stranded with on a deserted island?
* If you could go back in time, what year would you travel to?
* What are your hobbies?
* What is the funniest/coolest/best gift you have ever received?
* If you were a super-hero, what powers would you have?
* What form of public transportation do you prefer? (air, boat, train, bus, car, etc.)
*
What's your favorite zoo animal?
* If you could share a meal with any 4 individuals, living or dead, who would they be?
* What's the tallest building you've been to the top in?
*
What's your favorite holiday?
* What's the most daring thing you've ever done?
* What was the last book you read?
* What's your favorite type of foreign food?
* What's your favorite fast food chain?
* Do you love or hate rollercoasters?
* If you had to eat a bug, what bug would you eat?
* Would you rather live on a farm, in a jungle or in a zoo? Why?
* Tell me the silliest joke you have ever heard. | 827 | 523 | {
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Fact sheet
Determining stream order
What is stream order?
'Stream order' is used to describe the hierarchy of streams from the top to the bottom of a catchment.
There are different methods for describing stream order. The Water Management (General) Regulation 2018 (the Regulation) uses the Strahler system, described in Schedule 2.
How is stream order used in the Regulation?
The Regulation specifies a number of exemptions from the requirement for an access licence or approval in certain circumstances. Some of these exemptions only apply to first, second or third order streams. Similarly, harvestable rights dams can only be built on first and second order streams. There are other limitations on where such dams can be built on a landholding, and they are set out in statutory instruments called harvestable rights orders: https://water.dpie.nsw.gov.au/licensing-and-trade2/basic-landholder-rights/harvestable-rights.
To determine the stream order of a stream for the purpose of the Regulation and the harvestable rights orders, the Strahler system must be applied to streams shown in the Regulation's hydro line spatial data: https://www.industry.nsw.gov.au/water/licensing-trade/hydroline-spatial-data.
How does the Strahler system work?
The Strahler system is based on the joining of streams of the same order, as shown in Figure 1.
A first order stream has no other streams flowing into it.
When two streams with different orders join, the resulting stream has the same order as the highest order of the two joining streams. For example, when a first and second order stream join, the resulting stream is second order.
When two streams with the same order join, the resulting stream has the next highest order than the joining streams. For example, when two second order streams join, the resulting stream is third order.
A stream may separate and then converge—this is called a 'braided stream'. A braided stream retains the same stream order throughout the braid, as though it were a single stream.
A lake may be located on a stream. The occurrence of a lake does not change the stream order of a stream.
How do I use the Strahler system to determine the stream order of a stream?
* Go to https://www.industry.nsw.gov.au/water/licensing-trade/hydroline-spatial-data
* Open the web mapping portal.
* Search for the location of the stream—you can search by an address, river or lake name, or locality.
⎯ Use the satellite imagery or topographic map to find the relevant pinpoint location along the stream where you are proposing to take water or carry out an activity. From your identified pinpoint location, follow the stream to the top of the catchment of each of its upstream tributaries.
* Next, work your way back down to the stream at your pinpoint location and identify the stream order of each tributary using the Strahler system as you go.
Fi
Department of Planning and Environment
Fact sheet
* To complete this step, you must be zoomed in on the map so the scale bar shows 2 kilometres or less. If you use the web mapping portal at a larger scale, not all of the streams in the dataset can be shown.
* You should make a record of how you determined the stream order of the stream at your pinpoint location. You can do this by making a copy of the map (print or save an electronic version) showing all of the relevant upstream tributaries.
Check the map shows all of the upstream tributaries you considered in determining the stream order of the stream at your pinpoint location. You may need to go back to the web mapping portal and adjust the view or make a copy of the map for several different areas.
Further information
This information will help you navigate the web mapping portal.
Streams are shown on the map by the symbol of a blue line.
The stream symbol is shown in the map's legend on the top right of the screen. It's shown by the symbol with a bullet point list.
You can change between the satellite imagery or topographic map using the Basemap Gallery on the top right of the screen. It's shown by the symbol with four squares.
You can mark your pinpoint location using the marker tool on the bottom left of the map. It's shown by the symbol of a compass.
The scale bar is on the bottom left of the map. It's shown by the symbol of a line labelled with the corresponding ground length in kilometres.
How do I know which way is upstream?
Stream systems often look similar to trees with spreading branches. The top of the catchment is the outermost tip of the branches, and the bottom of the catchment is the base of the trunk.
Do I need to determine the stream order of all of the tributaries upstream of my location?
If you are using the hydro line spatial data to determine if an exemption applies to you, you only need to determine the stream order of enough tributaries to identify if the stream at your pinpoint location is greater than third order. If the stream at your pinpoint location is greater than third order, this means the exemptions which only apply to first, second or third order streams will not apply at your pinpoint location. | 1,972 | 1,072 | {
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Lesson -3
The King and the Spider
'Tis a lesson you should heed,
Try again: If at first you don't succeed. Try again.'
Once upon a time, there was a King. He had faught many battles and won. He was a wise, brave and kind ruler. People were very happy in his kingdom.
Once a neighbouring king attacked his country. Luck did not favour him this time. He lost the battle. Many of his soldiers were killed and others ran away to save their lives. The King himself had to hide in a cave.
He was very sad and worried. One day he saw a spider going up the wall.
It climbed a little but slipped and fell down. It tried again and fell again. The spider did not give up. It kept on trying and still kept falling. This happened many times.
At last the spider succeeded in climbing the wall.
The King said to himself, "If this spider, a small insect, can succeed in climbing the wall by trying again and again, why can't I defeat my enemies?"
The King got his confidence back. He united his soldiers once again and attacked his enemy. The battle continued for many days and he finally defeated his enemy.
"Try. Try. Try till you succeed."
2. Word power
1. Read and learn
1) Complete the following paragraph by filling in the blanks with suitable words from the text:
The King was ________, ___________ and ___________ ruler. After he lost the battle, he left _______________ and ___________. On watching the spider he regained his ____________ and ____________ to get his kingdom back.
2) Use the words from the box to complete the following phrases:
fleet, army, team, bundle, cluster, bunch, crowd, herd, flock, pair.
A ____________ of people.
A __________ of cattle.
A ____________ of bananas. A __________ of players.
A ____________ of sheep.
A __________ of sticks.
An ___________ of soldiers.
A __________ of shoes.
A ____________ of ships.
A __________ of stars.
run away
once upon a time
ruler
fell down
give up
again and again
once again
kind
slipped
3) Write opposites of these words to complete the word puzzle.
1. fail
2. win
3. few
4. friend
5. weakness
6. short
7. happy
3. Grammar in use
1) Rewrite with proper punctuation marks:
maharani laxmi bai was a brave queen she fought against her enemies with great courage and is remembered in indian history as jhansi ki rani.
2) Fill in the blanks with 'and' or 'but':
Example: Ram and Shyam are two brothers. Ram is a tall, thin and clever boy but his brother Shyam is short, fat and dull.
Ram __________ Shyam both like to play. Ram likes to go to school ________ Shyam does not like school at all. Ram keeps his room neat _______ tidy __________ Shyam keeps his room untidy.
4. Comprehension questions
1) Arrange the following sentences in the sequence in which they appear in the story:
1. The King was sad and worried.
2. Many of his soldiers were killed.
3. The King was wise, brave and kind.
4. Once a neighbouring King attacked his country.
5. People were very happy in his kingdom.
2) Answer these questions:
1. What kind of ruler was the King?
2. Who attacked his country?
3. What happened to the King and his soldiers in the battle?
4. What did the King see in the cave?
5. What did the King do after watching the spider?
5. Let's talk
Team 'A' asks the questions and team 'B' finds the answers from the passage. The teacher then writes the answers on the blackboard.
"Ravinder Tejpal is about 35 years old. He joined the police force when he was 25. He likes his job and finds it very interesting. He is Mohindra Tejpal's son. He lives with his parents, two sons and wife Monika. Sumant is his elder son and Hemant is the younger one. He works from 8 a.m. to 2 p.m. In the evening he plays cricket with his sons."
1. What does Ravinder Tejpal do?
Ans. He is a police officer.
2. How old is he?
Ans. ______________________.
3. What is his father's name?
Ans. _____________________.
(14)
4. What are the names of his children?
Ans. __________________________.
5. What does he play with his sons?
Ans. ______________________________.
Ask these questions (pair work)
1. What's your name?
2. How old are you?
3. What things do you like?
4. What's your mother?
5. What's your father?
6. Let's write
Write five sentences about what you see in the picture:
7. Let's do
The spider is an insect. There are many insects living around us. Some of them are useful to us while some are harmful. Find out about useful and harmful insects.
Write the names of at least two useful and two harmful insects. Draw their pictures. | 1,973 | 1,118 | {
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Bengaluru Floods
What is the issue?
In overnight rainfall, areas in Bengaluru were inundated raising again the old questions about the reasons behind the flooding.
How much rain has Bengaluru received in August 2022?
The India Meteorological Department (IMD) has said that in August 2022, Bengaluru received 370 mm of rainfall, falling only a little short of the all-time record of 387.1 mm of rainfall.
Since June 2022, the city has received 769 mm of rainfall, departing significantly from the average of 425 mm in this period.
In the last decade, the August of 2017 and 2011 were very wet whereas other years were dry.
What is the reason for the flood?
Urban flooding refers to the inundation of property in a built environment, particularly in more densely populated areas, caused by rain falling on increased amounts of impervious surfaces and overwhelming the capacity of drainage systems.
Rainbow Drive Layout Flood- Rainbow Drive Layout Area was created near a drain that was used primarily for irrigation.
Over a period of time, the buildings which were constructed close to the layout raised their height, thereby making the area a "soup bowl".
The excess water from the surrounding villages is being directed to the Rainbow Drive Layout.
Outer Ring Road Flood- Chief Minister Bommai found that the major reason for the flooding of the area was the encroachment of stormwater drains.
The width of the drain had come down from 30 feet to 4 feet.
Lack of infrastructure is one of the biggest reasons why ORR floods every year.
There are quite a few engineering flaws in the development of the road such as the lack of culverts.
The flyover on ORR doesn't have any water harvesting system.
How is the administration addressing the flood?
Legal procedures are being looked after which the properties encroaching on the drain would be demolished.
An order was promulgated for the construction of a drain on a public-private model that will carry rainwater from the Layout to the Sarjapur culvert.
With the change in the topography of the area, a new drain design is being looked into.
Need of the hour- Standard operating procedures (SOP) listed by Urban development ministry at various stages of preparedness ghas to be followed.
Development needs to be climate-smart by preventing any further worsening of the hydrological patterns in cities.
Existing construction on lake beds and other water bodies needs to be removed or redesigned to allow flood drainage along natural water channels.
References
https://indianexpress.com/article/explained/explained-climate/monsoon-bengaluru-floo 1. ds-rains-weather-8126932/lite/
https://www.thenewsminute.com/article/bengaluru-s-outer-ring-road-s-broken-infrastru 2. cture-why-it-floods-167493
https://www.nrdc.org/experts/anna-weber/what-urban-flooding 3. | 1,207 | 616 | {
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We are going to watch a new film this week and set three tasks based on this film. Please complete them this week and upload task 2 and 3 to Purple Mash.
Remember to contact your teacher if you need any help.
Task 1:
This is how the film starts, we are not going to watch the film today. First, look at the picture and discuss the following things with someone at home:
If you like, you can write down the answers to the questions but you do not have to.
1. What do you notice about the ship? How would you describe it?
2. Now look at where it is – why is it in the air?
3. How would you describe the setting? What mood or feeling do you get from it?
Task 2:
Today we are going to watch the film. You can find it by following this link: https://www.literacyshed.com/onceinalifetime.html
Think about what has happened in the film.
Think about:
* How do the man's feelings change throughout the film? Why?
* Why are the turtles so important to the film?
* What makes the man notice them?
* How would you describe the Turtles?
We would like you to write a poem describing the Turtles from the man's point of view today. Try to include different features of a poem - I have written the features and some examples on the next slide for you.
Remember to upload your poem (via Word or a photograph) into your work folder on Purple Mash for your teacher to read).
Task 2: Features of a poem:
Simile
Metaphor
Repetition
Rhyme
REMEMBER: A poem is written in short lines (not full sentences) & includes lots of descriptions. It should paint a picture in my head.
Task 3:
Re-watch the film we watched yesterday to the end of the film. You can find it by following this link: https://www.literacyshed.com/onceinalifetime.html
This task is to write an information text about the Sky Turtles. (They are not real creatures so you can make up the information you include)
Think about:
* Appearance (What they look like)
How are they similar and different to sea turtles? What features do they have? How are they adapted to flying?
* Special Skills (Flying)
Why can they fly? Why do they need to fly? How long can they fly for?
* Habitat (Where they live)
We know they fly but do they live somewhere else? Where/how do they sleep? Where to they get their food from?
* Diet (Food & drink)
What do they eat? Is it a carnivore, herbivore or omnivore? Where does it get its food from? How often do they eat?
Task 3:
Your task is to write an information text about the Sky Turtles
Remember to:
* Start with an introductory sentence.
* Use sub headings to organise your information into sensible paragraphs
* Use conjunctions to explain and describe different features in detail.
* Vary your sentence openers (include some ed, ly, ing, openers).
* Include some 'Noun,w,' sentences and 'Expanded noun phrases' in your descriptions.
WoW
* Think carefully about punctuation.
* Check and edit your writing when you finish.
* Include some WoW words in your report.
* Remember to include a picture with a caption/labels
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Steps to make a Forest garden in the dry savannah:
- Site preparation
Choose a site for the Forest garden
Prepare the site of the Forest garden
Save all beneficial trees and shrubs (Nitrogen fixing, fruits and nuts, medicine etc.)
Save enough trees and shrubs anyway to have some shade and living roots to keep the soil in place even if they are not beneficial in another way; they will be replaced successively by any trees you want in the coming years.
Leave as much as possible of the removed plants in a layer on the soil in order to protect against erosion and eventually to decompose and feed the soil with organic matter
Make micro-catchments and small stone walls
Practise runoff water harvesting for the Forest garden
Gather all kinds of organic matter for nurturing the Forest garden
Start compost production for using it later on
Construct screens around the site against domestic and wild animals
- Domestication of wild indigenous crops
Search for the best specimens of wild edible trees and herbs
Sow seeds and plant cuttings of the best plants in the Forest garden
Use method of direct seeding
Select from wild fruit trees and shrubs like:
Strychnos spinosa
Grewia tenax
Garcinia livingstonei
Carissa macrocarpa
Uapaca kirkiana
Vangueria infausta
Also select from important and healthy wild herbs like:
Tylosema fassoglense
Try to make and grow cuttings of these plants; you will than have clones of the favourite plants
- Trees, shrubs and herbs: three vegetation layers in the Forest garden
Choose beneficial trees and shrubs for protection of crops (shade, protection against erosion and N-fixation) and useful products
These trees will be planted in the Forest garden at distances and numbers depending on their natural growth habit
What kind of trees and shrubs should be sown or planted from cuttings:
Domesticated wild trees and shrubs like the species named above
Other beneficial species like:
Moringa oleifera
Moringa stenopetala
Faidherbia albida
Adansonia digitata
Herbs to be sown and planted beneath and in between the trees and shrubs:
Cereal crops: sow two thirds of African cereal crops like:
Sorghum and
Pearl millet
Alongside with one third of Maize; Sorghum and Pearl millet are much more drought resistant
Pulses like:
Bambara groundnut
Pigeon pea
Vegetables like:
Onions
African kale
Tomato
African eggplant
Hot pepper
- Forest garden for Fodder crops
Carry out all the actions for site preparing like suggested with the Forest garden for food production
Make a screen around the projected plot in order to keep cattle out of the Forest garden
Sow Faidherbia albida seeds in rows at 10 meter distances between the rows and 1 meter between the plants in the rows; sow at least three seeds in every hole; make at least rows of ten plots plus one (11) or a multiple of ten plus one (21, 31, 81 and so on) because you need the extra one to complete the borders and edges of the Forest garden later on
Sow Moringa oleifera seeds in rows between the Faidherbia with 2 meter distances between the rows and 1 meter between the plants in the rows and sow at least three seeds in every hole; or plant cuttings having the same distances
Save the best plant and cut the least vital plants of the seedlings if there are more than 1 plant sprouting on a plot when the best is about 30 cm tall and keep the removed plants for cattle feed
Cut the growing Faidherbia to a 1.5 meter stem and keep the green shoots for cattle feed ; dont cut back every 10 th of the Faidherbia's starting with the first in the row and ending with the last and let them grow free for casting shade
Cut the Moringa back on 1 meter stems in order to harvest green shoots for fodder (and food); do not cut all rows at the same time
Determine the best time to harvest the shoots of both plant species which would result in the best regrowth
When the Forest garden matures, cereals can be grown in between the woody plants
The woody parts of the cuttings for fodder (that have been) left by the cattle, can be dried and used as firewood
Stipulae Foundation – Jan de Boer - November 2012 | 1,621 | 952 | {
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HEEL PRINT
UNIT 5 : FITNESS FOR A LIFETIME
ACT
1. Answer the questions on page 16 of the Heel Print as it relates to your Current State of Physical Activity.
2. Input the results of your Lab #5 fitness assessment into the Fitness Assessment Results on page 5 of the Heel Print and where noted, review and list your status or rating, based on the normative data provided in the lab materials.
3. Within the Fitness Assessment Results template calculate and analyze the changes you have made over the duration of the semester.
4. During Unit 5, record and log your weekly activity for 7 days where you are engaged in moderate to vigorous activity. Use the resources on page 16 to record the minutes per day and then total for the week to calculate your physical activity level vs. the recommended guidelines.
HEEL PRINT
UNIT 5 : CURRENT STATE OF PHYSICAL ACTIVITY
1. "Regular exercise" is defined as engaging in physical activity (e.g. walking, aerobics, jogging, etc.) 3-5 days per week for 20-60 minutes per session. Do you exercise regularly according to this definition? Select the best answer than applies to you:
2. Indicate how confident you are that you could be physically active in each of the following situations.
3. PHYSICAL ACTIVITY MONITORING
1. Record your physical activity for 1-week during Unit 1 and log the minutes of moderate to vigorous activity you get each day and then total for the week.
OR
Use the Training Load feature in your Fusionetics App to record your physical activity. After each bout of activity record your:
* Type of activity
* Time of the activity (min)
* Intensity, rating of perceived exertion (how hard was activity)
* Upon saving, your training load will be automatically calculated
* Your app dashboard will track your total for each day and week
Total
HEEL PRINT
UNIT 5 : REFLECT
Use the space below to write your reflection on the course learn lessons, labs, and activities specific to the following:
1. Review your fitness assessment and physical activity results from the beginning and end of the semester. What were your greatest areas of improvement and what led to those changes?
2. Identify 2 personal goals related to physical activity, fitness, and/or nutrition for the next semester. List your goals as SMART goals. Discuss your plan for each goal, including how you will overcome a known barrier for each, to ensure you can achieve your goals.
3. Identify and choose a plan for over coming 2 or more barriers related to exercise and nutrition. Be specific to what you will change and how this will assist you in a quest for a lifetime of fitness and healthy nutrition.
4. How does your plan relate to your stage in the trans-theoretical model?
Upon completing all Unit 5 activities, SAVE your updated Heel Print and SUBMIT it to your instructor.
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Crossword Puzzle
12. Andrew and Peter were the Lord's first two ________.
20. Jesus spoke to the _____ from Peter's boat.
Parent's Initials:
Please
Initial Here
God's Calling in the New Testament
- Lesson Two -
In the Gospels – Andrew and Peter
I. Overview.
I n this lesson we will see the Lord beginning to call His disciples – those who would follow Him. The first two disciples that the Lord called were Andrew and Peter his brother. He first met them at the Jordan River where John the Baptist was preaching and baptizing. Later He went to Galilee, where they lived and worked, to call them. Andrew and Peter were fishermen, which was a lowly job. But the Lord wanted to call them to be in the highest job in the universe: to be "catchers of men" for
God's purpose and salvation.
Andrew and Peter had heard from John the Baptist about the coming One who would be the Savior of Israel. They heard him say "Behold, the Lamb of God!" when Jesus approached. Now they were being called by the Savior Himself. Later, the Lord Jesus would make Peter and Andrew the first two of His twelve apostles.
II. Memory Verse.
"And He said to them, Come after Me, and I will make you fishers of men. And immediately, leaving their nets, they followed Him."
(Matt. 4:19-20)
1
III. Lesson.
Two young brothers named Andrew and Peter had walked a long way from their home in Galilee to hear a servant of God speak. That servant was John the Baptist. Because they had come from godly parents, they were drawn to John. Andrew even became a disciple of John.
Introduced to Jesus
While Andrew was with John, Jesus approached. John cried out "Behold, the Lamb of God!" The Savior that John had been preaching about had finally come. Two of John's disciples, Andrew and John, realized that the time had come for them to leave John and follow the Savior. Andrew and John stayed with Jesus that day. Andrew quickly found his brother, Simon, and led him to Jesus, telling him "We have found the Messiah."
When Simon came to Jesus, he was surprised that the Lord already knew not only his name, but also his father's name. Simon did not yet know that Jesus knew him before the world began. Jesus said to Simon, "You are Simon, the son of John, you shall be called Cephas" (also interpreted as Peter). The meaning of Peter's new name was "a stone." Peter would eventually be transformed to be as solid as a rock.
Called to be Catchers of Men
Even though Andrew and Peter met Jesus by the Jordan River, they did not yet become followers. Later Jesus went to where they lived, to Galilee, to see them again. This time
Jesus would call them to become His disciples. Jesus came to Peter's hometown and spoke to crowds from Peter's boat. After His speaking He asked Peter to put his boat out further and drop down the fishing nets. Peter said that he had fished all night and caught nothing, but at the Lord's word, he obeyed. When he let down the nets, they enclosed a great number of fish. There were so many fish that the nets began to tear. When others helped him to pull the fish into the boats, the boats began to sink because of the fish. Peter was amazed and fell at the Lord's feet saying "Depart from me, for I am a sinful man." But Jesus said to him "Do not be afraid, from now on you will be catching men alive." Through this great miracle, Peter was attracted, and followed the Lord.
--- Questions for Discussion ---
1. Who were the first two disciples of Jesus?
2. Who was it that introduced Peter and Andrew to the Lord Jesus?
3. What was Peter's name before the Lord changed it?"
4. What kind of jobs did Peter and Andrew have?
3 | 1,386 | 855 | {
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SPACE - There should be enough space around the skipper to avoid hitting people or objects with the rope as it turns. There should also be enough space overhead, if working indoors, to avoid bringing down light fitments and other objects from the ceiling. Check the space you are working in and secure it is clear before you start.
SURFACE – Skipping activities should take place on a hard, smooth, flat, dry surface, clear of any articles that might cause tripping. Skipping on agility mats should be avoided.
EQUIPMENT – Ensure your rope is the correct length and that it is made of plastic if possible, to get the best results. Help and advice is available in the #SKIPUNITE 'Skills Intro Video' so please do check it out!
CLOTHING & FOOTWEAR - Skipping is a high-impact exercise. It is recommended to wear supportive footwear with shock-absorbing insoles (e.g. training shoes). Avoid skipping in socks or bare feet. Wear clothing appropriate for physical activity and remove jewellery.
TECHNIQUE – Correct technique should always be followed. Good landing technique is crucial and should be monitored to ensure that impact is minimised by reducing the height of the jump, bending the knees and landing on the ball of the foot followed by touching the heels gently on the floor. Listen carefully throughout our #SKIPUNITE video tutorials and follow the advice given.
SKILL SELECTION - #SKIPUNITE skills are aimed at children in school years 3-6. They are progressive and include options to differentiate. Tips and advice on this will be provided within the skills tutorial videos. Ensure children identify the set of skills most suited to previous experience/ability (i.e. beginner/advanced).
N.B. - Children in school years 1 and 2 should not undertake the skills and associated challenges. A separate 'super skipper' video resource has been produced for them to follow and learn basic skipping skills to help them become 'super skippers'.
WARM-UP & COOL-DOWN - A good warm-up and cool-down should be included before and after each skipping session. You can follow the #SKIPUNITE warm-up each day or, if you are confident enough, make up your own as well as your own cool down.
ABILITY & EXPERIENCE - Skipping is not appropriate, safe or comfortable for all children. Care should be taken when working with young people who are obese or very sedentary, or who have SEND in terms of integrating them safely, gradually and appropriately. Set a realistic timeframe for practicing skipping skills, relevant to the level of fitness, age and skill level of the children.
SUPERVISION – When skipping, children should be supervised by an adult who should help to check and apply the safety points in this document. Adults should ensure children are not exposed to long-duration or excessive amounts of jumping as this may cause unnecessary stress to bones and joints. It is recommended to intersperse jumping activities with non-jumping activities.
GENERAL CONSIDERATIONS - When children are skipping outside on a hot/sunnyday make sure they wear sunscreen. Schedule rest times and ensure regular water drink breaks are taken
Always consider personal fitness levels, clothing/equipment, pre-existing medical conditions, and the space/ environment in which activity is taking place before determining if it is safe to participate.
If you are exercising outside of your home, you should do so responsibly and safely. You MUST ensure you adhere to the latest Government Guidance in respect of Covid-19. | 1,501 | 721 | {
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English
As Authors we will write a:
* Traditional tale based on The
Three Bears.
*Journey story based on
Whatever Next.
*Overcoming the baddie tale
based on Billy the Brave Knight.
*Recount based on The Way Back Home.
As Readers we will share and discuss:
*The Book with No Pictures
*Lost and Found
*Tadpole's promise
*Wolves
Art
Art As Artists we will:
As Artists we will: * Look closely at our reflections and colour mix * Look closely at our reflections and colour mix paint to create a realistic self-portrait.
paint to create a realistic self portrait. *Create designs inspired by Andy Goldsworthy and Antony Gormley.
*Make their own weaving looms.
*Recreate Paul Klee's Castle and the Sun.
History
As Historians we will:
* Learn about our own family's story.
*Llearn about the importance of
St. George's day.
*Learn how Victorian's spent their holidays and compare this
with holidays taken today.
*Discuss the importance of trains
and Isambard Kingdom Brunel.
Design and Technology
As Designers we will:
* build models of famous landmarks found in London.
*make a range of puppets.
*create boats using different materials.
PE
As Athletes we will:
* learn different ways of throwing a ball – chest, over and underarm pass.
* Learn how to bend our legs and body to help us change direction when running.
*Learn how to use a racket to hit a ball.
*Learn how to hold a hockey stick so that we can dribble a ball from one cone to another.
*play games to help us learn how to work together as a team.
Geography
As Geographers we will:
* investigate the location of the UK and other countries around the world.
*learn about the four countires that make up the UK, turning this
knowledge into a large class poster.
*learn about London and some if its famous landmarks.
*learn common symbols found on
a map.
*Learn about sea sides, mountain ranges and major rivers found in the UK.
Computing
As programmers we will:
* Learn how to log on to the school's network
* Learn how to find, open, edit and save files that we have been working on.
*Understand what to do if we see something worrying online.
*Know that we need to keep personal information private.
We are Britain
Windrush Class Curriculum Map Autumn Terms 1 and 2 2019
RE
We will consider and discuss:
*What makes us special and how do we know we are special.
*How Christian's believe everyone is special and Bible stories that reflect this.
*Harvest – what it is and how it is celebrated.
*The story behind Christmas.
PSHCE
We will consider and discuss:
* What makes us unique and how we all have different interests, hobbies and family traditions.
Music
As Musicians we will:
* Listen to and concentrate on different recorded music, including Harvest and Christmas.
*Perform songs and raps.
Maths
As mathematicians we will secure
our knowledge of:
* Place value – estimating, counting, partitioning and ordering numbers to 20 and 100.
*Mental addition and subtraction –
bonds to 5, 10 and 20, adding and subtracting 10.
*Measure - Know what each coin to £1 is and what it is worth. Tell time to the hour and half hour.
*Geometry - Understand and create symmetrical patterns. Name and describe 2D shapes, using diagrams to sort them.
Science
As Scientists we will:
* Look at baby photographs and consider: How do we change as we get older?
*Collect data about head, hand and foot size and look for a pattern in the
measurements collected.
*Listen for sounds all around us and consider factors affecting how well we hear.
*Explore different foods using different senses.
*Consider which foods are healthy and what the right amount looks like.
*Observe the weather, describe what we hear and feel, using this as inspiration for a collage.
*Draw around shadows during the day and see if they change.
*Explore rain falling on the playground; what it sounds like and
make a rain gauge.
*Measure the temperature inside and outside the classroom. | 1,645 | 893 | {
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Communication, Language and Literacy
In English we will be looking at both real and fictional texts about the war. These texts will help inspire us in our writing of: a suspense story; descriptive antonym poetry; diaries and biographies.
In addition to this, we will continue to speak, read and write in French.
Problem Solving, Reasoning and Numeracy
In maths we will be developing our understanding of: fractions, decimals and percentages, as well as further consolidating our knowledge of the four operations, in particular, multiplication and division.
We will be using a range of practical resources and maths pictures related to our theme of WW2 and will have a new set of Maths Missions to investigate! We will also generate and explore maths problems related to storybooks from our topic.
Personal, Social and Emotional Development
In RE we will be exploring the question of: Why do some people believe in God and some people not?
Dear parents,
We hope you had an enjoyable Christmas holiday. For Spring term 2020, Class 3 are looking at the events of World War 2. This topic map outlines some of the things we will be learning but we will also learn about things that the children express an interest in.
Children will have their new Home:School logs to record what they have worked on for their homework each week which is to include work on Spelling Shed, Times Tables Rockstars and reading at least 5 times a week. The children are expected to go on both Spelling Shed and Times Tables Rockstars between 3-5 minutes a day on both applications. Please sign the record when you share reading with your child at home, as we would not be able to count it as read if not done. Please also sign your child's log at the end of each week and use it to communicate with school. Home:School logs and reading books are required in school on a daily basis.
The children are allowed named sports-style drinks bottles in class containing water or squash only. Please do not send children with recycled bottles or with unscrewable caps. Children have been provided with named equipment, including pencils, pens and rulers. It is your child's responsibility to look after this equipment and if lost will need to be replaced from home.
Please do not hesitate to contact us with any questions and we look forward to an exciting and successful term with you all.
Mr Grosvenor, Mrs Lee, Mrs Palmer and Mrs Groom
Knowledge and Understanding of the World
In history we will be investigating how the war effected the world as well our local area, but exploring key events that occurred throughout the war.
In computing we will be developing our knowledge of computer networks, staying safe online, as well as developing an interactive digital toy.
In science we will be investigating electricity and exploring key scientists and inventors throughout history.
Physical Development
In PE we will be developing our skills of hockey and dance. As such the children should have their full PE kit with them each day.
Creative Development
In music we will be developing our knowledge of pitch and applying what we have looked at this year so far into further developing our singing voice. In art we will be exploring different perspectives and textures whilst designing a new product.
In D&T we will be developing our practical skills with electrical circuits to design and create a new form of alarm clock. | 1,321 | 675 | {
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From a New Troop of Squirrel Monkeys to a New Baby - It's Monkeys Galore at the Sac Zoo
(Sacramento, CA – September 11, 2020) -- Last week, the Sacramento Zoo welcomed a group of young, male squirrel monkeys to their new habitat at the zoo.
The three boys - Blaze, Taco and Arlo - are exploring their new habitat and getting plenty of enrichment from their keepers. The Sac Zoo has been working with the Association of Zoos and Aquariums' Squirrel Monkey SSP (Species Survival Program) to bring squirrel monkeys back to the zoo.The plan is to bring a few more of the monkeys to the zoo to add to the bachelor troop. Squirrel monkeys are a New World monkey living primarily in
Central and South America in the canopy layer.
In addition to the new group of squirrel monkeys, the Sac Zoo also welcomed a baby Wolf's guenon during the early morning hours on September 8. Zookeepers had been monitoring the experienced mother closely prior to the expected birth. Staff will continue to monitor the family group to ensure that the infant is receiving all the care that it needs from mom. The sex is unknown at this time.
Mimi, the mother, was born at the San Diego Zoo in 2007 and Eddie, the father, was born at the San Antonio Zoo in 1995. This is the fifth infant for Mimi and Eddie. The Sacramento Zoo
began exhibiting Wolf's guenons in 2012 with the arrival of Mimi and Eddie.
For the first few weeks of life, infant guenons spend the majority of their time clinging to their mother, nursing and learning about their new world. The new infant and the zoo's guenon family can generally be seen on exhibit during zoo open hours.
Wolf's guenons are listed as a Vulnerable species and not commonly found at zoological parks. Wolf's guenons are native to central Africa where they inhabit dense forests and forage for fruits, seeds and an occasional insect. Forming loose family groups in the wild, these monkeys are even known to spend time with other primate species including bonobos, colobus monkeys and other guenon species. A larger mixed-species group may mean that there are more eyes on the lookout for predators, and many guenons have learned to recognize other monkeys' alarm calls so that they know how to respond correctly if a neighbor spots a leopard or eagle.
Not a lot is known about this species in the wild so each birth, including this one, adds to our overall knowledge of this species, their biology, social interactions, developmental stages and more. The nonprofit Sacramento Zoo participates in the Association of Zoos and Aquariums' Species Survival Plan® program for the Wolf's guenon species.
# # #
Open since 1927, the Sacramento Zoo is home to nearly 500 native, rare and endangered animals and is one of more than 200 accredited institutions of the Association of Zoos and Aquariums. The Sacramento Zoo, managed by the nonprofit Sacramento Zoological Society, inspires conservation awareness and action through education and recreation. Daily admission is from 9 a.m. to 4 p.m.; zoo grounds are open until 5 p.m. General admission is $17.50; children ages 2- 11 are $12.50 and children one and under are admitted free. Currently, all tickets must be reserved and purchased online at www.saczoo.org. For information, call 916-808-5888 or visit saczoo.org.
Media contact: Lesley Kirrene // Cell: 916-545-0586 | 1,401 | 744 | {
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St Vincent's Catholic Primary School
Newsletter 1 st October 2021
After consultation with children, staff, parents and governors, we have now finalised the group of school values we would like to embed in our learning.
School values can help students understand right from wrong and they, primarily, help to shape the mind-set, as well as the behaviour and attitudes of future adults. Therefore, their importance is paramount for a good all rounded education.
Character and values are an essential part of the hidden curriculum, but it is important to teach them clearly and explicitly. The teaching of SMSC (Spiritual, Moral, Social and Cultural Development) at St Vincent's includes a thread that runs across the curriculum and essentially teaches our children the values they need, to be successful and active citizens.
In our school we have Gospel values as the main indicators and signposts of a Catholic identity and the way we are fully living it out and celebrating it.
Gospel values are what Jesus said, what Jesus did and what He told us to do. They are at the root of Catholic social teaching and so they are what we abide by in our behaviour towards others here at St Vincent's. All of the Gospel values are rooted in the teaching of Christ; their meaning is unpacked within our learning and pupils understand how they relate to their lives, at school, at home and in society.
The set of values that we have adopted at St Vincent's is a blended mixture of Gospel Values, together with Learning Attributes based on Metacognition. These Learning Attributes enable children to understand 'how they learn' and to increasingly become more effective learners.
Our School Values are:
Love, Forgiveness, Compassion, Curiosity, Resilience and Aspiration
Thank you for all your contributions towards these set of values.
Mrs Gonzalez
Last Week's Attendance
Newsletter 1
st
October 2021
*
St Vincent's Catholic Primary School
*
020 8857 5134
Stars of the Week
Reception – Kaiden for tidying the classroom and showing care for our things.
Year 1 – Alexander for working brilliantly in lessons and being very helpful.
Year 2 – Veronica for working hard in PE and trying your best in everything.
Year 3 – Owura for consistently working hard at task and producing great work.
Year 4 – Farrah for settling in well at St Vincent's.
Year 5 – Ivana for fantastic focus and a hard-working attitude in every lesson.
Year 6 – Lulu for excellent story writing.
Dates for your Diary
Reminders
The deadline for nominations for the Parent Governor Election is noon on Friday 8 th October.
Please return your General Permissions form, if you have not already done so.
Gospel Reflection
Mark 10:2-16
On Sunday we will hear how special and important children were to Jesus. Let's think some more about how important all children around the world are now.
People were bringing their children to Jesus for his blessing, but the disciples tried to stop them. Why do you think they did this?
Perhaps they thought the children would bother Jesus; that he would find them too loud or lively. Or maybe the disciples were worried that Jesus was tired or hungry and that it was time for him to rest.
How did Jesus feel when he noticed what the disciples were doing? What did he say?
Jesus is angry and tells the disciples to let the children come to him. He says that the kingdom of God belongs to children like these. He says that they have a special way of looking at the world and of understanding things, which adults can learn from.
How does it make you feel to know that Jesus thinks all children are important and that he wanted to listen to them?
Jesus welcomed and blessed the children who came to see him. He loves us all. No matter where in the world we live. Whether we are old or young, big or small, rich or poor.
In today's gospel, Jesus welcomes the children and shows the disciples how important they are. We are also called to care for children everywhere whenever we can, because we are all brothers and sisters.
Prayer: God of love, you teach us to see that the world is good. Help us to care for creation and to love our sisters and brothers. Amen. | 1,613 | 874 | {
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NORTHSHORE FIRE PROTECTION DISTRICT
6257 Seventh Avenue • Post Office Box 1199 • Lucerne, California 95458
(707) 274-3100
*
(707) 274-3102 Fax
District Fire Chief Mike Ciancio
___________________________________________________________________________
Station 75 Station 80 Station 85 Station 90
(707) 998-3294 (707) 274-3100 (707) 274-8834 (707) 275-2446
High Moisture Content
Plants with high moisture content are usually more difficult to ignite and they burn slower. Green, healthy, and actively growing herbaceous (grasses and forbs) have a much greater percent moisture content than wood plants (trees and shrubs.) When cured the herbaceous plants possess a much lower percent moisture content that wood plants. Consequently, herbaceous plants, if kept green throughout fire season by irrigation, are usually more desirable than wood plants in the defensible space.
Unfortunately there are NO fire-proof plants. Any plant can burn during extreme fire conditions. There are however, some plants which are harder to ignite, burn slower, produce less heat when burning, and produce shorter flame lengths than other plants.
Fundamental to making the residential landscape an effective defensible space is the proper selection of plant materials. Besides addressing the other needs (providing shade, adding color, controlling erosion, fruit production, etc.) and being adapted to local growing conditions, plants used in high wildfire hazard areas should possess desirable fuel characteristics.
Plant Materials for Defensible Space Low Growing Habit
Plants which are low-growing usually produce shorter flame lengths and have less fuel volume than tall plants. Select plants that grow to a height of less than 18 inches at maturity, or can be maintained at this height by pruning.
Low Fuel Volume
There is variability between plant species regarding the amount of fuel produced. Select plants which produce relatively small amounts of vegetation, especially plant parts that are less than one-half inch in diameter.
Desirable Chemical Content
Avoid selecting plants with resinous, oily, or waxy plant parts. These characteristics are often associated with plants which possess an undesirable chemical content that increases their flammability.
NORTHSHORE FIRE PROTECTION DISTRICT
6257 Seventh Avenue • Post Office Box 1199 • Lucerne, California 95458
(707) 274-3100
*
(707) 274-3102 Fax
District Fire Chief Mike Ciancio
___________________________________________________________________________
Station 75 Station 80 Station 85 Station 90
(707) 998-3294 (707) 274-3100 (707) 274-8834 (707) 275-2446
Maintain Your Landscape
The manner in which plants are maintained is as important as the species of plants selected. For example, plants which are considered to be low fire hazard can become high hazard plants without proper care (irrigation, removal of dead branches and leaves, etc.) Likewise, the risk of high hazard plants can be reduced through maintenance practices.
Pyrophytes
Plants which are high in resins and oils are extremely flammable, and should be avoided in defensible space landscaping. Examples of pyrophytes include pampas grass and junipers. Also avoid plants which are listed as noxious weeds. | 1,960 | 696 | {
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Name ……………………………… Age ………….
Codeword 1 ..………………………………………
Codeword 2 ……….……………………………….
Please take a photo of your completed sheet and email to email@example.com or send a WhatsApp to 07465 400 393
You can get extra tokens by filling in the 2 codewords above which you will find by listening to the online Sunday school and the online Sunday school lesson for this week.
Puzzle Page Level 3
www.providencechapel.org.uk
The Roman Trial of Jesus Guilty or not guilty
Luke 23 v 1-25 Matthew 27 v 11-26
We can see 6 groups of people in the account of the Roman Trial who were guilty of Jesus' death. Fill out the blanks below, then find those words in the wordsearch. See how many times you can spot the word guilty too.
1. The Chief _ _ _ _ _ _ _ and Rulers. How were they guilty (of Jesus' death)?
2. Pontius _ _ _ _ _ _. How was he guilty?
3. King _ _ _ _ _. How was he guilty?
4. The King's _ _ _ _ _ _ _ _. How were they guilty?
5. Pilate's _ _ _ _. How was she guilty?
How many times did you find the word guilty?
6. The _ _ _ _ _. How were they guilty?
What two things did the Chief Priests falsely accuse Jesus of?
1.
2.
What did Pilate do when he heard his wife's message? ____________________
What did the crowd shout of Jesus? ___________________________________
Barabbas…
It was a custom to release a prisoner at the Passover feast in Jerusalem. Pilate wanted the crowd to agree to free Jesus so he offered the crowd a choice between Jesus and the worst prisoner he had, Barabbas. Unjumble the words in the table below and see how we are like Barabbas.
Circle the correct answers.
Pilate was an unfair/a fair judge.
Herod was an unfair/a fair judge.
God is an unfair/a fair judge.
What happened to Jesus?
__________________________
What happened to Barabbas?
__________________________
Jesus
Barabbas
Us
Jesus lived a
FECTPER______ ELIF____.
Barabbas was a
BOBERR______ and a
DERRERUM________.
We are NNERSIS________.
Jesus was TON___
YULIGT______.
Barabbas was YULIGT_____. We are YULIGT_______.
Jesus did HINTONG_______ worthy of THAED_______.
Barabbas was worthy of
THAED.________
We deserve TERNALE______
THAED____.
There is a death warrant against us. This is a legal document, a record of our sins and every time we have broken God's law. We are guilty. Can you swap the verse below back around like a mirror? Write it out in the box below. Which word in the verse means death warrant?
Death warrant = ___________________ Colossians 2 v 14
Jesus is willing and able to swap places with us. If we turn from our sins and believe what the Lord Jesus has done for us then our eternal death warrant will be taken away and nailed to his cross so we can go free. | 1,451 | 707 | {
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Alley Rundown - March 23-24, 2019
Bible Story: Faith My Eyes (Samuel and David) • 1 Samuel 16:7
Bottom Line: God wants me to see what really matters.
Key Question: Why is it important to look on the inside?
Memory Verse: I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well. (Psalm 139:14, NIV)
CONNECT TIME: You're Such an Idiom!
This time is meant to engage your students, or "break the ice", and develop relationships within your time together.
Supplies Needed: Bag of Candy and Alley Cash (Alley Cash for any child who has allergies)
What You Do:
- Gather kids together.
- If kids know what the idiom means, encourage them to raise their hand.
- Read the idioms below.
- Ask the kid to stand up and give you the meaning.
- Give Candy, or Alley Cash (for any allergies), to students who attempt to answer.
- Ask the group if he or she is right. Allow kids to debate the meaning. Encourage them to use it in a sentence.
- After reading a few, ask kids what the statements have in common?
- Idiom statements:
o From the bottom of my heart
o Faint of heart
o A heart of gold
o That breaks my heart
o Cross my heart
Begin Rundown…
"Let's get started with our talk today! How many of you have what I would call a morning routine? Like things you do to get ready every day before you head out of the door for school. Sure—lots of us do! Tell me, then, what are some of your morning routines?"
Pause for responses.
"Yeah, exactly, those are great! So let me tell you about my morning routine…"
Share your morning routine with the students.
"Now, my guess is that most of us do something similar . . . okay maybe not everything. . . but you have a routine. Why? Well, we want to look nice. We want to be presentable to others. We don't want somebody to make fun of us because there is something in our teeth or because our hair is a crazy mess.
The truth is that none of us like to be judged by outward things, but have you ever noticed that a lot of times that is how we judge others? Like the table where we might sit at school . . . we want to be with the coollooking kids. Or when we see somebody with nice clothes on . . . we might assume that he or she is an important person. We don't like to be judged by what's on the outside, yet at the same time WE often judge others by what's on the outside. What do we do about that? That's a good question. One that needs a good answer. Maybe this week's episode can help. Let's take a look…"
CG: Lesson Video (Runtime: 11:45)
o Put your heart into it
o Heart's desire
"We spend a lot of time focusing on the outside, both in ourselves and in others. We work hard to make sure we look a certain way to others, and we often pay attention to and even decide certain things about other people based on how they look. But in this moment from David's life, we see that God does things differently. He looks right past what is on the outside to what is on the inside. He looks to the heart. He looks to our thoughts and motives. He looks to our character and what we are becoming. He looks to who we REALLY are."
"How would it change things if you tried to do this as well? Instead of judging people at your school by how they are dressed, what if you got to know them for who they really are on the inside? Or instead of spending so much time worrying about how people SEE you, what if you spend time focusing on what God already sees . . . your heart?"
"But why does seeing people like that matter? Honestly, because it matters to God. He created us and loves and sees us as His children. And because we are made in God's image, we can reflect how He sees us in how we see others. We have the chance to look at and examine the things that are important to God. As you head to Small Group, think about this:
CG: Key Question Slide
"Why is it important to look on the inside? Consider this question not only for yourself but also for how you see others. You'll have a chance to talk more about this in Small Group. Before you go, let's spend some time in offering and worship."
OFFERING TIME:
Homer Glen: Victor
New Lenox: Daniel
Orland Park: Michael and Valerie
CG: Picture of Child
CG: Kenyan Facts
"Offering Time is important here in the Alley, because it gives you all an opportunity to worship God by giving your money generously. Here at (your campus), we give our offering to help support (your campus child) in Kenya. Our offering goes to show kindness to them by buying clothes, and food, and other materials they may need. We have a picture of some facts about Nairobi where (campus child) lives! If you brought an offering today, you may place it in our Alley Offering Bin (point children to location of bin)
CG: Alley Offering Bin JPEG
…when the video plays. If not, that's ok too. You can bring an offering next week. The Bible tells us this about bringing our offerings to Him…"
CG: Offering Verse JPEG (Hebrews 13:16)
(Invite students to place their offerings in bin)
CG: Worship Experience Video (Runtime: 5:00)
Supplies Needed: Prayer Request and Praise Report Bags (1 set per Campus), Note Cards and Pens
NOTE: Students will write Praise Reports and Prayer Requests. | 1,981 | 1,224 | {
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Affiliated with the national Young Audiences Arts for Learning network
Content Standards English Language Arts
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Explain how an author develops the point of view of the narrator or speaker in a text.
Analyze how particular elements of a story or drama interact.
Music
Compare and contrast ways that the subject matter in musical selections relates to other disciplines.
Expand the use of technology and the media arts through music research, composition and performance.
Apply problem-solving and critical thinking skills to music listening and performing by adapting music to fit the context, story, setting and medium.
Introduction to Opera
Educator Guide
Enriching the lives of children and promoting creative learning by uniting arts and education
About the Program
Opera is fun! Did you know that opera singers are the only professional singers that don't use microphones to amplify their voice? Opera singer Lara Troyer will introduce your students to opera through this interactive and entertaining workshop that covers opera history, the different voice types of the opera stage, different National styles of opera, and the difference between recitative and arias. Through listening examples (both recorded and live) the students will be lead through an engaging journey of what opera is.
Objectives
1. Listen to live opera singing and recordings of famous operas from the Baroque period to the present.
2. Learn about the many different elements of opera: voice types, recitative, aria, voice production, acoustics, healthy singing.
3. Create their own recitative at the end of the hour and have the opportunity to perform it.
Before the Program
Discuss anything the students know about operas. Have they seen an opera, live or recorded?
After the Program
Is there any live opera in a 25 mile radius of your home?
Discuss what their preconceived ideas are about opera, the people who listen to opera, the people who sing opera. Listen to opera singing on Youtube. Can you tell what they are singing about even though it may be in a different language?
How is rap similar to recitative?
Have you ever seen an opera or heard opera music on TV? Commercials/movies?
Is opera a necessary art form?
Vocabulary
Aria: Italian word for "song"; a song in an opera
Characterization: How an artist/actor inhabits the role they are performing
Composer/Librettist: A composer is the person who writes the music; a librettist is the person who writes the text or story of an opera
Conductor: Person who is in charge of leading the orchestra, chorus, and singers in the opera
Recitative: Speech-like, language-driven, conversation–like portion of the opera
About Lara Troyer
Described as singing with an engaging, robust tone (clevelandclassical.com), Lara Troyer is a versatile soprano, at home on the opera stage as well as concert and recital stage. Most recently she performed the Ohio premiere of Ricky Ian Gordon's Orpheus and Eurydice with Nightingale Opera. This season has also included solo engagements with Heights Chamber Orchestra and the Chagrin Falls Studio Orchestra. Lara Troyer has toured with the New Sigmund Romberg Orchestra as their soprano soloist throughout the Midwest and Southeastern United States. She also spent four years as an Associate Artist with Cleveland Opera. She performs regularly under the auspices of the Center for Arts-Inspired Learning and Children's Concert Society. She has performed the children's opera, Green Eggs and Ham hundreds of times throughout the Midwest.
Resources
Compose Your Own Music www.classicsforkids.com/games/compose/compose.html
Opera for Children jimmie.squidoo.com/opera-for-children
Pavarotti: Nessum Dorma www.youtube.com/watch?v=VATmgtmR5o4
About the Center for Arts-Inspired Learning
Through a balance of demonstration and audience participation, the Center for Arts-Inspired Learning teaching artist performances and workshops introduce students to an art form, support various curricular areas, and inject excitement and wonder into the school day. | 1,801 | 863 | {
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HALF-TERMLY HOMEWORK MENU YEAR 1
Topic: Once Upon a Time Term: Autumn 1 Name: ___________
Statutory Spellings We will be having regular quizzes in school. Practice them little and often! the /a / do / to/ of / he / she/ today / was / were / went / they / said / me / we / by / you / has / are / of
Reading
Try to read daily for 5-10 minutes. Ask a grown up to write in your reading diary.
Enjoy reading a range of books with a family member or friend.
Challenge: read a fiction book, a non fiction book, a poetry book and a comic book.
Times Tables
Topic Project Activities
2 times table Practise counting in 2's to 20 Practise making groups of 2 to 20 using socks / shoes/ toys / bottle tops / counters.
Online Maths Weekly
Use Mathletics weekly
We'll be watching and rewarding you for your efforts!
Complete one of the following activities:
* Use a box to make the kitchen from the story Goldilocks and the Three Bears.
* Use a box to make the bedroom from the story Goldilocks and the Three Bears.
* Use a box to make the cottage from the story Goldilocks and the Three Bears.
* Make a model of the woods and the cottage in the story Goldilocks and the Three Bears.
You can make models of the characters in the story to put inside your room or cottage.
Write a short description of how you made your model to put beside it when you bring it into school.
Bring your model into school on Monday 19 th October
Please bring your complete project into school on Monday 19 th October 2020
T
Go to the website and try the following fun games.
www.topmarks.co.uk Year 1 Spelling Games Spooky Spellings Little Birds Spellings Spelling Bee
Show your child the word that you would like them to learn to spell. Say the word aloud and the letters that make the word. For example – she / s-h-e /she
Repeat several times.
Using plastic letters or letters written on small pieces of paper ask your child to find the correct letters and put them in the correct order. If a word has 3 letters have 5 letters to choose from.
Top Look Cover Write Game
1. Look at the word and say the letters.
2. Try to remember the letters in the correct order.
3. Cover the word and try to write the word spelling it correctly.
4. Check to see if you have spelt the word Correctly.
5. Repeat 3 times.
Sensory Spellings
Using a small stick write the word in sand or soil. Copy the word first and then try to remember how to spell it.
Write the word in as many different colours as you can – create a rainbow word.
Write the word on sandpaper and trace over it with you finger then try and remember how to write it on a piece of paper. | 1,087 | 628 | {
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The Y5 topic in Spring Term 2 is: 'Greece Is The Word'
This covers many areas of the curriculum as shown below.
English - We will be reading stories about Ancient Greeks with a particular focus on Greek Myths and Legends such as Theseus & the Minotaur. We will also use lots of information books too, to help with out research. This will be during English lessons, story time and guided reading sessions. We will write Greek myths, a nonchronological report about the Gods!
Computing - We will be learning how to present using PowerPoint! We will be learning a variety of publishing and formatting skills as well as learning to present information.
Geography & History - We will be finding out where Greece is on a world map and we will be focusing on places such as Olympus, Athens and Sparta. We will also be studying the Ancient Greeks. We will look at the Ancient Greek people, their language, culture and life style. We will cover topics such as warfare, the origins of the Olympic Games and famous characters from the past!
Music—We will focus on Will Adele's 'You make me feel your love'
Maths—We will be having regular 'I Can Do Maths' sessions, as well as weekly Two Minute Mental Maths Challenges. We will also start to complete '3in3' a SAT's style challenge/puzzle!
Our maths lessons this half term will cover: Comparing, ordering and rounding, addition and subtraction, decimals, measures, 2D & 3D shapes, angles and positions and directions!
Science—We will study the topic of Puberty during this half term. We will look at the lifecycles of mammals (including humans) and what changes happen to our bodies as we grow from a child into and adult.
French—We will be learning how to describe our homes and learning the words for each different room.
RE - Until Easter, in RE, we will be continuing to answer the question Why do some people think that God exists? We will be making connections between how believers from different religions feel about this.
Technology - We will be making Greek pots using different media such as clay or papier mache. We will study the Greek designs and learn why ancient Greek made these pots. We will look at what we can learn about history from these very useful sources of evidence!
Extra Curricular activities
After lunch on Mondays Y5 pupils will be involved in a whole afternoon of activities designed to enrich the curriculum. Each class will take turns at all activities over the course of the year. The activities are art, sports, cooking/ change for life lessons. | 1,024 | 536 | {
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Health Coach Bobby Chacko Discusses the Link Between Sufficient Sleep and Overall Wellness
Wellness expert Bobby Chacko recently discussed the link between overall wellness and sufficient sleep.
NEW YORK, NY, USA, April 29, 2021 /EINPresswire.com/ -- Sleep is as essential to survival as food and water. However, so many Americans see quality sleep as something that can be sacrificed for more hours spent working or attending to other obligations. Health and wellness expert Bobby Chacko recently explained the importance of sleep and how it can have a major impact on your physical and mental health.
"Americans have been taught that success takes sacrifice, and many have decided sleep is the most convenient thing to give up," Bobby Chacko said. "However, a lack of sleep can truly hinder your success as well as your overall well-being."
Chacko explained that sleep is essential to proper brain function. Your brain prepares itself for the next day when you sleep. It creates new pathways that can help you learn more easily and retain more information. Proper sleep can result in superior problem-solving skills, attention, decision-making, and creativity. When you sacrifice sleep, you're actually sacrificing brain power, and this can be disadvantageous to your work and your life.
"Sleep is essential to good physical health," Bobby Chacko said. "Sufficient help can repair blood vessels and heart function. On the contrary, insufficient sleep can result in high blood pressure, increased risk of heart disease, stroke, diabetes, and other major health issues."
Similarly, Chacko explained that sleep deficiency can increase a person's risk of obesity, a health problem that can shorten your lifespan and result in a variety of other serious health issues. Sleep deprivation increases the level of your ghrelin hormone, which tells your body that you're hungry. Studies have shown that individuals feel hungrier more often when they aren't well rested.
"A major health hazard associated with sleep deficiency is a serious decrease your everyday performance and safety," Chacko said. "Even a minor loss of one to two hours of sleep each night can impede your ability to function."
Bobby Chacko explained that individuals with sleep deficiencies have slower reaction times, make more mistakes, and take longer to finish tasks than those who are well rested. A lack of sleep can also result in shorter periods of sleep throughout the day, when you would normally be awake. Falling asleep while driving or performing other tasks can be extremely dangerous for yourself and others.
"Adults should sleep seven to nine hours per night, while teens should sleep eight to ten," Bobby Chacko said. "An insufficient amount of sleep can result in serious problems for your mental and physical health. It can also lead to tragic accidents that can harm yourself and others. I can't emphasize enough the importance of getting those seven to nine hours every night of the week."
Caroline Hunter Web Presence, LLC email us here
This press release can be viewed online at: https://www.einpresswire.com/article/539804609
EIN Presswire's priority is source transparency. We do not allow opaque clients, and our editors try to be careful about weeding out false and misleading content. As a user, if you see something we have missed, please do bring it to our attention. Your help is welcome. EIN Presswire, Everyone's Internet News Presswire™, tries to define some of the boundaries that are reasonable in today's world. Please see our Editorial Guidelines for more information. © 1995-2021 IPD Group, Inc. All Right Reserved. | 1,436 | 731 | {
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Emotions Key Stage 1
Task 1: HEART SONG
Watch the clip from the film 'Happy Feet - Gloria's Heart Song' (Day at School): https://m.youtube.com/watch?v=EKA8wkU5tdk
Challenge: Dance, perform or sing to your favourite (heart) song.
Task 2: WORD SEARCH
How do you think Mumble felt when everyone laughed at him? Can you find all the emotions that Mumble might have felt? Can you think of any more?
| u | n | h | a | p | p | y | x |
|---|---|---|---|---|---|---|---|
| e | r | u | s | t | t | y | s |
| k | v | r | n | g | y | m | h |
| j | a | t | m | d | l | o | y |
| h | f | x | u | p | s | e | t |
| m | s | t | u | p | i | d | d |
| z | a | l | o | n | e | c | f |
| q | d | t | p | o | y | u | m |
unhappy, sad, stupid, alone, upset, shy
Task 3: THE POWER OF WORDS
What we say and how we say it can affect how other people feel. Words that make people feel sad could be called cold and prickly words. Words that make people feel good could be called warm and fuzzy words. Can you invent a 'Warm and Fuzzy' and a 'Cold and Prickly' character? Draw your ideas below.
Warm and Fuzzy
Cold and Prickly
Task 4: MUSICAL BALLOONS
The first person to five points wins the game.
Provide each person playing the game with a balloon. When the music starts ask everyone to keep bouncing their balloons into the air and dance to the music. When the music stops everyone must freeze. The person who freezes and holds the balloon in their hand first wins a point.
Task 5: CHILL SKILLS
Complete each skill together and once completed colour in a section of the rainbow.
1. Listen to your favourite song.
2. Do something active you really enjoy.
3. Go outside and notice 5 things in nature.
4. Make a den full of soft things.
5. Bake something delicious.
Can you create your own chill skill rainbows that could help you relax?
Together we have completed the Emotions Module for PSHE Matters.
Signed …………………………………….............................................................
Signed ……………………………………........................................... | 1,008 | 561 | {
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Legacy of the Roman Empire in Britain
| Year | Year 5/6 | Main focus |
|---|---|---|
| Topic overview • Understand the Legacy of the Roman Empire in Britain • The Romans came to Britain nearly 2000 years ago. They changed our country. • The Roman Empire made its mark on Britain, and even today, the ruins of Roman buildings, forts, roads, and baths can be found all over Britain. • Britain was part of the Roman Empire for almost 400 years! • By the time the Roman armies left around 410 AD, they had established medical practice, a language of administration and law and had created great public buildings and roads. • Many English words are derived from the latin language of the Romans | | |
History skills based knowledge
Skills
| • Use sources of evidence to deduce information about the past, selecting suitable sources of evidence, | |
|---|---|
| giving reasons for choices. | |
| • | Describe different accounts of a historical event, explaining some of the reasons why the accounts may |
| | differ. |
| • Seek out and analyse a wide range of evidence, understand that no single source of evidence gives the full | |
| answer to questions about the past | |
| • Show an awareness of the concept of propaganda and how historians must understand the social context | |
| of evidence studied. | |
| • Describe the social, ethnic, cultural or religious diversity of past society and the characteristic features of | |
| the past, including ideas, beliefs, attitudes and experiences of men, women and children. | |
| • Describe the main changes in a period of history (using terms such as: social, religious, | |
| political, technological and cultural). | |
* Identify periods of rapid change in history and contrast them with times of relatively little change.
* Understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline, using dates and terms accurately in describing events.
* Show an understanding of the concept of nation and a nation's history.
* Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, war and peace
| • Learn about the Roman legacy – exploring those things that the Romans brought which affected our subsequent history and even our language. • Study the cities, the rule of law, Roman numerals and the calendar we use today, and come to understand how many aspects of modern life can be traced back in some way to the Romans | • • • • • | |
|---|---|---|
| | | roads. |
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Rationale:
'Fantasy is a necessary ingredient in living, it's a way of looking at life through the wrong end of a telescope' (Dr Seuss). Within this experience we will be using our imaginations to jump into the world of the famous author Dr Seuss. We will begin by replicating his abstract setting illustrations before using his ideas to inspire our own settings. The children will develop their understanding of specific techniques which will then help them to produce a final outcome which will be of the highest standard and will be on show in our art gallery. To complement our art work, we will be enhancing our writing skills by creating an engaging setting description.
Start Date: 9 th September 2019
End Date: 4 th October 2019
Subject 1: English
Objective: To use capital letters and full stops
correctly. To learn how to use expanded noun phrases to describe and specify.
Values: Independence – This value will be developed through the opportunities for children to make their own choices. They will be able to create individual pieces of art work which will be inspired by their own personal preferences and ideas. They will use selfreflection to ensure their art work is of a high quality. The children will gather and be responsible for the resources that they use in each session.
Hook: The children will have an art session with a local artist who will explore different techniques with them which they could later use to create their piece.
Outcome: We will be hosting an art gallery at the end of the experience. Details to follow.
Link to spiritual, moral and cultural development:
Sense of enjoyment and fascinations in learning about themselves, others and the world around them (spiritual)
Link to Rights Respecting: We will be discussing the right to develop your talents and abilities (article 19). We will be using the editing and revising process to support these discussions.
Subject 2: Art
Objective: To develop a wide range of art and design
techniques.
Take home task: Create a piece of art depicting your favourite setting. This could be a beach, a park or somewhere similar. You can use any art materials to create your picture. You may want to create a mosaic effect using different coloured paper or you could create a 3D effect. Take your time. You will need to a have a few attempts in order to create your best work. Due – 27 th September
Link to British Values: Individual liberty will be explored as children begin to think and work independently and make their own choices.
Discrete Teaching Programmes:
Read, Write, Inc: This will continue to be taught in separate groups first thing in the morning. Please make sure you arrive to school on time, otherwise you will miss part of your reading lesson.
Maths: In Maths we will be considering the question: 'What's in a number?' As part of our learning we will be looking at place value and how to represent numbers 1-100. We will be creating a large number square as our final outcome.
PE: This will continue to be taught by our Coach, Mr Phillips.
Spelling: The children will be learning to spell numbers up to ninety nine.
Forest School: Mrs Wells will be teaching the children in forest school every Friday afternoon.
Additional experience information:
- Please ensure that your child has a water bottle that they are bringing in to school daily.
- Please bring in an old shirt or apron that can be used in Art.
- To encourage independence and responsibility, please ensure that your child's belongings are clearly labelled.
- Please support your child with the take home task. This should be completed alongside weekly spellings, mental maths and online maths. | 1,419 | 748 | {
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Physical Education and Sport Term one 2020
Welcome back to school for 2020.
SPORT
Our district swimming team will be selected this term and compete at MSAC on Wednesday 4 th March.
The District Tennis competition is not booked as yet, but will take place towards the end of term.
The Cross Country running program starts early in term 2 and students can begin preparations as the weather cools.
Our Interschool sports for year 5 and 6 this term are Hotshots Tennis, Basketball, Cricket, Lacrosse, Oztag, Softball and Volleyball. We will also run an intraschool competition for the remaining students where students will rotate through Basketball, Oztag and Softball for two competitive games each Friday.
Students with excellent skills in Cricket, AFL, Basketball, Soccer, Netball and other sports are able to apply for consideration for involvement with State level teams. Details can be found at http://www.ssv.vic.edu.au/team-vic and registration must be completed before 1 st March. The school is limited to 3 students per trial. Students will need to contact the sport office to ensure that we are not oversubscribed. Where more than three applications are received we will conduct a trial.
Year 4 students will conduct sport sessions within the school or on local ovals.
Physical Education
Please ensure students are dresses with runners, hats and sunscreen to take part in PE lessons. Students with a medical condition or injury need to bring a note to ensure that they can take part in as much as possible without injury.
Students will benefit from having their shoe laces tied securely in PE lessons.
https://www.fieggen.com/shoelace/surgeonknot.htm Please see this site for a most effective knot.
Sporting Schools grants will be used this term to support teaching tennis in year 1 and softball in year 5.
Foundation
Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor and outdoor settings
Participate in games with and without equipment
Follow rules when participating in physical activities
Year 1 and 2
Perform fundamental movement skills in different movement situations in indoor and outdoor settings Incorporate elements of effort, space, time, objects and people in performing simple movement sequences Discuss the body's reactions to participating in physical activities
Year 3 and 4
Practise and refine fundamental movement skills in different movement situations in indoor and outdoor settings
Perform movement sequences that link fundamental movement skills for sport skills
Adopt inclusive practices when participating in physical activities
Apply innovative and creative thinking in solving movement challenges
Year 5 and 6
Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings
Propose and apply movement concepts and strategies
Participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities
Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities | 1,451 | 647 | {
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Guidelines for your New Lawn
We have just completed the installation of your newly seeded lawn. We have taken care to pick the best grass seed for your site, to grade proper drainage, and to apply a starter fertilizer to give the seed nourishment as it germinates. The seed for your new lawn is in the ground and ready to grow. Your careful nurturing is an essential element in insuring that the seeds will sprout and grow to maturity quickly.
1. Moisture -
* Before germination, until seedings are 1"-2" tall, you must keep the soil moist at all times. Light, frequent watering will insure the seed remains uniformly moist at all times. If the seed dries out, it won't germinate. If new seedlings dry out, they will die. At the same time, you can kill the seedling with too much water by drowning them. Watch the weather and monitor the top ½" of soil. This top ½" should remain moist at all times. If it's hot and sunny you may need to water twice. If it is overcast and cool, one time during the day will be sufficient. The key is to keep a close watch on that ½" of soil. Check it in both a shady area and sunny area. Your lawn will need 1" of water per week from you or from rain. Not all parts of your lawn will need the same frequency of water.
* After the grass is 2" tall – As the grass roots reach deeper into the soil you slowly switch to deeper, less frequent applications of water. Your lawn will need 1" of water per week. This is best to be done 2 times per week at ½" each time. Mark out an area that a sprinkler covers and put a cup in the area. When the cup has ½" water in it then it's time to move the sprinkler. This is a great way to tell when you have ½" water down.
* After the first mowing – Continue with the schedule of 1" over week. It's best if you can water early in the morning, once per week. Follow this schedule until early fall when we get consistent rainfall.
2. Fertilization –
Even though we fertilized the lawn as part of the installation, the new seedlings will need to be fed on a regular basis. We recommend Milorganite in hot weather. Four weeks after installation it is important to fertilize the new lawn with balanced granular fertilizer. This fertilizer must also contain a slow timed-release fertilizer, so the tender seedling is not damaged. Know the size of your new lawn, so you can purchase the proper amount of fertilizer. Fertilization will encourage the new seedlings to spread and fill the open areas.
Fertilization should be repeated at monthly intervals for the first 2 months. Then it should be done every 6-8 weeks until November 15 th . Apply fertilizer when the grass blades are dry, and the soil is firm. Remember to water regularly and deeply after fertilization.
3. Weed Control – You will have weeds in your new lawn. Anytime topsoil is disturbed through grading, weed seeds are exposed to the sunlight and will germinate along with the new grass seed. The initial mowing of the lawn should kill many of the weeds, as some weeds will not tolerate mowing. To reduce the remainder of the weeds, you should apply a broadleaf weed killer. This should be applied either in May or in September depending on when your lawn was in installed, but do not weed kill until at least 8-10 weeks after installation and after you have mowed the lawn 3 times.
4. Growth – Grass plants grow in width as well as height. Your new lawn will look sparse to begin with but will thicken as the grass plants spread. Remember, only 5 grass plants per square foot are necessary for a lush, beautiful lawn.
5. Mowing – Proper mowing is essential for a nice-looking lawn; poor mowing practices cause more lawn problems than anything else.
* When – As easy as it sounds: mow whenever the lawn needs it. In spring, this could be every 3 rd day; in summer, it might be every 2 weeks. Your first mowing should occur after the grass reaches 4" tall.
* Mowing Height – 3-4" leaving the grass long will reduce water loss, increase vapor and crowd out weeds. Never remove more than 1/3 of the grass blade at one time.
* Grass Clippings – If you only cut off 1/3 of the grass blades, you do not need to remove the clippings. They do not add to the thatch problem; they can help recycle nutrients back into the lawn.
* Key Points to Remember –
o Don't cut more than 1/3 of the grass blade at one time.
o Keep your mower sharp.
o Mow high – 3".
o If possible, don't mow when it's hot and dry or during mid-day.
If you do your part in the maintenance of your new lawn, you will have a beautiful, healthy lawn for many years to come. If you have questions at any time, don't hesitate to call LAMMSCAPES!
Contact us with any landscape questions, as well as help with the maintenance of your yard. | 1,752 | 1,107 | {
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HEDGEHOG REPUBLIC
Stroud Valley School children have scored a UK first by developing a computer game to teach conservation. As part of Hedgehog Republic they did detailed research into the life cycle of a hedgehog. Beautiful informative leaflets have been produced by the children amongst other amazing work. We invited parents into school to see what we've been doing and how much we know about Hedgehogs and our plight to keep their habitats.
Here are some of the children's comments:
It was lots of fun to get the adults to come and tell them about http://hedgehogrepublic.org/ so we can get the word out - hedgehogs are in danger of becoming extinct!
It's an amazing thing to make a game. It's an efficient way to get the word out about what is happening to hedgehogs.
We invited our parents into school to see all of the exciting projects we've been doing as part of the hedgehog republic. We shared our amazing computer game creations.
7th February School and Governor Contact ( 01453 764400) Parentline Plus Helpline ( 0808 800 2222) School Nurse Contact ( 0300 421 8959) www.stroudvalleyschool.co.uk
Dates for your diary
| | February |
|---|---|
| 14th | Amber class Assembly 2pm |
| 13th | Amethyst class Assembly 2pm |
| 14th | Last day of Term 3 |
| 17th-21st | Half term |
| 24th | INSET DAY |
| 25th | First day of Term 4 |
| | March |
| 10th & 11th | Parents’ Evening |
| 2nd | Bikeability Week Y5 |
| 5th | World Book Day |
| 12th | Sports Relief |
| | April |
| 3rd | Last day of Term 4 |
| 6th-17th | Easter Holidays |
| 20th | Start of Term 5 |
REQUEST FROM SUNSHINE & RAINBOW
If anyone has any spare pants, socks or tights (age 4-6yrs) to donate to Sunshine & Rainbow class, we would be very grateful.
FULL GOVERNING BODY UPDATE
The governors meet in various committees throughout the year, and we also have one full meeting of all governors every half term.
At the Full Governing Body meeting this week, we discussed attendance.
Attendance is one of the biggest things the school is working to improve as it's below national average. Most of the problem is children arriving late. Just a few minutes late counts as an absence, and it does really matter. A lot of the most important learning comes at the start of the day. Please remember to help your child be at school by 8:50am. We'll be writing more about this in the next few weeks.
We also discussed our behaviour policy. As you may know, the school has been using "Golden Time" as a reward system for the good behaviour children present. Staff and governors now feel it's time to replace this with something that involves the children more actively in monitoring their own behaviour. As a first step staff have consulted with the children about what behaviours they think should be encouraged (for example: good listening). This is an ongoing process:
Golden Time will be with us for a few more terms, but in the meantime, watch the behaviour policy on the website, which will be updated as our thinking evolves.
Debbie Sleep updated us about safeguarding training and auditing (for example, training staff in safer recruiting). We're already good at this, but we now are employing a good external consultant to help us get even better.
We also discussed how "monitoring" is going. This means checking that all children are reaching the standards they are capable of. Teachers are supported by subject leaders through "book looks" when they discuss and assess children's' work; plans are put in place for children that need extra help. There are regular sessions with other schools where we look at each others' standards; and compare our marking and judgements. Governors make regular visits to ask questions about the vision and plans for the different subjects. The governors have been working on ensuring these visits happen on a schedule, and that we always cover the right topics.
On a final note, some of the staff and governors have been getting training about the new OFSTED inspection framework that is starting this year. Unusually for big changes like this, we all feel really positive about it, and we think it will help support children's learning and wellbeing.
GLORIA'S CROSSING TUESDAY 11TH FEBRUARY
Gloria will not be available on Tuesday afternoon next week to do the crossing duty due to staff training. Please ensure your child crosses the road safely.
Message from PTFA
Cake Sale
Rainbow class cake sale is next Friday 14th February. Rainbow parents please get baking and let's all remember our pennies to support our children.
What a great way to end the term…with some full-of-love Valentine's scrumminess! | 1,996 | 1,073 | {
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Nassau County Interscholastic Mathematics League
Contest #1 Answers must be integers from 0 to 999, inclusive. 2017 – 2018
No calculators are allowed.
Time: 10 minutes
1) If 𝑁= 20 ∙30 ∙50 ∙70 ∙110 ∙130, compute the least prime number that is NOT a factor of N.
2) Two machines work simultaneously to do a job. Each machine works at its own constant rate. They finish 9 hours sooner than if the first machine had done the job alone. They finish 16 hours sooner than if the second machine had done the job alone. Compute the number of hours it took the two machines to work simultaneously to do the job.
1.
2.
Nassau County Interscholastic Mathematics League
Contest #1 Answers must be integers from 0 to 999, inclusive. 2017 – 2018
No calculators are allowed.
Time: 10 minutes
3) A conqueror was born and died on January 1 st in years that were the perfect squares of consecutive positive integers. If she died on her birthday at the age of 55, compute the year of her birth.
4) In rectangle 𝐴𝐵𝐶𝐷, 𝐴𝐵= 5 and 𝐵𝐶= 6. Diagonal 𝐵𝐷 ̅̅̅̅ is extended its own length through point 𝐷 to point 𝐸, and 𝐴𝐸 ̅̅̅̅ is drawn. Compute 𝐴𝐸.
3.
4.
Nassau County Interscholastic Mathematics League
Contest #1 Answers must be integers from 0 to 999, inclusive. 2017 – 2018
No calculators are allowed.
Time: 10 minutes
5) Compute the sum of the real roots of 𝑥 2 + 1 𝑥 2 −7𝑥− 7 𝑥 + 14 = 0.
6) A fair two-sided coin is tossed until 4 heads occur. The probability that this takes exactly 6 tosses with heads appearing on the fifth and sixth tosses is 𝑝 𝑞 . If 𝑝 and 𝑞 are relatively prime (their greatest common factor is 1), compute 𝑝+ 𝑞.
5.
6.
Solutions for Contest #1
1) Consider the primes starting with 2. Since 2 is a factor of 20, it is a factor of 𝑁. Similarly, 3 is a factor of 30, 5 is a factor of 50, 7 is a factor of 70, 11 is a factor of 110, and 13 is a factor of 130. The next prime is 17 and it is not a factor of any of 𝑁's given factors. Thus, the least prime is 17.
2) Suppose it takes the first machine A hours to do the job alone. Suppose it takes the second machine B hours to do the job alone. Suppose it takes ℎ hours for the two machines to finish the job simultaneously. Then, ( 1 𝐴 + 1 𝐵 ) ℎ= 1 𝐴 (ℎ+ 9) = 1 𝐵 (ℎ+ 16). Distribute and subtract to get ℎ 𝐵 = 9 𝐴 and ℎ 𝐴 = 16 𝐵 → 𝐴 𝐵 = 9 ℎ and 𝐴 𝐵 = ℎ 16 →ℎ 2 = 144 → ℎ= 12. It takes the machines 12 hours simultaneously to do the job.
3) If 𝑥 2 is the year of her birth, then (𝑥+ 1) 2 −𝑥 2 = 55 ⟶2𝑥+ 1 = 55 ⟶𝑥= 27. Thus, 𝑥 2 = 𝟕𝟐𝟗.
4) From point 𝐸, draw a line perpendicular to 𝐴𝐷 ⃡ which must be extended through point 𝐷. The perpendicular line intersects 𝐴𝐷 ⃡ in point 𝐹. By 𝐴𝐴𝑆, ∆𝐴𝐵𝐷≅∆𝐹𝐸𝐷. So, 𝐸𝐹= 5, 𝐷𝐹= 6, and 𝐴𝐹= 12. Apply the Pythagorean triple 5-12-13 in right ∆𝐴𝐹𝐸 to yield 𝐴𝐸= 𝟏𝟑.
5) Note that (𝑥+ 1 𝑥 ) 2 = 𝑥 2 + 1 𝑥 2 + 2 →𝑥 2 + 1 𝑥 2 = (𝑥+ 1 𝑥 ) 2 −2. Re-write the given equation as (𝑥+ 1 𝑥 ) 2 −2 −7 (𝑥+ 1 𝑥 ) + 14 = 0. Let 𝑎= 𝑥+ 1 𝑥 →𝑎 2 −7𝑎+ 12 = 0 →𝑎= 3 or 4 → 𝑥+ 1 𝑥 = 3 or 4 →𝑥 2 −3𝑥+ 1 = 0 or 𝑥 2 −4𝑥+ 1 = 0. The roots of each of these quadratic equations are real. The sum of the roots of these equations are 3 and 4 respectively. The required sum is 7.
6) Since the last two tosses are heads, exactly two of the first four tosses are heads. The probability of exactly 2 heads in 4 tosses is ₄𝐶₂ ( 1 2 ) 4 = 3 8 . The probability that the last two tosses are both heads is ( 1 2 ) 2 = 1 4 . So, the required probability is the product of these probabilities, or 3 32 . Thus, the required sum is 3 + 32 = 𝟑𝟓. | 1,910 | 1,474 | {
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