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Meditation Halifax
Meditation Halifax - The ancient discipline of meditation concentrates on methods so as to quiet the thinking mind in order to bring about deep relaxation and awareness. Meditation techniques have been practice for thousands of years in lots of the cultures all around the globe. It has several of its roots in Eastern philosophy and religions. Buddhism and Hinduism have many teachings which include meditation so as to achieve spiritual enlightenment. Other religions like for example Judaism, Catholicism and Christianity utilize different types of meditation through prayer. There are several types of meditation instruction consisting of: chakra meditation, mantra meditation, guided imagery, concentrating on things and breathing techniques.
For beginning practitioners, instructions concerning breathing meditation techniques are the simplest and easiest to apply. These techniques will focus the awareness on breathing as a means to be able to quiet the mind. This can be accomplished by counting the exhalations and inhalations and by focusing on the movement of one's breath. Like for instance, a technique for moving the breath is breathing in into the left nostril and afterward exhaling through the right nostril. Focusing the breath onto or into a particular area of the body is normally utilized in healing meditations where a person sends their energy into various cells which need nourishment and healing.
Guided meditation utilizes a person read script so as to help take the practitioner on an internal journey utilizing relaxation techniques and creative visualization. Guided imagery is normally utilized in pain management and in hypnosis. It can be practiced in various ways. Like for instance, some people find a great alternative for coping with stress is to visualize a peaceful place. Some people who are working to be able to heal emotional wounds could make use of this particular type of meditation to deliberately revisit a traumatic experience to be able to facilitate the healing process.
Mantra meditation is another type of instruction which uses repetitive sound vibration so as to calm the mind and open the heart to reach a higher level of consciousness. In mantra meditation, it is not unusual to utilize bells or prayer bowls together with chanting a verbal mantra like for example "Om" or "love." The belief behind this particular type of meditation form is that specific tone vibrations could have a healing effect on a person either mentally, spiritually or physically.
There are seven main chakras or energy centers situated inside the body. Concentrating on the various chakras is one more kind of meditation instruction. Several types of yoga make use of the chakras throughout the meditative and physical or also called savasana parts of the practice. Normally, these are guided meditations. Often the practitioners' concentrate the breath and the mind on the specific chakra utilizing their specific color properties and visualization. Like for example, somebody who is meditating on the heart chakra would visualize a green spinning wheel over the chest while focusing energy in the middle of the chest.
A more advance meditative practice makes use of a focus on particular things. Candles are an object that is normally utilized. While gazing into the flame the practitioner tries to clear the mind. The objective of this is to follow the fire but to keep the focus on the quality of the observation and not permitting the mind the opportunity to wander. Normally, it does not matter what the thing is. The practice is simply intended to build up awareness and alertness. | 1,427 | 664 | {
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7.2.20
Dear Parents/Carers,
We are delighted to let you know that Mrs Duddridge was successfully appointed to the position of Early Years Support Assistant in our class. You already know her, of course, but with Miss Hickley's departure we are pleased that Mrs Duddridge will be staying with us on a permanent basis.
Reminders
- Water bottles should only contain water please.
YEAR R LEARNING
Phonics
This week we have introduced the graphemes air and ear. We have continued to play games to help us recognise the digraphs in words and are beginning to write words containing these digraphs. We have begun to sound talk words containing consonant blends.
Number
This week we started to investigate the number 8. We learnt that 'oct' means 8 – for octopus and octagon. We have split 8 in different ways and reinforced the ideas of a whole and parts of a whole. We have made patterns with 8 sticks and described them using our number knowledge.
Vocabulary – digraph, grapheme, sentence, full stop, consonant, vowel.
Vocabulary – eight, oct, octagon, octagonal, whole / part
Handwriting
We have introduced the r family – r, n, m. They all start at the top with a short straight line down, then back up and over.
Headteacher Miss S Vittle
Child Initiated play
The main focus of learning this week was: writing and music
Polar Bear, Polar Bear what do you hear?
We read 'Polar Bear, Polar Bear what do you hear?' book and many children set up a zoo both outside and inside.
We took part in some drama involving being the animals in the book and replicating the noises described.
We set up a puppet theatre and we have had many shows and stories performed to us. Some children wrote scripts for the play they then performed.
We took part in two music session where we learnt the names of the instruments and how to play them. We practised playing loudly, quietly, fast and slow. We used animals from the story to represent groups of instruments and then followed the pictures to create our own musical piece.
Following these sessions many children were keen to set up their own shows and bands in their discovery time. We had posters and tickets and the children practised being conductors.
HOME LEARNING
Over the next week, please take the opportunity to:
- Go through your child's Phonics folder and reinforce the sounds. There will be no more sheets as Jolly phonics does not cover the last few sounds we are learning. Next week the children will learn the last sound.
- Share your child's reading books. We have managed to change them this week.
Play a game with your tagged words. Perhaps play swat the word or splat the word. You could put them out on a table. The adult says a word and the child swats it with either a fly swat or their hand. We use fly swats at school which adds an element of fun. You could write them out on a piece of paper. Again, say the word and this time they could splat the word with a thick felt tip or paint on a paintbrush.
- Share books with your child. Can you find any words which describe the sound, for example, barking, scratching, clicking, humming etc.
Headteacher Miss S Vittle
Vocabulary
New
- Fluting, roaring, yelping, snarling, braying, hissing, trumpeting, snorting, bellowing, whistling,
- Tambourine, claves, maracas, guiro, glockenspiel, cowbell, cymbals, cabasa, conductor, orchestra,
- Enclosure
- Souvenir
Reinforced
- Hippopotamus, zebra, walrus, lion, cheetah, leopard, flamingo, peacock, elephant,
- Drum, triangle, castanets
- Habitat
Headteacher Miss S Vittle
- Reinforce the vocabulary introduced this week. What words can you use to describe the sounds that you hear when you are out and about?
- Practise counting up to 20 objects, by grouping them into two and counting in two.
CAN YOU HELP?
To lend
- Not this week
To donate
- Not this week.
Many thanks, Mrs Mitchell and Miss Hickley (The Year R Team) | 1,584 | 934 | {
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CHV2O Unit 1: Citizenship and Government
Activity 1: Origins of Early Government
Overview
This first Activity begins with a simulation entitled "The River" that examines early forms of government, as well as conflicts and conflict resolution in an early society. Then, you will identify a world leader and determine what makes him/her effective in his/her role.
Lesson
THE RIVER
Picture a valley. The year is 8 000 B.C. A river that tumbles from a distant range of mountains feeds life in this valley. Along the banks of this river, five villages have developed. Each village has its own customs, leaders, and religious beliefs. The villagers have little contact with each other, often mistrust their neighbours and seldom speak. In a normal year, the river provides an ample supply of water to irrigate the fields of grain that surround each village.
In an ideal year, each village is able to easily feed every member and to gradually increase its population. This, however, is not a normal year. A drought has descended on the valley and the river has been slowed to a trickle (a drought is a very long spell of dry weather). The villagers understand the danger that this drought poses to their survival. If any village tries to take from the river the amount of water that it would ideally need to water its fields, the impact on the other villages will be immediate and severe.
The villages range in size from 110 citizens up to 300 citizens. Each village is led by a single male leader who was chosen for his position because of his age and the wisdom gained during his life in the village. The leader is responsible for maintaining peace and harmony in his village, and has two diplomats to assist him. The diplomats are young men who travel to the other villages to negotiate and trade information. The remaining village members work to provide for themselves, their village, their leader, and their diplomats.
In the valley, a severe drought means that there will be many deaths. This stark reality has compelled the leaders of the five villages to call an emergency meeting. At this meeting, a leader from each village will eventually declare what his/her village plans to do in order to respond to the drought. There are many strategies that might be followed. Not all of these strategies are peaceful. Some people in the valley think that one or more villages may combine and declare war on their neighbours. Rumours about secret deals are already circulating. Others think that the villagers will be able to work out a peaceful strategy to resolve the problems created by the drought.
Assignment
1. After reading The River, complete the chart below by developing the six points of comparison between the government of 8000 B.C. and the one we have today.
2. Think of a world leader. A world leader does not necessarily need to be the leader of a government. He/she could be the leader of a religion, company, social cause; or it can be an outstanding artist or an amazing athlete.
a. What makes this person a good leader? Try to focus on the leader's experiences, skills, qualities and challenges, as well as important issues and events he/she has faced.
b. What do you think are the most important qualities a leader should have? Is it important for a leader to be charismatic?
| | Category | 8,000 B.C. | Today |
|---|---|---|---|
| The methods used to choose leaders | | | |
| Characteristics of the leader | | | |
| Size of government | | | |
| Government responsibilities | | | |
| The way the government deals with problems | | | | | 1,437 | 763 | {
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Photosynthesis Concept Questions
1. Explain why almost all organisms depend on photosynthesis to satisfy their energy needs. (Photosynthesis produces glucose which is used by most cells as energy.)
2. Which organisms are responsible for carrying out the most photosynthesis on the earth? (Blue-green algae in the world's oceans perform most photosynthesis.)
3. Photosynthesis can be thought of as a process that converts energy. What are the three energy conversions? (Solar energy is converted to the chemical energy of the electrons; chemical energy of electrons is converted to ATP; the energy in ATP is converted to the chemical energy in glucose.)
4. What is the relationship between the processes of photosynthesis and cellular respiration? (The two are
the reverse of one another.)
5. Identify where each of the reactants in photosynthesis comes from and where the products are 2 produced.(For terrestrial plants, water is acquired from the soil via the roots and CO is taken from the 2 atmosphere through the stomata. O is released when water is split in the light reactions and glucose is made from the G3P produced from the Calvin cycle.)
6. In the fall, what causes the leaves to become brightly colored? (As the sun becomes lower in the sky, less blue light reaches plants so they produce less chlorophyll as it absorbs predominantly blue light. The disappearance of chlorophyll allows other pigments to be seen and the leaves change color.)
7. Where exactly would you find chlorophyll and the ETC? (Chlorophyll molecules are embedded in the thylakoid membrane.)
8. Summarize the events of the light reactions. (Students should understand that light energy is trapped and harvested by chlorophyll molecules. High energy electrons are stripped from chlorophyll molecules and passed through an electron transport system to make ATP. The electrons are then re-energized by light and used to reduce NADP to NADPH.) +
9. What molecule is analogous to the NADH used in cellular respiration? (NADPH)
10. What is the purpose of the electron transport chain in photosynthesis? (It makes ATP.)
11. How do the electrons accepted by the ETC become high energy? (The energy comes from absorbing a photon.)
2 12. As electrons from the photosystems are used to reduce CO , how is it that they never "run out"?
(Photosystem II gets replacement electrons from water while photosystem I gets them from photosystem II via the electron transport system.)
13. Why can the plant cell not use the ATP produced in the chloroplasts? (It is inside the chloroplasts and used in the Calvin cycle.)
14. Why does the primary electron acceptor have to be so close to the reaction center chlorophyll? (These two must be close together so that electrons are captured before they lose their energy.)
15. When plants photosynthesize, they always make more glucose than they require for energy. Explain. (Some is needed for growth and some is stored times when light is unavailable.)
2 16. Explain how the products of the light reaction are used to reduce CO in the Calvin cycle to form PGAL and describe the fate of this PGAL. (ATP provides the energy and NADPH provides the 2 electrons to reduce CO . The Calvin cycle product, G3P (PGAL) is used to make glucose from which the plant can make polysaccharides and other molecules.)
17. What is the function of the Calvin cycle? (The Calvin cycle fixes atmospheric nitrogen into organic carbon in the form of G3P (PGAL))
18. What is the immediate energy source for the Calvin cycle? (The energy needed to perform the reduction in the Calvin cycle is provided by ATP produced in the light reactions.)
19. If you could catch all the G3P (PGAL) a green plant produces and remove it, what would happen to the plant? (The cells of the plant would have no fuel for cellular respiration and would be unable to produce the energy needed for cell work. It would also be unable to synthesis cellulose.)
20. If you illuminate a solution of chlorophyll, carbon dioxide, and water in a beaker, will the mixture produce sugar? Explain. (No it will not. The production of glucose requires the enzymes of the Calvin cycle.)
21. Both the light reactions and the Calvin Cycle stop when there is no light. Which specific reaction stops first? Which stops next? Continue answering the question "Which stops next?" until you have explained why both pathways have stopped. (In the absence of light, electrons would stop moving through the electron transport system, so no ATP would be made. Without a source of electrons, NADP + would not be reduced to NADPH. Without NAPDH or ATP the Calvin cycle would stop so no G3P (PGAL) would be made.) | 2,027 | 1,029 | {
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Participation Through Drama
Story Theatre For Mortimer, by Robert Munsch
Parts:
* Mother
* Mortimer
* Father
* Brothers/Sisters (could be the rest of the entire class sitting off to the side)
* Two Policemen
| Character | Lines | Participation For Non- verbal Student (Sounds effects person) |
|---|---|---|
| Mother | One night, Mortimer's mother took him upstairs to go to bed (thump, thump, thump, thump, thump, thump). When they got upstairs, Mortimer's mother opened the door to his room. She threw him into bed and said "Mortimer, Be Quiet!" | • hit a drum w/assistance for the thump, thump, thump • record on a voice output device loud thumping noise |
| Mortimer | (Nodding yes) "Yes, oh yes." | |
| Mother | The mother shut the door. Then she went back down the stairs… (thump, thump, thump, thump, thump) | • hit a drum w/assistance for the thump, thump, thump • record on a voice output device loud thumping noise |
| Mortimer | But as soon as she got back downstairs, Mortimer sang, "Clang, clang, rattle-bing-bang, Gonna make my noise all day. Clang, clang, rattle-bing-bang Gonna make my noise all day." | • class chants this and it is recorded to be played with a switch • record this on the Step-by- Step communicator to use on cue |
| Father | Mortimer’s father heard all that noise. He came up the stairs... (thump, thump, thump, thump, thump). He opened the door and yelled, “MORTIMER, BE QUIET!” | • hit a drum w/assistance for the thump, thump, thump • record on a voice output device loud thumping noise |
| Mortimer | Mortimer shook his head “Yes, oh yes, I will...” | |
| Father | The father went back down the stairs (thump, thump, thump, thump, thump) | |
| Mortimer | But as soon as he got to the bottom of the stairs, Mortimer sang: "Clang, clang, rattle-bing-bang, Gonna make my noise all day. Clang, clang, rattle-bing-bang Gonna make my noise all day." | • class chants this and it is recorded to be played with a switch • record this on the Step-by- Step communicator to use on cue |
| Everyone | “MORTIMER, BE QUIET!” |
|---|---|
| Mortimer | Mortimer shook his head “Yes, oh yes” |
| Sister | The brother sand sisters shut the door and went downstairs, (thump, thump, thump, thump, thump). |
| Mortimer | But as soon as they got to the bottom of the stairs, Mortimer sang: "Clang, clang, rattle-bing-bang, Gonna make my noise all day. Clang, clang, rattle-bing-bang Gonna make my noise all day." |
| Policemen | They got so upset that they called the police. Two policemen came and they walked very slowly up the stairs (thump....thump....thump.... thump....thump....). They opened the door and said in very deep policemen-type voices, “MORTIMER, BE QUIET!” The policemen shut the door and went back down the stairs... (thump....thump....thump.... thump....thump....). |
| Mortimer | But as soon as they got to the bottom of the stairs, Mortimer sang: "Clang, clang, rattle-bing-bang, Gonna make my noise all day. Clang, clang, rattle-bing-bang Gonna make my noise all day." |
| Sister | Well, downstairs, no one knew what to do. The mother got into a big fight with the policemen. The father got into a big fight with the brothers and sisters. Upstairs, Mortimer got so tired waiting for someone to come up that he fell asleep. |
Additional Modifications:
* If the student is Mortimer, the repeating phrase: "Yes, oh yes" could be recorded on the Step-by-Step or other device and plugged into speakers for more volume
* The student could enter towards the end of the play and be one of the policemen, dressed in uniform. The voice output device could be programmed with "MORTIMER, BE QUIET!" | 1,612 | 1,007 | {
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VentureBeat Online Article found at: http://venturebeat.com/2016/03/31/teens-usewindows-10-iot-core-to-run-science-experiments-in-space/
Teens use Windows 10 IoT Core to run science experiments in space
Jordan Novet March 31, 2016 11:23 AM
Tags: Build 2016, Internet of things, Microsoft, Microsoft Azure, Steve "Guggs" Guggenheimer Windows 10 IoT Core,
Above: From left, Mihir Kasmalkar, Micah Kim, and Megna Biederman of Valley Christian Schools in San Jose, California.
Image Credit: Microsoft
Developing for Windows 10 might sound complicated. But 14-year-old Mihir Kasmalkar figured it out. Now he and his classmates at the Valley Christian Schools in San Jose, California — with a little help from Microsoft — are preparing to send a MinnowBoard Max running the Windows 10 IoT Core operating system up to the International Space Station.
From there, they'll conduct science experiments on things like seeing how metals react to electromagnetic energy in space. They'll rely on a robotic arm and a camera to take photographic evidence of what happens. The code running on the board is written in C#.
"I knew Java, so it's a lot of the same things," said Kasmalkar, who used a C# book and online resources like Stack Overflow to get up to speed. He and the others will be able to check out results of their experiments in real time using the Microsoft Azure public cloud — because the board is an Internet-connected device. They're talking about the project today at Microsoft's Build developer conference in San Francisco.
Ads by ZINC
In the past few years, the research supported by the Quest Institute for Quality Education has relied on a primitive microcontroller that was programmed with PBASIC and packed with just a tiny sliver of memory. And it wasn't connected to the Internet, so the kids have had to wait to see results.
Windows 10 IoT Core is one of seven editions of Windows 10. "It's early," Steve "Guggs" Guggenheimer, Microsoft's corporate vice president of developer platform and evangelism and its chief evangelist, told VentureBeat in an interview, when talking about adoption of the operating system focused on the Internet of Things (IoT). But its predecessor Windows CE is running on all sorts of things — point-of-sale systems, bicycle rental machines, ATMs, vending machines. Windows 10 IoT Core runs on boards that are accessible to people in the so-called maker movement, including the Raspberry Pi 2 and the DragonBoard 410c. It turns out kids can work with this OS, too.
To be fair, Microsoft has offered some assistance to the kids, who even got to visit Microsoft headquarters in Redmond, Washington, and talk with employees, said 13-year-old Micah Kim. Engineers have contributed server-side code for the project, Kasmalkar said. They also designed a special shield that sits on top of the board to keep bits from being flipped, because that could lead to errors in results, said Danny Kim, the Quest Institute's director of innovation.
Above: The board and its special shield.
Image Credit: Quest Institute
"What this shield did is it gave us the ability to have eight copies of the OS in eight different USB sticks," Quest's Kim said. "They created a custom hardware watchdog to see if the OS got corrupted … it would actually reboot to the next uncorrupted OS. It gave us a system to operate in the harsh environment of space."
In this configuration, many experiments can run at once. That is, many schools can have their students prepare experiments that run on the board, instead of having to run their own infrastructure. This type of science learning becomes more accessible because it costs less money. In the future, Quest's Kim said he'd like for student researchers to be able to submit changes to their experiments on the fly, from the classroom into space.
But for now, Megna Biederman, 13, is very eager to find out what happens when the experiment goes to space in late May or early June.
Above: Some of the pieces that will be tested in space. The one on the far left represents Microsoft's Channel 9. The middle one is Microsoft's logo. The one of the far right is a bust of Microsoft chief executive Satya Nadella. The second and fourth are logos of the Valley Christian Schools.
Image Credit: Jordan Novet/VentureBeat
"We want to use this information on how it [metals] reacts to be able to fasten tools to help astronauts or help manage space debris, because that could be a danger," she said.
It might all seem scary to have your work go into space. But the kids don't seem to be scared.
"A normal Windows app wants to send data to a server," Kasmalkar said. "It just loads it in Azure or sends it as an HTTP request. And that's what we're going to do on the ISS — because it's just a Windows app." | 1,945 | 1,057 | {
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High yield Facts from Evolution
1. Specimens with fake structures similar to plant parts are called as Pseudofossils.
3. Fossils are dead remains of plants and animals lived in the past ages.
2. Paleontology is the study of fossils.
4. Fossils may be Unaltered fossils (whole body buried in resin or ice), Petrified fossils (replacement of body parts by minerals), Moulds (hardened mud surrounding the fossil) Casts (petrified fossil with moulds) and Prints (foot prints of animals).
.
5. Determination of the age of fossils is called Dating of fossils. Various methods used for dating the fossils are Radioactive clock method, Radiocarbon method and Potassium Argon method.
7. Discontinuous distribution is the existence of closely similar species in separated places. Examples are Peripatus, Alligators etc.
6. The most accurate method of fossil dating is Electron-Spin Resonance method
8. Adaptive radiation or Divergent evolution is the development of functional structures from a common ancestor. The concept of adaptive radiation was suggested by Osborn in 1898. Darwin's finches, Marsupials, evolution of mammals are some of the examples of adaptive radiation.
10. Parallel evolution is the convergent evolution in closely related animals. For example the running adaptations in Horse and Deer.
9. Convergent evolution is the formation of similar structures in unrelated groups of organisms. Wings of insects and birds evolved in the same line. Aquatic vertebrates also show characters evolved through convergent evolution.
11. Homologous organs have same structure but perform different functions. Examples are Pentadacyl limbs of vertebrates, Mouth parts of insects etc.
13. Vestigial organs are rudimentary non functional organs which were well developed and functional in the ancestors. About 90 Vestigial organs are found in man. Some of them are Nictitating membrane, Coccyx, Ear muscles, Vermiform appendix, Wisdom teeth, Hair on the body etc. Rudimentary pelvic girdle of Python, Wings of flightless birds, and Splint bone in the leg of horse are also vestigial organs.
12. Molecular Homology is also found in animals. Example is the Blood Proteins of Man and Apes. Analogous organs have different structures but perform same functions. Examples are Wing of insects, birds and bat, Flippers of whale and fins of fishes etc.
14. Connecting link is an organism which possesses the characters of two different groups. Examples are Euglena, (plant and animal) Proterospongia (protozoa and porifera), Peripatus (annelida and arthropoda), Neoplina (annelida and mollusca), Lung fishes, Egg laying mammals, Archaeopteryx etc. 15. Atavism or Reversion is the reappearance of ancestral characters in present animals. Examples are
16. Retrogressive metamorphosis is found in Ascidia and Sacculina. During metamorphosis, many of the structures disappear.
ability to move ear pinna, hairy body, short tail, long canines etc.
17. Recapitulation theory was put forwarded by Von Baer in 1828. It was later called as Biogenetic law by Haeckel in 1866. It states that "Ontogeny repeats Phylogeny ".
19. Eohippus or "Dawn Horse" was the first formed horse and Eqqus is the modern horse.
18. Missing links are transitional forms found as fossils. Eg. Archaeopteryx.
20. Herbert Spencer first suggested the idea of survival of the fittest which was later named as Natural selection by Darwin.
22. Genetic drift or Sewal Wright Effect is the random changes in gene frequencies by chance.
21. Replica plate experiment was conducted by Joshua Lederberg and Esther Lederberg in bacteria to show the preadaptive nature of some mutations.
23. Founder Effect is a situation in which a new population showing genetic drift is established by only a few founding individuals.
25. Sibling species are morphologically identical but do not interbreed (Drosophila pseudoobscura and D.persimilis).
24. Bottle neck phenomenon is the condition in which the number of individuals in a population decreases to form small groups that becomes isolated.
26. Polytypic species has two or more subspecies. (Sparrow) | 1,824 | 908 | {
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Annotated Bibliography
Definition:
An annotated bibliography is a research tool used to summarize, evaluate, and reflect upon sources. An annotated bibliography is more or less a list. This list is made up of bibliographic entries followed by short paragraphs that comment upon the source in question.
Why Write an Annotated Bibliography?
- Excellent preparation for a research project
- Encourages critical thinking and critical reading
- Gain a better perspective on your topic
- Figure out where your research will fit into the existing field of study
- Quick and easy access to your materials and their contents
The Basic Equation
Bibliography
+
Annotation
(A list of sources) (A summary and/or evaluation)
The Format
- The bibliographic information: For every source, you will create a bibliography entry. This will include such information as author, title, date, publisher, etc. Typically, this will either be in MLA, APA, or Chicago format.
- The annotation: For every source, you will create an annotation in paragraph form. This will typically include a summary of your source, an evaluation of its importance, and a personal reflection on its information/argument/message.
Questions to ask in a summary:
What is the main idea of this text?
What evidence does the author use to support this main idea?
What kind of text is this (novel, article, ad…)?
Questions to ask in an evaluation:
Is the author of this source credible and unbiased?
Is his or her argument valid?
Is this text's topic or thesis relevant to my paper or project?
Questions to ask in a reflection:
What did I enjoy about reading this text?
Did anything in this text confuse me?
How can I relate this text to others I have read?
Example
Rowling, J. K. Harry Potter and the Sorcerer's Stone. New York, NY: Scholastic Inc., 1999 . (MLA)
Rowling, J. K. (1999). Harry potter and the sorcerer's stone. New York, NY: Scholastic Inc. (APA)
Rowling, J. K., Harry Potter and the Sorcerer's Stone. New York. NY: Scholastic Inc., 1999. (Chicago)
Summary = Green; Evaluation = Blue; Reflection = Red Harry Potter is perhaps one of the most famous tales of a boy wizard in Western culture. This is the first book in the series and chronicles Harry's introduction to the wizarding world. Harry Potter gets accepted to wizarding school and must defeat the evil Lord Voldermort. I consider Harry Potter to be one of the most influential fictional works included in the children's literature canon. Not only did it spearhead the young adult fantasy trend, but it made readers out of an entire generation of young adults. I remember reading Harry Potter in middle school and becoming instantly obsessed. I would spend the rest of my high school years waiting for the latest series installments. Harry Potter has definitely changed my life.
Further Assistance: For more detailed help or if you have questions, visit the Writing Center located in the Lewis University Library, or call 815-836-5427.
Resources Consulted: Purdue Owl; Cornell University Library | 1,407 | 694 | {
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1
Job Profile
Baker
What do bakers do?
Bakers work in bakeries, restaurants, hotels, hospitals and other places.
They make breads, cakes, cookies, pies and other baked goods.
Easy Reading
Career Planning Series
tip
Do you see words in bold? You can look up these words at alis.alberta.ca/ERdictionary.
Meet a baker
Maria is a baker. She works in a bakery.
Here are things that Maria does:
* She follows recipes. She weighs, measures and mixes ingredients.
* She makes dough for bread, cookies and pies. She makes batter for cakes.
* She uses kitchen appliances. For example, a mixer.
* She uses large ovens.
* She decorates cakes and cookies.
* She washes bowls, pans and cutlery.
* She makes lists. She orders flour, sugar and other ingredients.
Baker alis.alberta.ca/ERadvisors
2
What is Maria's work like?
Maria works an 8-hour shift. She usually goes to work at 5 a.m. She works 5 days a week. Sometimes she works on weekends and holidays. Some bakers at the bakery work night shifts.
Maria works in a clean kitchen. She wears a uniform and a hairnet.
Maria has to lift containers.
For example, she lifts containers of flour and sugar. These things can weigh up to 20 kilograms (about 45 pounds).
Maria has to be careful. She uses sharp knives and hot ovens.
Do you want to be a baker?
q You need to be healthy and strong.
q You need to work well with your hands.
q You must be clean.
q It helps if you are creative. For example, Maria decorates cakes with flowers and writing.
alis.alberta.ca/ERadvisors
Easy Reading
Career Planning Series
What education do bakers need?
* Some bakers learn on the job. They don't need a high school diploma.
* Some people take baking courses. They may get a certificate or diploma in baking.
* Bakers can take an apprenticeship. They learn on the job and take courses at a post-secondary school. After 3 years, they can become a journeyperson baker.
You can ask your career advisor or tutor about being a baker. You can ask about training, too.
What can bakers do in the future?
Bakers can work in many places. For example, bakeries, donut shops, large grocery stores, hospitals, hotels and colleges.
Some bakers may become supervisors in large kitchens. Some bakers start their own business. For example, some bakers become caterers. Some bakers bake one kind of thing. For example, pastries or cakes.
Bakers can teach baking or cake decorating. They can be salespersons for baking supply companies. These
companies sell all kinds of baking supplies. For example, cake decorations or colours for icing.
3
Baker alis.alberta.ca/ERadvisors
Easy Reading Career Planning Series
$$$
How much does a baker make?
A baker usually makes between $11.25 and $31.55 per hour.
Other jobs to think about
Cooks prepare food. They work in restaurants, hotels, hospitals, schools and other places. They make many different foods. They follow recipes or make their own recipes.
Kitchen helpers work in restaurants, hospitals, schools and other places. They keep kitchens clean. They prepare food. For example, they cut vegetables and slice meats for the cooks.
Do you want more information?
You can find the information below at alis.alberta.ca/occinfo. Or you can ask your career advisor or tutor.
* OCCinfo profile: Baker
* Video: Baker's Helper, Cook
* Easy Reading Dictionary
You can also ask your career advisor or tutor about other jobs that are like Baker. | 1,442 | 801 | {
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Songs
You are my Splendid Friend
Original Author Unknown Sung to the tune of "You Are My Sunshine"
You are my splendid friend My very splendid friend You make me happy In many ways. You'll never know dear How much I like you I'm so glad You're my splendid friend today.
I Like You – a friendship song
From http://www.everythingpreschool.com/themes/friendship/songs.htm
I like you, I like you Yes I do, Yes I do Friends are for sharing Friends are for caring I like you, yes I like you
IF You Aree WHAT? And You Know It …
Based on a traditional song
If you're happy and you know it, you clap your hands … but what if you are sad? Angry? Shy? Scared? How do people show their feelings? Add more actions to each emotion, based on suggestions from the group.
If you're happy and you know it, clap your hands
If you're happy and you know it, clap your hands If you're happy and you know it, Then your face will surely show it. If you're happy and you know it, clap your hands.
Sad … give a cry, make a frown, etc.
Angry … stomp your feet, pout your mouth, hands on hips, etc.
Excited … jump and cheer, clap your hands, shout hurray, etc.
Scared … shake in fright, duck and hide, give a gasp, etc
Shy … hide your face, turn aside, etc
Tired … yawn wide, take a nap, etc
Old MacDonald Had a Goose, Who had a Friend Named Bear
(Sung to "Old McDonald Had a Farm") -
*Old MacDonald had a goose who had a friend named Bear They like to read and liked to write whenever they would play With a honk-honk here and a roar-roar there Here a honk, there a roar *these splendid friends played all day long *Old MacDonald had a Goose who had a friend named Bear.
*Variations: Use child's first and last name instead of Old McDonald and his/her instead of these.
Susie Johnson had a goose………. …..her splendid friends played all day long…………
I'm a Little Gosling/ Polar Bear
(Sung to: "I'm a little Teapot")
I'm a little gosling born in the Spring All soft and fluffy so happy I could sing When I see the other geese, I honk with glee and wiggle- wobble, wiggle- wobble to the sea I'm a little polar cub born in the spring I come out from my cave looking white and thin when I see the snow and feel the wind I stomp my way to eat and swim
The More We Get Together
(Sung to: "Did You Ever See a Lassie?")
The more we get together, together, together the more we get together, the happier we'll be. For your friends are my friends, and my friends are your friends, the more we get together, the happier will be | 959 | 641 | {
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MATH 60 – HOMEWORK 1
due Wednesday, April 4
Instructions: This assignment is due at the beginning of class. Staple your work together (do not just fold over the corner). Please write the questions in the correct order. If I cannot read your handwriting, you won't receive full credit.
Every step of your answers must be fully justified to receive credit.
1. Suppose that you have an unlimited number of red ping pong balls and yellow ping pong balls and that you have 10 distinguishable buckets labeled 1 through 10. How many ways are there to distribute n ping pong balls into the ten buckets according to the following restrictions:
⋄ each even numbered bucket has at least one red ping pong ball and at least two yellow ping pong balls,
Your answer should have no summation signs.
⋄ each odd numbered bucket has at least three red ping pong balls?
2. A group of forty Math 60 students goes to the movies, and they all sit in one long row of forty chairs. There are two groups of three best friends: Alice, Bob, and Cindy are all best friends, and Xavier, Yolanda, and Zeke are all best friends. If all forty students are assigned seats at random (so all seating arrangements are equally likely), then what is the probability that each group of three best friends is sitting in three consecutive seats (in any order)? Your answer should have no summation signs.
3. A tennis intramural team has 4n players. A doubles match consists of two teams of two people each. How many ways can you group the players into doubles matches where each player is in exactly one doubles match? How many ways can we do it if we also choose who serves first on each team? (To clarify, if teams (A, B) and (C, D) are playing a doubles match together, pick which of A or B serves first on their turn and which of C or D serves first on their turn. Don't pick which team serves first in each match.) Your answer should have no summation signs.
4. Given integers x and y, we say that x divides y if there is some other integers k such that x · k = y. For example, 5 divides 10 but 4 does not divide 10.
Prove that ifxandyare integers, ifxdividesy, and ifxis even, thenyis even.
5. Prove without using the formula for binomial coefficients that
Hint: Show that the quantity on the left-hand side and the quantity on the right-hand side count the same thing.
6. Let A, B, and C be sets. Prove that
7. Let A and B be events in a sample space Ω of equally likely outcomes. Prove the following:
Hint: The best way to show that two sets S and T are equal is in two separate steps. First prove S ⊆ T, then prove T ⊆ S.
(a) If A ⊆ B then P(A) ≤ P(B).
(c) If A ∩ B = ∅ then P(A ∪ B) = P(A) + P(B).
(b) P(A) = 1 − P(A).
(d) P(A ∪ B) = P(A) + P(B) − P(A ∩ B). Hint: A ∪ B = A ∪ (B A)
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Product Title Traditional Sugihara Washi-Making Workshop
Learn about the charms of washi (trad
it io
nal Japanesepaper) andmake
your very own, one-of-a-kind washi
Learn about the charms and the beauty of washi from a museum tour guide in Sugihara - where Harima
■ Languages Supported
■ Explanatory Materials in English
Region: Taka Town, Hyogo Prefecture
■Japanese□English□Chinese□Other
／ ■Yes □No
Introduction
200 characters or less paper, known as Japan’s highest-quality paper in the Nara Period, was produced. At the end of the tour,
participate in a washi-making workshop and make your very own, one-of-a-kind washi.
Enjoy this experience as a stop on your journey from Himeji Castle to Asago City or Kinosaki Onsen, or as
| I. Learn about washi from a museum guide in Sugihara, the production location for Japan’s highest-quality paper, Harima paper Learn about the 1,000 years of history behind washi (traditional Japanese paper) and Sugihara paper through the documents exhibited in Sugihara Paper Village | | | ■ Guide Information |
|---|---|---|---|
| | | Other Information | ■ Participation Requirements |
| II. Make your very own, one-of-a-kind washi in the washi- making workshop, and take it home as a souvenir of your travels Sugihara Paper Village was closed down at one point but was revived again in the 1970s, and still manufactures washi using traditional methods. You’ll be able to learn about and experience the actual paper-making process in the washi workshop, alongside the museum guide. | | | ■ Cancellation Policy |
| | | | ■ Note |
| Ⅲ. Choose the size of the washi you want to make, and use it as a postcard or a lamp cover You can select the size of the washi you make from postcard- size (to send to friends as a souvenir of your travels), the size of Japanese calligraphy-paper, up to the size of large A3 paper. | | | |
| (1) Explanation on the history of washi (2) Washi-making workshop (3) Wait 1 hour for paper to dry (4) (If you wish to wait there, you can eat lunch in the Michi-no-Eki or restaurant located nearby.) | | | ■ In Case of Incident (No-show, bad weather, arriving late, etc.) |
| | | | ■ Insurance |
| ■ Period | ■ Number of Instances | | ■ Inventory Management |
| All year | 10:00 AM - 4:00 PM (Held every day of the week except Wednesday) | | ■ Point of Contact / TEL |
| ■ Duration / Start Time | ■ Number of Participants (Min/Max) | | ■ Contact - Hours |
| 40 minutes / 10:00 AM - 4:00 PM | 1-10 people | | ■ Contact - Email Address |
| ■ Access Using Public Transportation | | | |
| Approximately 1 hour 30 minutes by train from Shin-Kobe Station From JR Nishiwakishi Station, get on the Shinki Bus, and get off at the Torimakami or Sugihara-gami Kenkyusho bus stops | | | ■ Price (Without Tax) |
| | | | ■ Price with Add-Ons |
| ■ Address of Meeting Place | | Price Information | |
| Sugihara Paper Village(768-48 Torima, Kami-ku, Taka-cho, Taka-gun, Hyogo-ken) | | | ■Included in Above Price |
| | | | ■ Not Included in Above Price |
■ Availability of Interpreter Guide
／ □Yes ■No | 1,627 | 848 | {
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The Llewellyn School Policies and Procedures
Child Friendly Safeguarding Policy
What is this all about?
There are lots of documents and policies that have been written by the government and by The Llewellyn School to help to keep children safe. They are called Safeguarding Policies. These are all very long and would probably bore you and you may struggle to understand them.
We have written this policy with you in mind.
To help you understand what is right and what is wrong and to show you that you can get help easily at school.
You may hear Safeguarding or Child Protection talked about, they mean the same thing, to keep you safe.
Safeguarding, what is it?
There are 4 main areas that are of concern…none of these are nice for you to read about or discuss:
Physical Abuse……. Hitting, smacking, shaking, burning, biting etc Sexual Abuse………. This could be many things, from someone making you watch something referring to sex, someone touching you in places that are private to you. Someone asking you to touch them in places that are private to them.
Neglect………………. This means that you are not being provided with the things that you need like clothing, food, warmth, washing, cleanliness. Emotional Abuse… This is when people who should love and protect you are not being very nice to you, they may say mean things and make you feel bad and upset.
These are only examples, there are many more reasons that could cause us concern and for us to worry about you.
The most important thing you can do…tell us so we can help.
You should never be made to feel sad, you should never be hurt or made to do something that you feel uncomfortable about, that is not right.
We at school, care for you and will always help and protect you.
At The Llewellyn School, you could talk to any member of staff about anything, and they will help you.
They may have to discuss it with another member of staff to find the best way to help you, so they may not be able to promise to keep a secret, but they will look after you and won't go and tell lots of people.
They may have to speak to some people outside of school to make sure they are doing the right thing for you, these may include Social Services or the Police, yes that does sound scary, but they are all there to help and protect you.
We do have a designated Safeguarding team here at School who are:
Sara
Jamie
They all must do regular training and read all the policies!
They will help to support everyone at school.
Over the next few pages, we will give you examples, if any of these things are happening to you or a friend, please talk to someone.
Are you being bullied? Is this at home or in school?? This could all be classed as Physical Abuse or Emotional Abuse
This is all classed as Physical and Emotional Abuse and should not be happening, tell us so we can help.
Have people been doing things to you that you are uncomfortable with?
Has someone touched you somewhere on your body that you believe to be wrong?
Has someone asked you to touch them or watch something with sexual references that has made you feel uncomfortable?
The NSPCC (National Society of Prevention of Cruelty to children) have a Campaign called
P Private means private. Your underwear covers up your private parts and no one should asl to see or touch them. Sometimes a doctor or a nurse or family member may have to, but they should always explain why and ask you if its ok first.
A Always remember your body belongs to you. Your body belongs to you.
N No means NO. It is your body, and you have the right to say NO
Talk about secrets that upset you
T
S Speak up, someone CAN help
This is classed as Sexual Abuse and should not be happening, tell us so we can help.
Remember all of these types of Abuse can be carried out online:
If someone wants to talk to you or become friends with you that you do not know.
If someone asks you personal details like where you live or where you go to school.
If someone asks you to send them photos of you.
If someone asks to watch a link or a video online.
STOP…… tell us so we can help.
Has someone tried to give you cigarettes, alcohol, or drugs?
They are all dangerous, do not try anything if you are offered to you.
This is wrong, there are reasons that cigarettes and alcohol are banned until you are an adult and drugs are illegal.
If you are sad at home, worried about something, if you are hungry, if there are problems with your parents or the people you live with…anything.
Tell us so we can help you.
If you really feel you cannot talk to us at school, please call ChildLine.
They will be able to talk to you over the phone and get you the help you need. | 1,600 | 1,018 | {
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Frequently Asked
Questions
DIMETHOATE
What is dimethoate?
Dimethoate is an insecticide that is a white solid with a strong odor. Dimethoate has a crystalline structure, which means that it has a form resembling sand or sugar.
Where can dimethoate be found and how is it used?
Dimethoate was first made in 1956 to kill or control insects such as the housefly. Today it is made in many countries for use in farming.
There is very little information about dimethoate levels in the environment. It does not appear to build up in soil. It has not been found in drinking water. Insecticides containing dimethoate are used on fruits, vegetables, cotton, tobacco, ornamentals, olives, and sunflowers.
How can people be exposed to dimethoate?
Most people will not be exposed to dimethoate from air or water. Levels in food are very low. The main risk of exposure is if you work where dimethoate is made or used.
You could be exposed to dimethoate through:
* Breathing dimethoate if you work where it is made or used.
* Drinking dimethoate by accident. Drinking dimethoate is unlikely.
* Touching dimethoate if you work where it is made or used.
* Eye Contact with dimethoate if you work where it is made or used.
How does dimethoate work and how can it affect my health?
When dimethoate is breathed in or touched, it can cause fast and fatal poisoning, including a headache, sweating, or feeling like you will throw up. Other symptoms are diarrhea, loss of coordination, and muscle twitching. People with long-term exposure to high levels can suffer from personality changes, including depression, anxiety, or irritability. Central nervous system effects can last for months or years. When pregnant women inhale or touch dimethoate, their developing fetuses may suffer mutations.
How is dimethoate poisoning treated?
Treatment will depend on the type of exposure. Some drugs may be given for dimethoate poisoning. A doctor may suggest vomiting, stomach pumping, or other treatments.
Revised: 03/2023
Page 1 of 2
Frequently Asked
Questions
What should I do if exposed to dimethoate?
* If you touch dimethoate, wash or shower right away. Workers who touch dimethoate should wash any areas of the body that may have contacted it. Change into clean clothing. Protect family members by not taking exposed clothing home. Exposed work clothes should be cleaned by someone who has been told of the hazards of exposure.
* If you breathe dimethoate, move to fresh air. Get medical attention.
* If you get dimethoate in your eyes, remove contact lenses, if you can do it easily. Rinse your eyes with plenty of water for at least 15 minutes. Get medical help.
What factors limit use or exposure to dimethoate?
Avoid skin contact. Follow all safety directions. Suppliers/manufacturers can provide recommendations for protective gloves, clothing, footwear, and headgear.
Is there a medical test to show whether I've been exposed to dimethoate? A blood test can determine dimethoate exposure.
Technical Information for dimethoate
CAS Number: 60-51-5
Chemical Formula: C5H12NO3PS2
Carcinogenicity (EPA): not available.
MCL (Drinking Water): There is no MCL for Dimethoate.
OSHA Standards: There are no occupational limits.
NIOSH Standards: There are no occupational limits.
Resources
American Conference of Governmental Industrial Hygienists (ACGIH). 2003. Guide to Occupational Exposure Values. Cincinnati, OH.
NIOSH Pocket Guide to Chemical Hazards. 2003. Atlanta, GA: U.S. Department of Health and Human Services.
Revised: 03/2023
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How to Save Energy at Home
By Dave Hoffman
If you're a homeowner or even a renter you know opening the electric and gas bill can be one of the more unpleasant moments of the month. Fortunately, there are a few things you can do to keep your hard earned money where you want it instead of giving it to the utility companies.
Dominion, one of the nation's largest energy producers, published a breakdown of how the energy use for a typical US home is allocated. The study showed that 44 percent went to heating and cooling; 33 percent went to lighting, cooking, and other appliances; 14 percent to water heating and 9 percent to the refrigerator and freezer.
Clearly, if you're going to make a real dent in your household energy costs you are going to want to start with heating and cooling. One basic way to control energy is from the source. A programmable thermostat is an efficient way to keep your home comfortable without overdoing the energy.
According to the US Department of Energy you will save up to five percent on heating costs for every degree you lower your heat between the 68 and 70 range. Turning the heat down and wearing a sweater can save you some money right there. Also turn down the heat throughout your dwelling when you are sleeping or going to be gone for an extended period of time.
But there is more than just the heating system to where you set the thermostat. Your mother probably told you when you left the door open not to air condition or heat the whole outdoors. And closing the door is just the beginning. Proper insulation and weather stripping is essential. In addition, it is important to make sure windows and doors close and fit properly (and they are closed). It is one of the surefire household improvements that will save you thousands of dollars over the lifetime of your home.
There is a lot of investigative work involved in making your home energy efficient. Besides windows and doors there are pipes and vents carrying air that should be checked for leaks and caulked if there are any.
In addition to checking for where air might be escaping you should check where the ducts and vents that lead to the furnace or central air conditioning unit. Check the place where the vent is in the wall for possible leaks and make sure that the vents are not obstructed by furniture or anything that might block airflow. Furnaces and air conditioners also have filters that get dirty and reduce airflow. Keeping these unobstructed will make the heating and cooling system more efficient. Many manufacturers recommend changing the filters once a month.
Another basic strategy is to make sure you don't have unnecessary appliances active. Turn off lights when you're not in the room (again, your mother might have told you that one). During the day use daylight to light the room if possible. The sun is another no cost source of heat. Select light bulbs that are appropriate for the room you are lighting. For hallways and other rooms that don't require intense lighting use lower wattage bulbs. Long life bulbs use more electricity than regular bulbs so they should only be used in difficult to reach places. Energy efficient bulbs do use less energy and last 10 times longer than standard bulbs of a similar wattage. Those spiral florescent bulbs not only last longer but save energy as well. Manufacturers claim an energy savings of up to $46 Manufacturers claim an energy savings of up to $46 per lamp. The use of lamps or task lighting is advantageous when you don't need to light a whole room. Also, take advantage of three way bulbs and dimmer switches that allow you to use only as much light as you need.
Use a power strip for electronics. Many electronics use energy even when they're off. Turning off the power strip will reduce such waste. Only use the dishwasher with a full load. If possible, let the dishes air dry. The same logic goes with laundry. Only using the washing machine with a full load will save on electricity in the long run. During hot weather avoid running the dryer in the middle of the day so you don't counteract any air conditioning that is going on. Don't overload the dryer and make sure to clean the lint trap with each use.
Shortening your time in the shower can reduce hot water usage. You can also lower the temperature of your hot water heater. Experts recommend below 120 degrees. Also visit a hardware store and look into water saving showerheads. In fact, low flow heads are available for all faucets.
Copyright © 2006 Publishers-Edge | 1,634 | 912 | {
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MCGUFFEY'S READER
In the early days of the industrial revolution, American educators (church leaders, and later on, politicians) saw education as a means to foster morality, patriotism and citizenship. Education itself was primarily moral, and so the textbooks, the lessons, and the teaching methods were designed to carry out that primary intention. Early books were designed to teach basic reading, but more importantly, Christian doctrine. In one example, the New England Primer was characterized by heavy religious platitudes: "In Adam's Fall We sinned all." or, "The idle Fool Is whipt at School". Soon, these readers began to shape the standard for American grammar school education. There was rarely a page which did not address itself to some moral problem from the standpoint of Protestant Christianity and Victorian ethics.
The original McGuffey's Reader was developed by William Holmes McGuffey in the early 1830s and soon would have a profound influence on public education – and the culture of the United States. McGuffey was a professor at Miami University in Oxford, Ohio, and a Presbyterian minister when he was asked by a publisher to compile a series of graded readers. As a young schoolmaster, McGuffey had used the eighteenth-century Puritans' New England Primer, Noah Webster's American Spelling Book, and the Bible. His Eclectic First Reader and Eclectic Second Reader were published in 1836, the Third and Fourth in 1837. They contained stories of widely varied subject matter appealing to youngsters and taught religious, moral, and ethical principles that reflected both McGuffey's personality and society at the time. McGuffey's brother Alexander produced the Fifth Reader in 1844, a spelling book in 1846, and a Sixth Reader in 1857.
In subsequent decades the books evolved to match newer cultural ideas. They began to move away from promoting the Calvinist values of salvation, righteousness, and piety and began to reflect the morality and cultural values of a much more diverse American society. By 1879, 60 million copies had been sold, and, by 1920, over 122 million. As late as 1978 they were still in use in some school systems where they continued to teach millions of Americans "a middle-class, conventional, paternalistic morality", reflecting the values of a traditional religious orientation. (Commanger, H.S. 1962) A copy may be found in the MJC Library, or, take a look online: http://digital.library.pitt.edu/cgibin/t/text/text-idx?c=nietz&view=toc&idno=00ach0331m. What do you think would be the major differences between today's elementary school reader and a McGuffey's Reader? | 1,160 | 569 | {
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Key
Name:
Period
Date/ /
Anti-Federalist #78-79
Directions: Place the letter corresponding to your word choice to fill the blank in the quotes and paraphrased excerpts from the reading.
Word Box
A. influence
B. republican
C. heaven
D. incapacity
E. exalted
I. correction
F. explanation
J. independent
G. people
H. check
E
________ 1. The proposed supreme court would be __________ above all other power in the government, and subject to no control.
________ 2. In England the determinations of the highest court are subject to _________ by the House of Lords.
________ 3. The proposed supreme court is to give ____________the constitution, and there is no power above them to set aside their judgment.
________ 4. There is no objection to the judges holding their commissions during good behavior, but it would only be proper for them to do so in a system where there is a ________ on the court’s decisions.
________ 5. The framers of the constitution have made the judges too ______________.
________ 6. Men placed in these positions of power soon feel themselves independent of ________ itself.
________ 7. Because English judges were reliant on the crown for their authority and salaries, they were subject to __________.
________ 8. The issue with removal from office is that errors in judgment or ________ are not grounds for impeachment.
________ 9. The true policy of a ________ government is that all persons who are within the government are made accountable for their conduct in office.
________ 10. The supreme controlling power should be the choice of the _________ in a free government.
I
F
H
J
C
A
D
B
G
Name:
Period
Date/ /
Anti-Federalist #78-79
Directions: Place the letter corresponding to your word choice to fill the blank in the quotes and paraphrased excerpts from the reading.
Word Box
A. influence
B. republican
C. heaven
D. incapacity
E. exalted
I. correction
F. explanation
J. independent
G. people
H. check
________ 1. The proposed supreme court would be __________ above all other power in the government, and subject to no control.
________ 2. In England the determinations of the highest court are subject to _________ by the House of Lords.
________ 3. The proposed supreme court is to give ____________the constitution, and there is no power above them to set aside their judgment.
________ 4. There is no objection to the judges holding their commissions during good behavior, but it would only be proper for them to do so in a system where there is a ________ on the court’s decisions.
________ 5. The framers of the constitution have made the judges too ______________.
________ 6. Men placed in these positions of power soon feel themselves independent of ________ itself.
________ 7. Because English judges were reliant on the crown for their authority and salaries, they were subject to __________.
________ 8. The issue with removal from office is that errors in judgment or ________ are not grounds for impeachment.
________ 9. The true policy of a ________ government is that all persons who are within the government are made accountable for their conduct in office.
________ 10. The supreme controlling power should be the choice of the _________ in a free government. | 1,599 | 730 | {
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Extract from
The Creative Computer: Machine Intelligence and Human Knowledge By Donald Michie and Rory Johnston
Penguin Books 1984
Edward Ihnatowicz is a Polishborn sculptor living in England whose interest in the kinetic stems from his conviction that the behaviour of something tells us far more about it than its appearance. This led him to build the Senster, one of the most influential kinetic sculptures ever made. It consisted of a fifteen-foot-long steel frame articulated in six different places, with the joints all powered by hydraulics, the whole vaguely reminiscent of a giraffe made of tubular lattice. On the Senster's 'head' were carried an array of microphones and a Doppler radar system. The Honeywell mini-computer controlling the mechanism was programmed to make it react to three things: moderate and low sounds, loud sounds, and fast motion. Moderate sounds the head would move towards, loud sounds it would pull back from, and fast motion it would track. The result was an uncanny resemblance to a living thing, and the crowds at the Evoluon in Eindhoven, Holland, where it was on show reacted with enormous excitement. Children would shout and wave at it, call it names, and even throw things. Ihnatowicz explains that its movements seemed to stem from situations that people recognized.
In the quiet of the early morning the machine would be found with its head down, listening to the faint noise of its own hydraulic pumps. Then if a girl walked by the head would follow her, looking at her legs. Ihnatowicz describes his own first stomach-turning experience of the machine when he had just got it working: he unconsciously cleared his throat, and the head came right up to him as if to ask, 'Are you all right?' He also noticed a curious aspect of the effect the Senster had on people. When he was testing it he gave it various random patterns of motion to go through. Children who saw it operating in this mode found it very frightening, but no one was ever frightened when it was working in the museum with its proper software, responding to sounds and movement.
Although the Senster was dismantled some years ago, many people who saw it still remember vividly what a strong impression it made on them. Ihnatowicz has various ideas for further developments, including an investigation of how motion and perception are interdependent, an important topic for artificial intelligence. Unfortunately, the mechanisms are necessarily expensive, and the resources to build them are not easy to come by. | 928 | 513 | {
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2018
Sustainable development
Sustainable development
At Paradisus Cancun we aim to incorporate the values and principles of sustainable development in our business processes and relationships with all of our stakeholders. We believe that sustainability is the key factor which will allow tourism to continue to be the driver of economic development in many countries, just as in the Caribbean.
We are well aware that the preservation of natural environment is a key factor in this commitment to sustainable development. We will only be sustainable if we are able to identify the environmental impact of our operations both in a local and global level, aiming to make environmental management a part of our daily routine.
Our different programs and initiatives are aligned with the Sustainable Development Goals (SDG) that contribute to the achievement of the 2030 agenda of the United Nations (UN).
ENVIRONMENTAL RESPONSIBILITY
Sea turtles protection program
From the 8 sea turtle species in the world, 7 nest in our country. Of these, 4 arrive at the beaches of the Caribbean Sea. At Paradisus Cancun Resort, we are fortunate to welcome two of them, the White turtle and the Loggerhead turtle. They eat seagrass, algae and jellyfish.
Native Mexican Caribbean turtle species
General information
- They can weigh more than 220 pounds
- The lay between 90 and 240 eggs
-
One turtle arrives 4 or 5 times to nest per season
- They can last up to 5 hours under water
- They reach sexual maturity at approximately 15 years of age
Help us to take care of them
As a part of our commitment to preserve the species for future generations, we actively support our authorities in turtle eggs rescuing on the beach.
- Beach Monitoring
- Eggs relocation from the original area to a special nesting area
- Inside our nesting cage we provide them with the necessary care
In 2017 we protected a total of 248 sea turtle nests from which we released 8,510 sea turtles.
Sustainable development
Main causes of death
- Beach cleaning
We keep a permanent program of beach cleaning to avoid environmental pollution and at the same time, we provide a pleasant experience on the beach for our guests.
Beach cleaning brigade
* Reuse of towels and sheets
We invite our guests to make a personal contribution aimed at saving water, energy and chemicals by reusing the sheets and towels for more than one day, if they wish.
- Recycling activities with children
In the activities with children's program, crafts are made from recycled materials such as PET and also, important environmental dates are celebrated like the June 5th "World Environment Day" or July 12th "Tree Day".
- We give all our drinks in reusable cups
Aware of the impact generated by the constant disposal of plastic cups, all our glasses are reusable.
- We have eliminated the use of plastic straws. Each straw takes up to 100 years to degrade.
- Our goal for 2018, is to eliminate the one-use plastic from our hotel.
SOCIAL RESPONSIBILITY
At Paradisus Cancun we are committed to listening and supporting our stakeholders in order to contribute to the social development; that is why we create strategic alliances with different associations whose mission is to provide support to a sector of society in issues such as childhood cancer, feeding children and seniors and the education of children and youth.
Organization we work with
ENVIRONMENTAL CERTIFICATIONS
We have been awarded with the Earthcheck certification, a benchmarking program and environmental management system used by companies in the tourism sector in over 70 countries. Our main objective is to reduce year by year our energy and water consumption by promoting the conservation of the environment; Currently, Paradisus Cancun holds the "silver" level and continues to work this year to obtain the gold award.
The distinctive "S" is a certification granted by the Mexican Ministry of Tourism, which recognizes sustainable practices in the development of tourism projects and the commitment of companies operating in Mexico under the global criteria of sustainability.
Certification granted by the CRISTAL program to take care of environmental issues and ethical consumption, which fosters the positive effects of tourism in the local community. At Paradisus Cancun we promote the appropriate separation of wastes by keeping up a continual recycling program. | 1,904 | 867 | {
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Bible Story Jesus rises from the dead. Matthew 28:1-7
Bible Verse
"For the wages of sin is death, but the free gift of God is eternal life through Christ Jesus our Lord" (Romans 6:23).
Today your child learned that Jesus is the way to God. Even though life takes many twists and turns and has storms, by believing in Jesus, we'll have an everlasting relationship with God. Use these lessons to celebrate the empty tomb, because in Jesus' triumph over death, our path to God is clear and straight.
Love Light
Empty Tombs
Use an inflated balloon as a base for this Easter lantern. Cut a slit in a piece of cardboard, and slide the knot of the balloon into the slit to keep the balloon from falling over. Make a mixture of one part white glue and one part water. Dip colorful yarn into the mixture, and wrap the yarn around the balloon at least 15 to 20 times. Let the balloon sit until it dries. Pop the balloon, and pull it out. Put Christmas lights inside your Easter lantern, and use it as a centerpiece for your table. Because Jesus came out of the tomb, the light of his love will shine forever.
Beeline Trip
Have fun with this activity in a park or an open field. With your child, choose a direction, and walk in that direction until you reach the boundary of the park or field. You must go straight through, over, or under everything you encounter; you may not go around. Don't let yourselves be distracted by the playground to the left or the squirrel to the right. Afterward talk about how important it is to stay on God's straight and narrow path.
Buy puff pastry shells (in the freezer section), or make cream puffs from your favorite recipe. Cut the shells in half, and scoop out any pastry that's in the middle cavity. Close the shells, and place them on individual serving plates. With your child, prepare instant pudding by pouring the ingredients in a jar, tightening the lid, and shaking the jar. This is to remind you of the earthquake the women felt as they approached the tomb. When it's time for dessert, read Matthew 28:1-7. Serve the pastries, and have everyone look inside. Thank God for the empty tomb. Let each person fill his or her own shell with pudding to represent how our hearts are filled by the joy brought by the empty tomb.
Joy to the World!
Sing the first verse of "Joy to the World!" with your child. Begin the song at the top of a flight of stairs. Walk down the stairs as you sing, "Joy to the world! The Lord is come." Then turn around and walk back up the stairs as you sing, "Let earth receive her King." Talk about the joy we have at Christmas and the joy we have at Easter. Thank God for sending Jesus, and ask for God's help in following Jesus along the pathway to God. | 990 | 609 | {
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RUTH MANORAMA: WINNER OF THE "ALTERNATIVE NOBEL PRIZE"
In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean:
fund: finançament / financiación on behalf of: a favor de reluctant: reticent / reacio burden: càrrega, pes / carga, peso boldly: amb atreviment / con atrevimiento courage: coratge / coraje
Ready?
Now read the questions on the next page. Read them carefully before listening to the radio programme.
PRESENTER: Welcome to "Celebrities", our weekly interview programme. In today's programme I will interview Ruth Manorama, one of the winners of the so-called "Alternative Nobel Prize." Ruth Manorama has spent most of her life campaigning on behalf of her Dalit community in India; the Dalits are also known as the untouchables. A few days ago Ruth and this year's other two winners received their awards at a ceremony in Sweden.
From an interview in "Outlook" (BBC Radio - World Service). Adapted
[Now listen to the rest of the interview.]
QUESTIONS
Choose the best answer according to the recording. Only ONE answer is correct. [0.25 points each correct answer. Wrong answers will be penalized by deducting 0.08 points. There is no penalty for unanswered questions.]
1. According to the text, Ruth will…
I
be getting 200,000 US dollars in prize money.
I
be getting 90,000 US dollars in prize money.
I
share the 90,000 US dollars with the other winners.
I
contribute 200,000 US dollars in building a new women's centre.
2. The women's centre Ruth wants to build will…
I
be mainly for Dalit women.
I
only be for Dalit women from rural areas.
I
only be for Dalit women from urban areas.
I
be mostly for young women.
3. When Ruth was a young woman living in the city of Madras,
I
she hated living in a Dalit colony.
I
she got away from the Dalit colony and went to live in the city centre.
I
she underwent economic difficulties.
I
she suffered from social discrimination every day.
4. As a child, Ruth had to walk to school a long distance because…
I
there were no schools near her house.
I
the schools nearby had no electricity.
I
her family was poor and could not afford to pay for transport.
I
her mother thought the schools near her house were not good enough.
5. Ruth started campaigning on behalf of Dalit women in 1987…
I
when she was at school.
I
before she got involved in social activities.
I
after she had finished college.
I
after she had been involved in activities against discrimination.
6. Ruth did not have an easy start as a social campaigner because…
I
people would not understand why Dalit women should fight
for their rights.
I
she knew the problems of being a Dalit woman.
I
people thought she was too young and inexperienced.
I
Dalit women themselves did not want to be organized to fight
for their rights.
7. What motivated Ruth's campaign in defence of Dalit women's rights?
I
She was very poor and that was the only way to earn money.
I
Dalit women in villages are much poorer than "untouchable"
women in cities.
I
She felt the situation of Dalit women was worse than that of other
poor women.
I
She saw that "untouchable" women were privileged and did not
suffer discrimination.
8. Ruth thinks that in order to improve the situation of Dalit women
in the future…
I
people should stop being bold about this issue.
I
one needs to explain the truth and talk about it with courage.
I
Dalit women should stop comparing themselves
with the "untouchables."
I
intelligent children should be given an opportunity.
A emplenar pel corrector/a
No
Correcta Incorrecta contestada
Correctes Incorrectes No contestades
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Past Tense Verbs Series Orange Book band
- to use all phonics and HFWs taught in stories written in the past tense.
Vocabulary in each book
Book 2 Wellington's Bone
er
later
ear
near
oy/oi enjoy soil
soft c
peace decided
y ending Jelly bury
ed ending growled wanted picked buried decided played
Phase 2
had a it his not let ran up in at him as and sat dug put fell dig given kennel
Phase 3 Kevin with bush then Wellington
Phase 4 left went spot lost
Tricky
he to was going through the be into all thought would have
some oh no where saw could everyone gone
Others anybody touch bury
Book 3 Jelly and the Mouse
Vowels
ai/ay away lane
ee/ea Bean beak seen teeth freeze reached pleased
ie/i-e/igh/y cried time night fright sky
o-e/ow hole frozen slowly
oo/ew moon swooped flew
ow
owl brown meow
ou
clouds mouse found ground round pounced about pounce mouth
ar
farmyard
er
under her
are
carefully
soft c
pounced
y ending Jelly carefully suddenly gently slowly
ed ending
swooped grabbed dropped landed pounced picked stopped reached pleased
Phase 2 it of a in its on had as set off back and put ran not until
Phase 3 running with then them shed this
Phase 4 from spot next crept grass held went fast
Tricky
was the through to she her when into oh no could little saw middle above
Others
Book 4 The Clue to Bean
Vowels
ay/ai/a-e days waiting lake same place made
ee/ea seen tree see feeling Bean seat
oa/ow/o-e boat floated arrows hollow following woke
oo/ue soon blue clue rescue
oo
look wood looked
ow/ou round out found
er
better wondered
or
for
soft c
place
soft g
edge
y ending ed ending
Jelly wobbly
looked wondered jumped floated landed pinned bumped helped pushed
Phase 2
had not him but at of on it a map big up top and led if set off in met did not
Phase 3 missing with path this well them shed vet Wellington
Phase 4 cross across stand thank
Tricky
was two she could the there something what into to were they where he onto their you all saw little everywhere
Others
Book 5 Rabbit Run
Vowels
ai/ay/a-e
rain away escape cabbages chased came saved became squeezed been stream began field
ee/ea/e/ie
i-e/igh
like hide side higher frightened
o-e
hole rose
oo/u-e
too huge
oo
good
ow/ou down now found around
ar
garden
er
under over water after higher
ir
first
or
for
all
small
are
scared
soft g
cabbages huge edge hedge ginger bridge ledge
y ending hungry quickly suddenly
ed ending
scared wanted squeezed frightened chased stopped pulled dragged saved
Phase 2
in his rabbit run did not it had dug a of and ran at hid big cat him get got on off sat but level
Phase 3 Jet then with nibbling
Phase 4 went across from stop stuck bank
Tricky
was the he to through when into some onto friends they one all saw coming
Others nowhere towards
Book 6 Molehills
Vowels
ai/a-e/a again place came making
ee/ea/e tree asleep been see began being
igh/i/y
night behind find blind by
o-e
woke mole molehill bone
oo/ew soon new
ow/ou down found out
ar
garden
er
another under remembered
ur
disturbed
oi
soil
all
wall falling
air
air
ear
appeared
soft c
place scent entrance fence
ed ending settled sniffed appeared tapped landed disturbed dragged
remembered
Phase 2 fed dig but in kennel
on his back it him up a got of an and at had not top hill did
Phase 3 Kevin long with blocking then that Wellington
Phase 4 landing went himself last sending lost
Tricky
was the oh no there he thought where were could into saw settle front during
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地球を守る、日本古来の智恵 Japanese traditional wisdom will protect the earth
FUROSHIKI
Reduse
Reuse
Recycle
The Furoshiki
A Traditional Japanese Cloth achieves the 3Rs
A furoshiki is an oversized square cloth, dyed in one of any number of colors and patterns, used for carrying and storing things, as well as for wrapping gifts, spreading on the floor, or even decorating a room.
The word furoshiki, literally meaning "bath spread," dates from the mid-Edo Period (1603-1868). Furoshiki were first used at public bathhouses - then a social center for the common people - as a wrap to hold the bather's clothes. Gradually, it came to be used as a wrap for carrying a change of clothes and toiletries. The use of furoshiki as a way to carry things spread quickly as commerce became more active and people moved around more for both commerce and pleasure.
Furoshiki were used during weddings as well. From the mid-Edo Period until the mid-Showa Period (1926-1989), the parents of the bride would often prepare furoshiki with patterns such as cranes, other symbolic birds, fans, pine trees and waves, as they were all believed to usher in happiness and fortune.
After furoshiki gained greater popularity in the Edo Period, people came up with various
風呂敷 ３Ｒにかなう日本古来の布
風呂敷は、日本古来より幅広 く使われてきた暮らしの布。運搬 や収納をはじめ、贈り物を包ん だり、敷物、掛け物として活用さ れてきました。風呂敷は、その 歴史や伝統からも日本のくらし の文化の象徴とも言えます。
英語でいうならBath Mat にあ たる布が、風呂敷と呼ばれるよ うになったのは、江戸時代 （1603-1868）中期以降のこと。 当時、庶民の社交場として栄え た銭湯で、湯上がりに敷いてい た布がいつしか着替えなどを運 ぶ布となりました。その頃、庶民 の生活が活発化し、商いや旅や 物見遊山が盛んになり、物の運 搬に風呂敷が普及していきま す。
また風呂敷は、婚礼とも係わ りが深く、江戸中期以降、昭和 (1926-1989)の中頃まで、嫁入り の荷物を包んだり、嫁入り道具 として、吉祥文様を染めた大中 小の風呂敷が親によって用意さ れました。
江戸時代に普及した風呂敷 は、人から人へと使い継がれ、 知恵や創意工夫によっていろい ろな形のものを包む布として活 躍し、昭和後期1975年頃まで日 本の暮らしになくてはならない存 在でした。しかし、その後、風呂 敷は衰退の道を辿ります。近 年、環境保全や日本の文化を 見直そうとする市民活動が起こ り、伝統的な使い方だけではな く、新しい風呂敷の提案がなさ れ、袋物として、ギフトラッピング として、インテリアや食卓の演出 など、活用の幅はさらに広がり を見せています。
風呂敷の大きな特長は、再使 用できることです。風呂敷には 捨てるという動詞はありません。 風呂敷を活用することは、包装 材の減量や無駄な包装の抑制 をもたらし、省資源、省エネルギ ーにも貢献します。また、風呂敷 はその存在そのもので循環の かたちを見せてくれます。人の 手で包み結び、目的に合わせて 使った風呂敷は、解くとふたた び、もとの一枚の布に戻ります。
世界的な規模での地球環境 保全への対策が急がれ、基本 的なライフスタイルとして３Ｒ（発 生抑制、再使用、再利用）が広く 叫ばれる今、日本古来の風呂 敷がふたたびはばたく時なのか もしれません。
ways to wrap things and handed the tradition down through generations until it became an indispensable tool for the life of the Japanese. However, the custom and culture of using furoshiki faded away in about 1975, the mid-Showa Period. It is just a very recent trend to revive the use of furoshiki as movements to conserve the environment and re-evaluation of Japanese traditional culture have become more prominent. A number of new and innovative uses of furoshiki have been proposed on top of its conventional techniques. The furoshiki is becoming more and more versatile, being used, for example, as a gift wrapper or as a table covering or other interior decoration.
An important feature of furoshiki is that it is always reused. One would never throw away a furoshiki. Using furoshiki will thus reduce the use of raw materials to create packaging and decrease the use of excessive packaging, and thus contribute to saving resources and energy. The furoshiki itself symbolizes a kind of circulation - people wrap things with a furoshiki, tie the ends of the cloth and make a knot which differs depending on the furoshiki's current role, but once the knot is untied and the cloth is spread, the original form of the furoshiki - a simple cloth - comes back.
A lifestyle based on the 3Rs (Reduction, Reuse and Recycling of wastes) plays an important role as one of the measures to conserve the environment, and this lifestyle is truly necessary today. It may be a time for the Japanese traditional cloth, the furoshiki, to flourish again. | 1,254 | 1,353 | {
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Tekst 9
Healthy diet
1 People who cut out carbohydrates tend to have a higher protein intake because they replace carb-filled foods such as bread and pasta with proteinrich meat and dairy.
2 Since protein boosts dopamine in our blood and dopamine affects decision-making, Soyoung Park of the University of Lübeck in Germany wondered whether a low-carb diet might change people's behaviour.
3 To find out, her team asked people to participate in the "ultimatum game", in which you are split into pairs. Your partner is given some money and they decide how much to share with you. If you accept the offer, both of you get the cash, but if you reject it, no one gets anything.
4
…………………………………….
5
…………………………………….
6
…………………………………….
7 Dopamine might have this effect because it is involved in signalling that we have experienced a reward. Perhaps people with higher baseline dopamine levels found a lower sum of money offered by their partner more satisfying and were therefore more likely to find their low offer acceptable, speculates Park.
adapted from NewScientist, 2017
Tekst 9 Healthy diet
De volgende drie alinea's kwamen oorspronkelijk na alinea 3, maar zijn uit de tekst weggehaald (zie stippellijntjes in de tekst).
[a] Blood taken from the volunteers found that low-carb meals raised a chemical precursor to dopamine, which correlated with more tolerant behaviour in the game. No such link was seen with a range of other blood measurements.
[b] In several experiments, participants who had eaten a low-carb meal earlier in the day were more likely to accept unfair offers in the game than those who had eaten a high-carb meal. In one experiment, 76 per cent of low-carbers accepted an unfair offer compared with 47 per cent of a highcarb group.
[c] In theory, people should always accept, but in practice, people often reject low offers. We seem to have an urge to punish those who split the money unfairly, even if we suffer a small loss, says Park.
1p 39 In welke volgorde stonden bovenstaande alinea's in de tekst? Zet de letters in de juiste volgorde.
1p 40 Which of the following was the original subtitle of this article?
A A low-carb diet might do more than affect health ─ it could make people more tolerant.
B Does social context influence people's preference for a low-carb diet? Spoiler alert: it does.
C Eating less is more ─ the low-carb diet myth unravelled.
D Healthy, wealthy and wise: the low-carb diet is here to stay. | 1,005 | 561 | {
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Checklist for Using a Perimeter Buffer Area
When caring for your poultry, you need to access everyday supplies and equipment. At the same time, you need to avoid carrying around germs that could make your birds sick. Having clear separation between your poultry area (where your birds are kept) and the rest of the world will help you meet both of these needs. You can establish a perimeter buffer area: a zone outside of your bird enclosures that gives you space to work in while caring for your birds, but is separate from the rest of your property. On small farms and in backyards, this might just be some ground around a coop or barn where you keep your feed bin and equipment. On larger farms, the perimeter buffer area might include feed bins, manure sheds, composting areas, egg rooms, generators, and pump rooms. Whether you're part of a large commercial enterprise or raise birds as a hobby, keeping bird-related activities within the perimeter buffer area—and non-bird activities out of it—can help keep your poultry from getting sick.
If you see or suspect anything unusual, call your flock supervisor, veterinarian, or cooperative extension office right away. Use this form to record phone numbers for contacts in your area. The earlier you act, the easier it is to contain the disease to a single flock.
Check the list on the back for tips to help keep your flocks healthy. √
Report Sick Birds
If you see signs of illness, take action right away!
Veterinarian
Cooperative Extension Office
State Veterinarian/Animal or Poultry Diagnostic Lab
USDA
866.536.7593
Phone Number
Checklist: Tips for Using a Perimeter Buffer Area √
This checklist is a general guide to practicing good biosecurity, but if you have a site-specific biosecurity plan, please follow it. Commercial growers should be sure their site-specific plans follow the National Poultry Improvement Plan biosecurity principles.
Establish the perimeter buffer area with enough space to complete all of your normal bird-related tasks (except the removal of dead birds) without leaving the buffer area.
Include a map that clearly outlines the perimeter buffer area in your biosecurity plan. List the rules people must follow when entering or leaving this area. Give training and post signs to remind people of the steps they need to take.
Keep non-essential people and items, including vehicles, from entering the buffer area. Have a parking area outside the buffer area, with a clear entrance to the buffer area nearby.
Require any vehicle or equipment that enters the perimeter buffer area to be cleaned and disinfected before entering and before leaving the buffer area.
Consider a locked barrier at the site entrance. If this is not possible, place signs at the entrance to the perimeter buffer area to prevent unauthorized access.
For more information about how to keep your flocks healthy, follow Defend the Flock on Facebook and Twitter and visit www.aphis.usda.gov/animalhealth/defendtheflock. | 1,155 | 605 | {
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Native Plants for Wild Bee Conservation
Fact Sheet: Maximilian Sunflower
Scientific name: Helianthus maximiliani Schrad.
Maximilian sunflower was one of nine plant species used in research evaluating native perennial wildflower plantings for supporting wild bees and improving crop pollination on farmlands in Montana.
Family: Asteraceae
Life cycle: perennial
Growth habit: forb/herb
Flower color: yellow ray flowers, yellow-brown disk flowers
Flower shape: disk-shaped flowers
Foliage: dull gray-green, hairy, narrow, lance-shaped leaves
Height: 4-7 feet
Bloom period: July-September
Habitat: Grows in a variety of environments throughout its range including meadows, mixed- and tallgrass prairies, plains, roadsides, ditches, and disturbed sites.
Growing conditions: full sun; prefers dry to moist clay-like soils, but tolerates a range of soil types; drought tolerant once established.
Establishment: Seed does not require pre-treatment to break dormancy. For this project, we grew plants from seed in the greenhouse and transplanted them to the field as plugs in Spring. Plants flowered considerably during the year they were planted, and abundantly so the following two years. Overwintering success was high on all farms. Seed collecting was easy and seed matured fairly simultaneously. Seed was highly desirable to birds. Plants readily self-seeded and also spread via rhizomes.
For more information on native plants: Visit the USDA-NRCS PLANTS database or the Montana Native Plant Society website.
Helianthus maximiliani distribution from USDA-NRCS PLANTS Database
Total number of bees
Number of bee species
Low
High
Low
High
Bee visitation: Bumble bees, medium and small mining bees, green sweat bees, banded sweat bees, small dark sweat bees, small carpenter bees, mason bees, leafcutting bees, long-horned bees, and cuckoo bees.
Relative attractiveness of
H. maximiliani
across farms over 2 years.
By: Casey M. Delphia
1,2
, Laura A. Burkle
1
, and Kevin M. O'Neill
2;
1
Departments of Ecology and
2
Land Resources and Environmental
Sciences, Montana State University. This project was supported by the USDA Western Region Sustainable Agriculture Research and
Education program. | 1,037 | 512 | {
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CALIFORNIA STATE SCIENCE FAIR 2006 PROJECT SUMMARY
Name(s)
Jazmin Aguilera; David Melendy; Kevin Wulf
Project Title
Common Sense
Objectives/Goals
Abstract
In our experiment, Common Sense, we explore the concept of sensory input loss. Our problem: When deprived of a particular sensory input (hearing/vision) is the other sense reception heightened? Our experiment tests sensory deprivation in the short term, testing receptiveness with and with out the other sense in a matter of minutes, as explained in Methods and Materials. After some reaserch done beforehand, we formed our hypothesis: We believe that when the body is deprived of hearing or vision, in order to adapt, it will heighten the other sensory input.
Materials: * 1 eye chart; * 1 measuring tape; * 1 audio track of voiced numbers, words, and letters; * 1 audio track of noise distraction; * 1 blindfold; * 1 pair of earmuffs and earplugs; * 1 silent visual distraction movie; * 20 human subjects; * 20 result sheets. Methods
Methods/Materials
1)Subject's hearing is tested while watching a visual distration with the audio track of numbers/letters/words. Subject must repeat what s/he hears. Score is recorded
3)Both tests are repeated, substituting audio and visual distrations with earplugs and a blindfold
2)Subjects vision is tested with an audio distration using eye chart and audio distration. Score is recorded
Results
Conclusions/Discussion
Our data shows that the loss of one sense may improve the reception of another. The data we collected shows there may be an improvement in hearing when the sense of sight is absent. In the case of vision however, no definite relationship between loss of hearing and better vision was observed.
These results partially support our previously stated hypothesis. Our hypothesis was correct in that our data shows there is an improvement in hearing when the sense of sight is absent, however does not support our predictions about loss of hearing.
Studies such as these could improve society by extending our understanding of handicapped lifestyles. Additionally, it could improve things like standardized testing conditions so that students# opportunity to channel their focus into one area and other similar situations. This information could also be usful in today's technological world when studying cell phone use while driving a car.
Nevertheless, our experiment could have been improved in several areas. Our margin of error consisted of errors such as the lighting of the room in which we tested our subject, and the clarity of the voice on the audio track of words/numbers/letters.
Summary Statement
Our project is about whether or not one's hearing enhances when vision is taken away and vice versa.
Help Received
Mr. Murbach helped us with the statistic formula, David casterson helped provide us with an eye chart
Project Number
S0301 | 1,258 | 601 | {
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The Scream by Edvard Munch (Pronounced Moonch) :60 Lesson Plan
I. Enter classroom wearing Scream Halloween mask – DON"T BE SCARY…BUT FUNNY (5 min)
a. Initiate short dialogue on Scream costume actually inspired by famous piece of art: Introduce Scream.
II. Read One Halloween Night by Mark Teague. (10 min)
a. As you read the book, quickly point out illustrations that picture the characters' frightened feelings.
III. Transition to Masterpiece of the Month: The Scream by Edvard Munch (5 min). Introduce principles of art including:
a. Movement and texture via repetitive lines:
i. Edvard Much used the art concept of repetition in his paintings to show exaggeration and emphasis
b. Colors (that communicated a mood or feeling)
IV. Build a scary story. (5 minutes)
Since no one knows what story Edvard Munch intended to tell with Scream, have the class make one up…one sentence at a time.
a. Start the story. Then call on one child at a time to build on the
previous sentence.
V. Art Project (20 min).
a. Have students return to desks.
b. Distribute balls of playdoh and a toothpick (one per student) Start CD of Halloween music
c. Have children flatten ball of playdoh and draw a simple face
with the toothpick.
d. Have the children gently stretch their playdoh to alter the face and facial expression.
e. Distribute paper and drawing materials (markers or crayons) and balls of playdoh
f. Have students draw themselves without a face
g. Add a frightened face
i. Ask for a couple volunteers to come up too the front of the room. Have them demonstrate a frightened face and FREEZE. Observe and discuss facial characteristics of a frightened face.
h. Add hair
i. How can you draw hair to show fear?
i. Add in to your picture what you are scared of.
i. Optional: Brainstorm, "What frightens you?"
B. Write first ten ideas on the chalk board
j. Add REPETITIVE strokes that swirl around picture to create a feelings of fright or the jitters
k. Be sure to have students sign the bottom NOTE: as students are working, reinforce are concepts.
VI. Wrap up exercise
a. Who can tell me the name of the Master piece of the Month?
b. Who can tell me the name of the artist?
c. Who can tell me one nifty fact about the Masterpiece or the Master?
VII. Put leave behind materials in mailboxes
a. Letter home | 1,001 | 560 | {
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CHILDREN WITH
a virus infection
Children with a virus
infection
General information:
A virus infection or fever with an unknown cause is the term doctors use when a child has an influenzalike illness without any signs of infection in the ears, throat, lungs, etc. This term covers very mild cases to serious infections that affect the child's general condition. The severity of symptoms differs from child to child. Children under six months do not necessarily run a fever.
It is rarely possible to identify the exact virus, and this is not important for the treatment. Once the child has been infected, it usually takes 2-7 days for the symptoms to ap pear. Although the worst symptoms usually disappear after 3-5 days, the illness may last up to a week.
How is it contracted?
Common to all viruses is that they spread by close contact. Viruses are present in the child's mucus/ snot and spittle, and children are infected when they breathe in small droplets from coughing or sneez ing and from having been in contact with hands or, for example, toys that are contaminated with spittle or snot.
Symptoms:
* ● Fever
* ● Irritability
* ● Headache
* ● Aching muscles and joints
* ● Loss of appetite
* ● Tiredness and weakness
* ● Runny nose
* ● Sore throat
* ● Possibly coughing and restless sleep
* ● Possibly earache
* ● Stomach ache, sometimes ac companied by vomiting and/or diarrhoea
Good advice:
* ● Good hygiene. Wash your hands often – also your child's hands. Use disposable tissues and wash toys, etc., if they are contaminat ed with snot
* ● If your child runs a fever, it must be able to get rid of the heat. It is often enough to dress the child in underwear and ankle socks. Use a sheet or duvet cover instead of a duvet
* ● The child is better able to breathe if its head is elevated when sleeping. Also, it helps to loosen the mucus if the child changes position now and again, sleeps on both sides, sits up, moves around/ plays as much as possible
* ● Offer the child plenty to drink. This loosens the mucus and makes it easier to cough it up
* ● As long as the child does not run a fever, it may play outside if adequately dressed. The child may also sleep outside in a pram as long as you keep a close watch on it
* ● Avoid exposing the child to pas sive smoking. Tobacco smoke increases the risk of irritation of the airways and increases the frequency of infections.
When to see a doctor?
Contact a doctor if the child:
* ● seems weak and is difficult to get into contact with
* ● cannot pee and refuses to drink
* ● runs a high fever for several days
* ● has a rash which does not disap pear when you press on it
* ● makes you worry and you feel insecure
Contact your general practitioner first because he/she knows your child better than the doctor on call. You can also get good advice and guidance from your health visitor.
Treatment:
There is no treatment for most virus infections. The only thing you can do is to relieve the symptoms and observe the child.
If the child is in pain and/or refuses to drink, you may give it painkillers as agreed with a doctor.
Prevention:
Prevention is difficult, because virus is spread when many children are in close contact.
* ● It is important to wash your hands after having been in contact with a sick child.
Generally, it is important for both adults and children to wash their hands often, as this has been shown to reduce the risk of infection.
Childcare:
The child can return to childcare when the fever has gone and the child feels well enough to play with other children.
Parental guidelines
These guidelines have been prepared by a working group set up by the departments of paediatrics in Herning, Randers, Skejby and Viborg.
The intention with these guidelines is to provide parents with advice across the following sectors: health visitors, general prac titioners family doctors, doctors on call, and the staff at paediatric admission wards in the Central Denmark Region.
The parental guidelines can be seen and downloaded from the internet on the web site www.fv.rm.dk
You may order additional copies from Rikke Dalsgaard, Koncern Kvalitet, Central Denmark Region, Skottenborg 26, 8800 Viborg. email@example.com
Juni 2017 | 1,770 | 960 | {
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Core Mathematics 3 Paper B
1. Find the set of values of x such that
2. Find, to 2 decimal places, the solutions of the equation
in the interval 0≤ x ≤2π.
3. A curve has the equation x = y 2 − 3 ln 2y.
(i) Show that
(ii) Find an equation for the tangent to the curve at the point where y = 1 2 . Give your answer in the form ax + by + c = 0 where a, b and c are integers.
[3]
4. (i) Use Simpson's rule with four intervals, each of width 0.25, to estimate the value of the integral
(ii) Find the exact value of the integral
[6]
PMT
5.
6.
The diagram shows the curve with equation y = 1 3 1 x +
.
The shaded region is bounded by the curve, the x-axis and the lines x = 1 and x = 5.
(i)
The shaded region is rotated through four right angles about the x-axis.
(ii) Find the volume of the solid formed, giving your answer in the form kπ ln 2. [4]
The diagram shows a vertical cross-section through a vase.
The inside of the vase is in the shape of a right-circular cone with the angle between the sides in the cross-section being 60°. When the depth of water in the vase is h cm, the volume of water in the vase is V cm 3 .
(a) Show that V = 1 9 π h 3
The vase is initially empty and water is poured in at a constant rate of 120 cm 3 s − 1.
(b) Find, to 2 decimal places, the rate at which h is increasing
(ii) after water has been poured in for 8 seconds. [2]
Turn over
PMT
7. (i) Prove that, for cos x ≠ 0,
sin 2x −tanx ≡tanxcos 2
(ii) Hence, or otherwise, solve the equation
sin 2x −tanx= 2 cos 2x,
for x in the interval 0 ≤ x ≤ 180°.
8. A rock contains a radioactive substance which is decaying. The mass of the rock, m grams, at time t years after initial observation is given by
where k is a positive constant.
Given that the mass of the rock decreases by 0.2% in the first 10 years, find
(ii) the value oftwhenm= 475,
[2]
(iii) the rate at which the mass of the rock is decreasing when t = 100. [4]
f(x) = 3−e
2x
,x ∈.
(ii) Find the exact value of ff(0). [2]
(iii) Define the inverse function f
−1
(x) and state its domain.
[3]
α
Given that is the solution of the equation f(
x) = f
−1
(x),
(iv) explain why α satisfies the equation
x= f
−1
(x),
(v) use the iterative formula
x
n+ 1
= f
−1
withx
0
= 0.5 to find
(x
n
)
αcorrect to 3 significant figures.
9.
x.
[5]
[4]
[2]
[3]
PMT | 1,194 | 734 | {
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Industrialization and Clean Water
You might take it for granted today, but clean water was a fantasy for most people during the Industrial Revolution. Everything from sewage to dead bodies polluted Britain's water. In this short video, Peter Griffin explains how steam engines helped filter foreign bodies from our drinking water.
Timing and description
00:01
Nick Dennis stands with Peter Griffin at the Nottingham Industrial Museum
00:35
Video footage of large water pumps and steam filling the room Cess pit: an underground pit for the disposal of sewage
01:07
Portrait of Thomas Hawksley
01:50
Video footage of the rotated beam engine
Very detailed drawing of Thomas Newcomen's steam engine
02:35
Footage shows the rods that drive the underground pump
03:28
Text
NICK: I'm here with Peter Griffin to talk about the problem with water during the Industrial Revolution. So Peter, what was the issue with water?
PETER: Basically, as the population grew and became more densely compact, the sewage was contaminating the drinking water, and obviously was a major health issue. Some people had cess pits in their cellars, and this could lead, obviously, to production of Methane gas in the cellar, which could then explode or asphyxiate people. Most of the public wells were in churchyards, very contaminated by rotting bodies, and the water supply, it was absolutely terrible.
So, Thomas Hawksley pioneered the use of a system. The first one he built was at Trentbridge in Nottingham, and it's unique in that he kept the water pressure on 24/7, so you didn't get contaminated water going back into the main. He built it on the side of the river. He built brink line chambers with gravel in them to filter the river water. It then went through cast-iron pipes to a steam-powered pumping station. Pump the water through cast-iron pipes to a totally enclosed brick built reservoir. So there's no possibility of contamination, and the water then ran down by cast-iron pipes to the streets, and finally to lead pipes into people's houses or standpipes.
This is what's called a rotated beam engine, operating on the Cornish cycle. In 1712, Thomas Newcomen invented the first practical, usable steam engine. But it worked on the vacuum system, they put steam into the cylinder, followed by a jet of cold water, which condensed the steam, creating a vacuum, which sucked the piston down. It's deliberately designed so that the pumping end was heavier, and that would then pull the piston up, you then put more steam in, put a jet of water in, that condensed the steam, create a vacuum, pull the piston down. Steam piston went down, water piston came up top.
NICK: So what kind of machinery did this power?
PETER: This powered water pumps. Over here you can see two rods, parallel rods. They drove a pump that was 110 feet underground, about 35 meters in metric—there's a well drill down into the bunter of sandstone which underlies Nottingham—so rainwater fell in the hills outside the town, filtered through the rock, and was clean, totally uncontaminated. This pump pulled the water up to the surface, and you can see the design of these rods—they're parallel.
Before his waterworks came into use, there was a major cholera outbreak, part of the globalization post the Napoleonic war, spread cholera and typhoid from all over Europe and North America. And the outbreak before Hawksley's clean water supply caused heavy casualties throughout Europe, particularly around the UK.
There was another outbreak after his water supply came into use, and the casualties in Nottingham then were notably less than in the first outbreak and less
2
Timing and description
Text than the rest of the country. So thousands of people at that time owed their lives to Hawksley producing clean drinking water, available 24/7, which is a world first.
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Teacher's Guide
* The main purpose of this lesson is to increase the visual awareness of the danger of the selfish drivers and their negative influence on the smooth flow of traffic, especially in the cities, as well as possibility of causing traffic accidents.
* The overall educational objectives can be summarized as follows:
1) Providing a practical application of an important branch of mathematics, namely Game Theory.
2) Educating students the importance of scientific research, especially in subjects that concern their countries.
3) Training students on methods of counting and finding all cases in a given problem.
4) Introducing the concept of Nash Equilibrium in a simplified manner.
5) Introducing the concept of Braess's Paradox in a simplified manner.
* In this lesson we will introduce the concept of Nash equilibrium, which states that the road network is in equilibrium when each driver concludes that there is no benefit to him personally can result from changing his path as moving to any other path will not reduce the time necessary to reach his goal.
* We will explain also the concept of Braess's Paradox (the main focus of this lesson), which could be clarified as follows: at first glance, most of us may think that adding an additional path to a road network will certainly lead to a reduction in the congestion in this road network. We will show through specific examples that what might happen is quite the opposite!! In some cases, and assuming that all the drivers in the road network are selfish, this may increase the time required to get from one point to another at the status of equilibrium.
* I was keen not to include examples that include difficult equations. What a student needs as a prerequisite for understanding the content is to know how to solve two linear equations in two variables by substitution (or omission). The rest is simple calculation. In fact, I can say for sure that any student in the intermediate school can follow up this lesson easily.
* The video consists of seven video sections. Each section is followed by a activity. I would recommend dividing the students in the class into groups to carry out these activities and to leave some time for public discussion in the class.
* The main activities can be summarized as follows:
Activity I (2 minutes): Students shall try to answer the main question: Will closing the road BC increase or decrease the time required for all cars to cross from A to D?
Students will also explain their answers based on calculations which they should provide to support their conclusions.
Activity II (3 minutes): Students shall try to answer the following questions about Examples I & II:
- What are the possible routes to get from A to D?
- At any point(s) do the drivers have option to change their minds and choose a new route?
- At which point(s) become the route mandatory?
- When is the network at Nash equilibrium? What is the time required for each care to get from A to D in this case?
Activity III (4 minutes): Students shall try to find all possible distributions of the four cars on the various tracks before and after the addition of BC, and the total time required for the four cars in each case, and to note when we have the best possible total time.
Activity IV (4 minutes): Students shall discuss all the acts of selfishness that are the focus in the fourth section of the video and comment if there was any justification for any of these behaviors, and what was the right thing to do in every case.
Activity V (4 minutes): Students shall try to answer the following questions:
- What is the impact of the closure of BC in the third example?
- When is the network at Nash equilibrium in this case?
- What is the time it takes to cross each car in this case?
Activity VI (4 minutes): Students shall discuss the following question:
Does Braess's Paradox realize in real life, or is it just based on some theoretic examples?
Students who answered "yes" shall be requested to provide concrete examples. Those who answered "no" shall be requested to provide an explanation for their claim. VII activity (4 minutes): Students shall discuss the conclusion that was reached, and shall discuss the possibility of having some roads in their areas the closure of which may lead to improvement in the traffic.
* The teacher can add some activities, especially for distinguished students and for those who show interest in the subject. These might include wiring a an essay/report on Nash Equilibrium or Braess's Paradox and its various applications. | 1,857 | 897 | {
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How Does Biotechnology Help Clean Up The Environment?
Dr. Amjad Khalil- KFUPM
Teacher's Guide
Introduction
The objective of this lesson is to introduce students to one of the most important issues affecting human life and health in the 21 st century, the application of modern biotechnology to the problems of environmental pollution.
This lesson provides visual and interactive methods to help clean up the environment and reduce oil pollution. It also introduces students to the concept of biotechnology. These concepts will stimulate students thinking skills and answer the following questions: How does bacteria feed on oil and break it into smaller particles? What is the result of this degradation?
Segment 1
In this lesson, we will explain the concept of environmental petroleum pollution. We will discuss how Biotechnology helps to clean the environment. This paragraph begins with a video of one of the worst oil spills in recent history, emphasizing the seriousness of this type of pollution on marine wildlife and environments. To understand the application of biotechnology in such situations, the student must have a basic understanding of life sciences, which is usually given in intermediate and secondary school.
Segment 2
In this segment, we discuss how biotechnology provides environmental solutions for a wide range of marine issues. This is achieved through the use of unique microorganisms.
The student will recognize the types of microorganisms which degrade crude oil. Some microorganisms work faster and more efficient than others depending on the environmental factors surrounding them, as well as other internal factors (enzymes). The student will become familiar with the concept of biotechnology and its role in developing solutions to many of the environmental issues of the 21 st century.
Segment 3
In this part of the program, we discuss biodegradation to speed up the elimination of pollution such as oil spills from the environment. It is considered an environmentally friendly way to degrade oil and convert it into les harmful materials such as carbon dioxide and water. Here we discuss the role the enzymes that bacteria need to decompose the complex hydrocarbons in oil.
The bacteria uses a complex hydrocarbon (like oil) as the sole source of nutrition and convert it into water and CO2.
In order to enhance understanding, there is a display showing the types of fossil fuels as they decompose into CO2 and water.
Segment 4
This segment talks about the sources and types of bacteria used, as well as how these bacteria are isolated.
We discuss the indigenous nature of these microorganisms, which are already found in oil. We also discuss the different types of these bacteria. We show how to isolate the bacteria from contaminated soil samples in a laboratory using a series of steps.
Segment 5
In this section we discuss the concept of bacterial growth and its role in carrying out the process of biodegradation. As clarification, we display a graph of bacterial growth (know as the growth curve) and we investigate the nutrients that they require in order to grow. We explore the concept of bacterial growth through the process of cell division using petroleum as the sole source of carbon.
We explore the following questions: How many bacteria are needed to remove oil from a contaminated source? How can we improve the ability of bacteria to decompose crude oil?
We discuss the role of catalysts such as glucose, nitrogen and phosphorus in the process and how their use increases the capacity of bacterial biodegradation.
Segment 6
In this part of the program we learn about the role of modern biotechnological tools that enhance the ability of bacteria to degrade crude oil. These mechanisms include genetic engineering. Animations are present to reinforce the ideas presented.
Segment 7
One of the main goals of the entire lesson is to show students the role of microorganisms combating environmental pollution, how they conduct their task and to introduce students to the enzymes within bacteria that make it all possible. The entire lesson is centered on using microorganisms to clean up the complex hydrocarbons present in crude oil. Prior to the conclusion we touch upon other natural ways to clean the environment such as wave action, sunlight and water. We conclude with a reminder that that environment is our responsibility and we must work hard to keep it clean and protected from hazardous materials.
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PUBLIC SPEAKING CONTEST
OBJECTIVES: The primary objective of the public speaking contest is to provide, in a friendly but competitive setting, an opportunity for youth enrolled in 4-H to demonstrate their knowledge and understanding of a specific equine-related topic and present that topic to an audience. It is hoped that this contest will generate new friendships and be a rewarding experience for the contestants. Each county may enter multiple contestants. The two highest placing individuals overall (Junior and Senior division) will be eligible to represent Arkansas at the Southern Regional Horse Show. Funding will be granted if available.
1. Subject must pertain to the horse industry.
2. Seven to 10 minutes will be allowed each speaker, with 1 point per judge subtracted for each minute or fraction of a minute over or under the time limit.
3. Contestants may use notes, but excessive use of notes may be counted against the contestant. This will be at the discretion of the three judges.
4. Consideration and points on the scorecard will be:
a) Introduction (10 Points)
1) Did the introduction create interest in the subject?
2) Was the introduction short and to the point?
b) Organization (15 Points)
1) Were the main points easy to follow?
2) Were the main points arranged in the best order?
3) Were the sentences short and easy to understand?
4) Was the speech interesting?
c) Content and Accuracy (20 Points)
1) Were the facts and information accurate?
2) Was there enough information concerning the subject?
3) Was credit given to the sources of information, if appropriate?
4) Was the content appropriately related to the horse industry?
d) Stage Presence (15 Points)
1) Was the speaker neat and appropriately dressed?
2) Did the speaker talk directly to and look at the audience?
3) Was the speaker's posture erect, but not stiff?
4) Did the speaker refrain from leaning on the lectern?
e) Delivery (20 Points)
1) Did the speaker have appropriate voice control?
2) Were all the words pronounced correctly?
3) Did the speaker's facial expressions reflect the mood of the speech?
4) If notes were used, was it done without distracting from the speech?
5) Did the speaker seem to choose words at the time they were spoken instead of memorizing or reading the speech?
f) General (10 Points)
1) Did the speaker convey to the audience a sense of wanting to communicate?
2) Did the speech reflect the thoughts and personality of the speaker?
g) Conclusion (10 Points)
1) Was the conclusion short and interesting?
2) Did the conclusion properly wrap up the speech?
3) Could the speaker handle questions easily? | 1,180 | 550 | {
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THE STORY OF THE LUDHAM DRAGON.
There are several versions of this tale, which tells of a fearsome dragon who left his layer in Ludham and took up residence undeground at St Benet's Abbey. It may be based upon a real incident which was reported locally in the 18th century, when a large reptile was apparently caught in Ludham and killed.
This version comes from a collection of local history documents compiled by William Henry Cooke, a resident of nearby Stalham. He handed them to Russell Colman, a member of the mustard manufacturing family, in 1911. The papers now rest with the Norfolk Record Office and we are grateful to them for allowing their reproduction here.
The Ludham Dragon, as illustrated and related by William Henry Cooke.
Many years ago the good people of Ludham were shocked by the appearance of a hideous monster.
It was said to have resembled a dragon or monstrous lizard. It was covered with scales and had wings. It's frightful mouth was rendered formidable by tremendous teeth. It was supposed to measure from 12 to 15 feet in length.
As it was only visible after sunset, none dared to leave their houses when it was dark. It formed a large burrow which was known to extend from the yard at the back of the Carpenters Arms just past the old school house. Every morning the exit was filled up with bricks and stones, and then as often, reopened at night by the monster.
One bright sunshiny afternoon, to the horror of the inhabitants, it was seen to leave the burrow. As soon as it had got some distance away, a courageous parishioner dropped a single large round stone into the mouth of the burrow, completely filling it up.
After basking in the sun for some time the monster returned. Not being able to remove the stone it turned away bellowing and lashing its sides furiously with its tail. It then made its way across the fields in the direction of the Bishop's Palace. Turning to the left it made its way along the dreary causeway leading to the ruined Abbey Gateway. Round and round it ran, throwing up stones and dirt in its fury. Raising its hideous form up against the ruined walls, at last it entered the gloomy archway where it is supposed to have made its way to the vaults beneath and was no more seen.
After a time the burrow was carefully filled up. To the satisfaction of the parishioners, there has been no return of the Ludham Dragon. | 891 | 532 | {
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French Toast
Did you know that French toast was not invented in France? In fact, French toast was around long before France even existed as a country! The exact origins are unknown. Recipes for "French toast" can be traced to Ancient Roman times. One of the original names for the dish meant "Roman bread." Many theories that explain the name "French toast" say that the dish became popular in America by French immigrants.
To make French toast, you first dip slices of bread in a mixture of beaten eggs, milk, cinnamon and vanilla. Then you fry the egg-coated bread in a pan until browned.
You can eat your French toast with powdered sugar, cinnamon, maple syrup, jelly, or fruit on top.
Recipe Order
* 1 egg, slightly beaten
*1/4 cup milk
*2 slices of bread •cinnamon
* 1 tablespoon butter
*maple syrup
*vanilla
*fresh fruit (optional)
Review the steps (in order) described below. Cut out the steps below in strips. Give each student an envelope with the strips inside. Have the students put the steps in the correct order and glue them on a sheet of construction paper. Use the information described above and research to help you on your way.
Wash your hands and all cooking surfaces
In a dish, beat together egg, milk,vanilla and cinnamon with fork until combined
Dip bread slices in egg mixture
In a medium skillet, melt margarine over medium heat
Cook dipped bread slices in skilletuntil golden brown
Serve with syrup and top with fresh fruit
Lesson Extender
Think about where your food comes from. We grow wheat, which is ground into flour, and then used to bake bread and other items. Wheat in Illinois is planted in September and harvested in June! Create a timeline with the three ingredients below to better understand where these ingredients come from and how we get them.
Write a story that explains where each ingredient came from:
*Milk: Cow to Carton: < 3 days.
*Winter Wheat: Plant to Bread: about 9 months.
* Eggs: Laid to Store: < 3 days.
*Syrup: Sap to Syrup: < 3 days.
Syrup
People have been making maple syrup for hundreds of years. Native Americans first discovered how to make it and taught the art to the early colonists.
So where does maple syrup come from?
Maple syrup is made from the sap of maple trees. Sap is a watery, sweet liquid found inside a tree. Sap moves throughout the tree and carries water and food to the tree's various parts through tiny tubes inside the tree. Most crops are harvested in the fall, but maple sugar is harvested in late winter or early spring.
At harvest or "sugaring" time, a tap hole is drilled into a maple tree. The tap hole is not deep, so it does not hurt the tree. A spile, or spout, is pushed into the hole and a bucket or bag is hung from the spout. The sap from the tree drips through the spout and into the bucket.
After the sap is collected, it is boiled. This removes water from the sap. While it boils, the sap must be skimmed and watched carefully so that it does not burn. As the water evaporates, the sap turns into a deep brown, thick syrup.
Some farmers grow maple trees so they can collect the sap. An area in the woods where maple trees grow is called a sugarbush. Some farms even have their own maple sugar festivals. These small farms are called sugarhouses, or sugar shacks. Visitors can watch maple syrup being made. Syrup is often eaten with pancakes, waffles, French toast, and oatmeal. It is also used in baking, and as a sweetener.
By the Numbers
Use the text below to answer the math questions that follow. Be sure to show your work. Suppose it takes 40 gallons of maple sap to produce 1 gallon of maple syrup. The other 39 gallons are water that is boiled off. Boiling sap takes time, energy, and work, so this maple syrup costs $30.00 per gallon.
1. Nelson's farm just produced 16 gallons of maple syrup. How many gallons of sap did the farmer collect?
2. Suppose this farmer sold all but 2 gallons. How much money did he make from the sale?
3. Suppose one tap in a mature tree produces 10 gallons of sap. This year Nelson's farm put in 12 taps. How many gallons of sap will they collect?
4. How many gallons of maple syrup will 4,800 gallons of maple sap make?
Source: http://www.agintheclassroom.org/TeacherResources/Lesson%20Booklets/BowlFullofAg.pdf | 1,704 | 988 | {
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SOUND AND LIGHT ENERGY
What Is Sound?
Sound is a type of energy that travels in waves which are caused by vibrations.
How Does Sound Travel?
Sound needs something in which to travel. Sound can travel through solids, liquids, and gases. Sound travels through solids the fastest.
Characteristics of Sound
* Vibrations: movements made rapidly back and forth.
* Pitch and Loudness: the highness or lowness of a sound.
* Frequency: The number of vibrations in a period of time is called the frequency of a vibration. The faster the vibration, the higher the frequency. Frequency is measured in Hertz (Hz).
* Volume: The loudness or quietness of a sound is its volume. The loudness of a sound can be measured in units called decibels.
Permission is granted for the purchaser to print copies for non-commercial educational purposes only.
Visit us at www.NewPathLearning.com.
Measurement Examples of Various Sounds
* a whisper = 10 decibels
* a train = 100 decibels
* normal conversation = 60 decibels
* rock concert = 110-140 decibels
* Reflection and Absorption: Reflection is when sound bounces off an object. An echo is a reflected sound. Absorption is when sound is taken in by an object.
What is Light?
Light is a form of energy that travels in waves.
Reflection, Absorption, and Refraction
We can only see only the wavelengths and frequencies of the colors in the visible spectrum which include red, orange, yellow, green, blue, and violet. On the visible spectrum, as you move from the colors on the right to the colors on the left, wavelength decreases and frequency increases.
Permission is granted for the purchaser to print copies for non-commercial educational purposes only.
Visit us at www.NewPathLearning.com.
Invisible Waves
Most waves in the electromagnetic spectrum are invisible to our eyes. Xrays and waves in your microwave that cook your food are examples of electromagnetic waves.
What is a concave lens?
A concave lens is thinner in the middle than on its edges. We use a concave lens to make things look smaller.
Transparent, Translucent and Opaque Materials
A transparent material allows light to pass through clearly without any effects, such as a window.
An opaque material does not allow any light to pass through at all, such as a brick wall.
A translucent material allows light to pass through it, but it is not clear. Wax paper is translucent.
Permission is granted for the purchaser to print copies for non-commercial educational purposes only.
Visit us at www.NewPathLearning.com. | 1,106 | 537 | {
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Alternative Lawns
Grasses
Using native grasses that are slow-growing or drought tolerant can give you the lush, durable green lawn you want that is more economical and environmentally friendy. Most require little to no mowing, very little watering, and infrequent fertilization.
Fescue
Height: 5-10" Habitat: moist, well drained soil, can handle part shade Pros: tolerates foot traffic Price: $30 per 1000 sq. ft.
Pennsylvania Sedge Height: 6-8" Habitat: adapted to different environments Pros: tolerates foot traffic Price: $18 per 1000 sq. ft.
Purple Lovegrass Height: 12-18" Habitat: adapted to a range of soils Pros: tolerates foot traffic Price: $100 per 1000 sq. ft.
Groundcover
Groundcovers work great in areas that have light to medium foot traffic. With no substantial watering, mowing, or fertilizing requirements, these plants will provide the cover you want with very little maintenance.
Prairie
Wildflower Height: wide range Habitat: fertile soil Pros: Improves ecosystem, increases pollinators Price: varies
Clover Height: 4-8" Habitat: clay soils Pros: tolerates drought and is nitrogen-fixing Price: $1 per 1000 sq. ft.
Native Plant Nurseries
To find a native nursery close to your area in Michigan, visit the the website:
*Note: Price estimates are for seeds only. Plugs tend to be more expensive, however for some species more available.
Michigan Native Plant Producers Association www.mnppa.org
Do-It-Yourself Guide
Alternative Lawns
A step-by-step guide to planting your own alternative lawn, with some earth friendly and time-saving tips…
The best time to renovate a lawn is when the temperature cools and rain is plentiful, so between mid-August to end of September. This allows the existing grass to die throughout the winter allowing for spring plantings.
Remove all existing grass either by digging up grass, tilling, or spraying the lawn with non-selective herbicide. An alternative method to applying chemical treatments is to smother your lawn. Cover your old lawn with black plastic bags or old newspapers (10-12 pages thick) using rocks to secure it to the ground. With newspaper smothering, it helps to water the newspaper and to only use black and white pages. Keep the covering over the lawn for a growing season, or about two months. Once all the grass has died, remove plastic bags. The newspaper will decompose with the dead grass providing a nutrient rich top layer. 1
Assess the fertility of the soil. If lacking nutrients, add 4-6 inches of organic matter, such as compost to enrich the soil. Also, regrade your lawn if you have steep slopes or uneven surfaces. 2
Wait a few days until the soil settles and rake the area smooth (reserve some soil to spread lightly over seeds after planting). 3
Choose method of propagation (plugs or seeds) for type of alternative lawn. Plant accordingly. 4
Mulch with straw which has been cleaned, chopped, and is weed-free (do not use hay). 5
Use a fine sprinkler head to water the area. It is best to water deeply, keeping the soil moist until seedlings emerge. It may be necessary to irrigate newly planted lawn until it becomes established (usually in 1 year). 6
Check lawn often and hand-pull weeds immediately. 7
Tips
Mowing:
If you must mow, cut only to a height of 3 to 3 1/2 inches high-this will shade out competing weeds and retain moisture.
Keep grass clippings on the lawn-they will provide the soil with nitrogen and reduces fertilization requirements (up to 50%).
Watering:
Water deeply but less often, and water at daybreak.
Lawncare:
Mixed species lawns are better able to resist pests and tolerate drought. Avoid traditional pesticides and herbicides, use organic alternatives such as milky spore powder and corn gluten.
Resources
www.eartheasy.com
Information on alternative lawns and natural lawncare, plus additional info on living a more sustainable lifestyle
www.bbg.org
Has excerpts and books for sale on alternative lawns www.gluten.iastate.edu All about corn gluten | 1,775 | 920 | {
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Colour Variation in British Reptiles & Amphibians
Article and photographs by
Barry Kemp
Both the Sussex Wildlife Trusts 'Wildcall' and the Sussex Amphibian & Reptile Group receive numerous calls from members of the public regarding unusually coloured amphibians. In most cases the enquiries turn out to be Common frogs. The Common frog is probably the most familiar amphibian in Britain . It belongs to the group of frogs known as "Brown frogs" because its background coloration is usually brown. Despite this, colour variation is diverse ranging from reddish to yellow. Increasingly orange coloured Common frogs are being recorded, particularly in southern England.
grey. Female Common toads can be more reddish and both sexes can have small patches of black or red. Albino Common toads have been recorded in the past. Worldwide, amphibians are very diverse in colour ranging from drab browns to vivid blues reds and yellows. Colour plays an important role in the survival of amphibians, often used either as a camouflage or as a warning to potential
Common frogs have black or brown markings on their head and body. These markings are also very varied. Usually the rear legs have dark patches which when folded at rest resemble black vertical bars. This acts as a disruptive pattern which helps to disguise the outline of the frog from predators.
Common toads don't tend to be so diverse in colouration, with males being largely brown or
predators as to the presence of toxins. Amphibians owe their diverse coloration to specialized pigment-containing cells in the skin's lower layer called chromatophores. The colour and markings are caused by three different pigment cells, yellow, white and brown-black.
In the reptile world, Chameleons and a few other species of lizard can change colour dramatically. Most amphibians can also change their skin colour by concentrating or dispersing the various pigments in the chromatophores, but the process is usually much less dramatic. This behavior mainly acts as a camouflaging mechanism, helping them to escape predation by blending in with their surroundings. Like reptiles, amphibians are cold blooded so by lightening or darkening their skin they can also adjust their body temperature. A light colour will reflect heat whilst a dark colour will absorb heat.
The toad in the photograph is extremely
unusual. Found on the Sussex/Kent border it is a juvenile Common toad. Approximately 50 other toads were recorded at the same site, all with the usual colouration. It is not known if this red coloured toad is a result of genetics, environmental effects or deficiencies in the chemical processes undertaken to produce the skin pigments.
Vivid colours, such as yellow, red, and orange, are generally known throughout nature to indicate toxicity to predatory animals, this is known as aposematism. Rather than using coloration to blend in with their surroundings, some non-toxic amphibians use coloration to mimic toxic species in their range. A good example of this is the American Red salamander, whose vivid red coloration is a form of anti-predatory mimicry of the highly toxic Red spotted newt.
In the case of this red toad it seems unlikely that its colour will act as a deterrent to predators as no other similar coloured amphibian exists in Britain. Unless this toad is capable of colour change it may not survive very long due to predation.
Many amphibians have a combination of cryptic and aposematic coloration. This is common in several newt species, including the Great crested newt. Great crested newts are cryptically coloured on top, being black or very dark brown, but if caught by a predator will adopt a position where the vivid orange underside of the tail , chin and belly are exposed.
Great Crested Newt
To a degree all of the reptiles species found in Sussex have a varied colour range, including Slow worms ,Grass snakes and particularly Adders.
Black Adders are not uncommon in Sussex. This condition, known as melanism is caused by an overproduction of colour pigment .
Melanistic snakes have an advantage over normally coloured snakes as they can absorb solar radiation more effectively , allowing them to be active on days that would normally be too cold for other snakes. This can often mean that melanistic Adders are larger than normal. However, the disadvantage is that they are more vulnerable to predation than the usual cryptically coloured Adders. | 1,768 | 915 | {
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What's in a Name?
by Garf Collins
I didn't know I had an unusual name when I was a small boy. At primary school I never thought about it as nobody seems to think it odd. They just called me Garf. As this was inner London perhaps the assumption was I was called Garth, said with a London accent. I actually became quite proud of my name when I was about eight. We visited Beryl, my father's cousin in Cornwall. On her sideboard was a photo of a serious looking man in RAF uniform. I was told this was Beryl's husband who was a Squadron Leader called Garfield Collins and I had been named after him.
It was great to be named after such a hero I thought. I loved his garage, which housed strange tools and electrical and mechanical devices I couldn't name. My favourite thing was the pre-war car, blocked up, but still with its lovely smell of leather and oil. It had an air of patient waiting for its absent owner. I was told my namesake would be away for some time. What I couldn't work out, though, was the way Beryl kept looking at me and crying.
My relaxed attitude to my unusual name changed suddenly in the long holiday before going to grammar school. I suddenly thought that on the first day I would be sitting in the classroom and the teacher would ask us in turn what our first names were. It certainly dampened my enthusiasm for 'grown-up' school.
On the first morning we sat in silent rows. The nightmare became reality;
"Campbell. First name?"
```
"David Sir." "Collins. First name?" "Garfield Sir."
```
The master looked up over his spectacles, "Your mother didn't do you any favours did she." General laughter.
I consoled myself by finding namesakes who were famous; Garfield Todd the liberal minded leader of Rhodesia, Garfield Weston a millionaire and later Garfield Sobers - one of the best cricketers who had ever lived. I was also delighted to find there had been a U.S. President Garfield, until I found out he had been assassinated.
Later, in business, I came to think of my name as an asset. I thought when I sent letters to potential customers they might remember me better than plain John Smith, for example.
But then it all changed again. Some friends in Australia sent me a pack of 'Garfield' cards. Apparently, Australian papers were syndicating an American cartoon series about some cat. Then the animal came to the UK and, sadly, whenever I introduced myself the standard response was, "Oh! Just like the cat." I wouldn't have minded so much if it wasn't such a pathetically unfunny cartoon.
"Anyway," I said to my parents as I bemoaned that eponymous feline, "at least I was named after a war hero. Was he one of the war aces who shot down many enemy aircraft. What happened to him?"
"Sorry. Didn't we tell you? The war got all too much for him. He committed suicide." | 1,044 | 652 | {
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Phenylketonuria
Facts for School Faculty & Staff
* Phenylketonuria, also known as PKU, is an inherited brain threatening genetic disorder that affects a person's ability to process an important part of protein called phenylalanine or Phe. Phe is in almost all foods and is important for growth and development.
* How is PKU diagnosed? Babies are screened for PKU with a simple test shortly after birth. Positive screens are then confirmed by a more detailed diagnostic test. Only 1 in about 15,000 babies are born with PKU. Newborn screening will celebrate its 50th anniversary in 2013!
* Children and adults with PKU must limit Phe intake. A high level of Phe in the body is toxic and can cause severe brain damage.
* Since we all need protein to grow and stay healthy, individuals with PKU drink a special medical formula to meet their protein requirements which is free of Phe.
* The standard treatment for PKU is a strict diet very low in Phe for life. Children and adults with PKU have to eat such small amounts of Phe that they cannot eat meat, poultry, fish, dairy, eggs, beans or nuts. Someone with PKU cannot eat pizza, birthday cake, regular bread, yogurt, cheese, ice cream, chocolate, hot dogs, hamburgers, or turkey on Thanksgiving! The sweetener aspartame, present in many sugar-free foods and diet soft drinks, must also be avoided, as aspartame contains a high amount of Phe.
* Children and adults with PKU eat fruits, vegetables, and special foods very low in protein. Some cereals and crackers are okay in small amounts. Phe must be calculated using a gram scale, measuring cups or by counting how many pieces, all day, every day. Using math is an important part of managing PKU!
* Having PKU is sometimes very hard, especially when a child or teenager can't have a food that all their friends are eating.
* Kids with PKU need help from their family, friends, teachers, and other community members to be sure they feel good about what they can eat.
* The PKU diet is just one of many special diets. You can talk to your students about how the PKU diet lowers blood Phe levels just as insulin regulates blood sugar for someone with diabetes.
* Children and adults with PKU have to test their blood Phe content regularly (weekly to monthly) using at home tests cards that are analyzed by a laboratory or by having blood drawn at a doctor's office or hospital.
* It is important to remember that as long as a child with PKU maintains their strict diet, they will have normal growth and development.
* Unfortunately, many teenagers and adults with PKU discontinue treatment due to the difficulty of following a strict diet and the high cost of medical food. In addition to brain damage, untreated PKU can cause other neurological complications, such as depression, anxiety, and memory loss.
* The first National PKU Awareness Day, December 3, 2012, was established by a Congressional Resolution introduced by two U.S. Senators (Johnny Isakson from Georgia and John Kerry from Massachusetts). The resolution explains what PKU is, the history of PKU, and the importance of sharing information about PKU with others.
* May is PKU Awareness Month and December 3 rd is PKU Awareness Day. Thank you for helping to raise awareness! | 1,339 | 717 | {
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ROLEYSTONE
COMMUNITY COLLEGE
COURSE OVERVIEW
Subject
: Digital Technologies – Game Making
Semester
: 1
Teacher/s
: Karen Trethewey
Year Group
: 7
Course Overview
| Wk | Content | Assessment | | |
|---|---|---|---|---|
| | | Task | Weight (%) | |
| | | | Sem. | Yr |
| 1 | Discuss what games you play, why do you enjoy them, what elements make a good game. Brainstorm factors you need to consider when designing games. Set up folders, shortcut to software, download lesson outlines. | Prepare folders and software | | |
| 2 | Play games made using the GameMaker software. Discuss their “playability”, target audiences, various elements. Choose one game, evaluate it and make suggestions for improvement. Discuss findings in small groups. Reflect on your answers and begin collecting ideas for your game. | INVESTGATE Section A | 10% | |
| 3 | In small groups discuss your game ideas. Complete the planning sheet – section B (one room) Begin searching for appropriate sprites, objects, backgrounds, sounds. | DESIGN Section B | 10% | |
| 4 - 7 | Set up room 1, edit sprites, add objects, set variants, change backgrounds, add points/rewards, set up strategies. | PRODUCE | 20% | |
| 8-9 | Share and play each other’s games. (One room) Provide feedback to each other and discuss ways to improve the games. Complete a self-evaluation of your room. Annotate changes and improvements. | EVALUATE Section C | 10% | |
| 10-12 | Create extra rooms, modify and improve as you work. Continue to add different strategies and elements. | PRODUCE | 40% | |
Game making lessons are one part of the Digital Technologies course. Game making will form 40% of your total mark.
Course content may be modified and changed to meet the needs of students.
COURSE OVERVIEW
OUTCOMES AND EXPECTATIONS:
Welcome to Year 7 GameMaker. The Game Maker software requires you to problem solve, experiment with different strategies and select and apply appropriate variables to create games. You will be taught the basic software tools, but it will be your responsibility to use your imagination to design interesting and innovative games. You will be shown examples of good designs, will plan your games, share and play each other's games and evaluate the final products. You will be expected to continually assess and modify your game as you develop and improve it. Thinking creatively and critically is an important part of the course and you will be expected to express original ideas.
The College's Electronic Devices Policy applies to all use of equipment in this subject. All work must be saved to the College's network to ensure that it is backed up.
MATERIALS
* Thumb drive
ASSESSMENT:
Your assessment will be based on the following:
* Participation, enthusiasm, imagination
* Completion of all tasks
* Ability to problem solve and think creatively
* Final Game (see attached evaluation sheet)
* Investigations and responses – peer evaluations and self-evaluations
ASSESSMENT POLICY
1. Assessment tasks that have not been completed to the best of a student's ability (e.g. Untidy presentation, no indication of proof-reading / poor spelling or grammar, illegible writing) will be returned for rectification and submission the next school-day, with loss of 5% of allocated marks (rounded up to nearest whole mark)
2. At the time an assessment task is assigned, a DUE DATE will be notified.
3. Failure to complete or submit the assessment task on the due date without reasonable cause as notified in writing by a parent/carer will incur:
4. When a student is absent on the day an "in-class" assessment task is administered, s/he will be:
a. expected to complete the assessment task at the earliest opportunity that is convenient for both student and teacher, provided the absence is Authorised within the meaning of the Education Act (i.e. An 'R' or 'E' absence code is entered for the entire day in the College's absenteeism records)
b. deemed to have not completed the assessment if the absence is unauthorised, with a mark of 0 awarded for that assessment
* Late 1 school-day: Loss of 10% of allocated marks (rounded up)
* Late 2 school-days: Loss of 20% of allocated marks (rounded up)
* Late 3 school-days: The work will not be accepted and parents notified (E-mail or 'phone) | 2,015 | 1,001 | {
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Making the Most of Storytime
"It is the talk that surrounds the story book reading that gives it power."
— National Association for the Education of Young Children (NAEYC) & International Reading Association
Reading aloud to young children is important, and HOW you share books can make a big difference. Research shows that following these read-aloud practices significantly improves the language skills of children who participate:
1. Have a conversation about a book
4. Intentionally build vocabulary
* Frequent conversations—back and forth exchanges
* Ask questions that require more than one word answers
* Wait long enough for responses
* Be responsive to what the child says
2. Model advanced language
* Repeat what your child says and add more to it:
1. Provide new information
2. Recast what they say with more advanced vocabulary
3. Repeat what they say with correct grammar/word use, or a longer sentence
3. Prompt critical thinking skills
* Ask how and why questions
* Ask children to explain their answers
* Give clues to get them to the right answer if possible
* Reread the same book often
* Stop and explain the meaning of one or two words
* Define words using words they already know
* Ask children to repeat the words to improve their memory of the sounds in the word
5. Teach and provide practice of social and emotional skills
* Everyone has something valuable to say and listen to (self–regulation)
* Listen to peers with eyes and ears (self-awareness)
* Building community (relationship skills) "So you and Jamari both take a bus to the grocery with their mommies."
My Friend is Sad by Mo Willems
Vocabulary possibilities: sad, concern, cheer up, thoughtful, frustrated, distressed, discouraged, overjoyed
Pg. 1
Pg. 2-3
Pg. 4-5
Tell about a time when you were sad?
Did someone try to make you feel better? What did they do?
Pg. 6-7
How do you think Piggie is feeling now? How can you tell?
Can you think of a time when you made someone happy? What did you do?
Pg. 12-13
How does Elephant feel now? How can you tell?
What do you think Piggie is feeling?
Pg. 18-19
How does Piggie feel when he sees that his friend is still sad?
Do you think clowns are funny? Tell about a time when you saw one.
Pg. 24-25
Now how do you think Piggie is feeling? Why do you think he feels that way?
Why do you think Elephant might be sad?
How do you think Piggie is feeling?
Pg. 8-9
What is Piggie doing to cheer up Elephant? Why do you think he did that?
Pg. 14-15
What is Piggie doing to cheer up his friend?
Pg. 20-21
What is happening here?
Why do you think he dressed up as a robot?
Pg. 26-27
How are Piggie and Elephant feeling now? Can you make yourself look like the two friends?
Did you ever see someone else who was sad? Who was it? Did you know why they were sad? How did you feel when you saw them crying or feeling sad?
Pg. 10-11
How does Elephant feel now? How can you tell?
Did you ever try to cheer up a friend? What did you do?
Pg. 16-17
How are the friends feeling now? How can you tell?
Pg. 22-23
Do you think Elephant likes robots? How can you tell?
Would you like to see a robot? What do you like about them?
Pg. 57
Why does Piggie think Elephant needs glasses? | 1,351 | 798 | {
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7 Ways Pets Benefit Mental Health 1
Keeping an animal at home can be good for you, and not just as a distraction after a long day
Boulder Wellness Psychology (February 25, 2015) shares the article, 7 Ways Pets Benefit Mental Health
The benefits of pet ownership have been clear since before people started referring to dogs as "man's best friend," and continue to be helpful today.
1) They make your heart work.
It's hard to stay indoors for too long if you have a pet – especially a dog.
Taking your pet outside for a walk or a trip to the park isn't just good for the animal, it's good for you too.
Exercise lowers blood pressure, cholesterol, and the risk of heart problems, placing less strain on your body and making you less vulnerable to depression and other mental ailments.
In addition to unplugging from your digital devices and improving your mood, the outdoors can provide essentials like vitamin D from sun exposure, and physical fitness from moving around.
2) Pets can boost immunity.
The health benefits of keeping animals around can also extend to your immune system, especially for children.
The risk of allergies in babies exposed to multiple dogs or cats was reduced by as much as 77 percent, according to one study. Researchers think that the additional bacteria carried by the animals made the babies' immune systems work harder, which strengthened them for the future.
7 WAYS PETS BENEFIT MENTAL HEALTH
Allergies have been linked to mental health conditions like anxiety and depression in a number of ways. Allergies can contribute to insomnia, a common manifestation of mental distress. Allergies can also force individuals to stay inside, causing lethargy and a lack of connection to the outside world.
3) They can reduce stress and improve anxiety and depression.
Studies show that interacting with a friendly animal can reduce the effect of stress responses and reduce anxiety and depression by affecting neurotransmitters like serotonin, dopamine and norepinephrine.
Grooming or petting an animal also releases oxytocin, the hormone in your body closely associated with love and attachment. This naturally reduces stress, and also improves heart health and lowers blood pressure.
And speaking of attachment, caring for an animal can make you feel needed, and create a sense of purpose outside of work or school.
The long term bond you form with your pet can be a remedy for feelings of loneliness, isolation, and depression. A study published by the American Psychological Association found a greater sense of well-being among dog owners, including increased feelings of belonging, self-esteem and meaningful existence.
4) Pets help with PTSD.
Pets are great listeners, a helpful trait for individuals with post-traumatic stress disorder. Further, the sense of comfort and safety that people experience with pets can be profoundly healing for people who have experienced trauma.
People with PTSD have found that a furry friend around is quite helpful. A program called Paws for Purple Hearts even pairs dogs with war veterans to help them overcome PTSD symptoms.
5) Animals are a great icebreaker.
As any fan of romantic comedies can tell you, pets can naturally create social interaction and ways to meet people.
Pet owners are members of a self-selecting group, and are often happy to talk about their animals at the dog park, walking through the neighborhood, or in line at the store for kibble.
If you are uncomfortable or anxious in social situations, your pet can be a conversation topic and a welcome diversion when small talk slows down.
6) They force you to be present.
Nothing is more distracting than animals that need attention, whether that means feeding them, taking them outside (see above), or just giving them a scratch between the ears.
While this might be exasperating if you're trying to finish a big work presentation, these distractions can be helpful for individuals who suffer from anxiety.
If you often find yourself trapped by worry, concerns about the future, or reliving past troubles, a pet can free you from these thoughts by giving you something to focus on in the moment.
This is similar to the principles of mindfulness, a proven method of therapy that helps you stay grounded and be more effective in the present.
7) Your relationship is uncomplicated.
Our everyday relationships with significant others, children, friends, co-workers, bosses and baristas can include a lot of push-and-pull. One person needs this, another person isn't available when you need them, on and on.
But when you come home and your dog's tail wags, or your cat rubs against your leg, you don't have to worry about hurt feelings. Your pets are always happy to see you, and want nothing more than your happiness in return. (And maybe a treat.)
You can talk to your animals about whatever you want, and even practice a conversation or speech with them. And when you tell them to "speak," they won't launch into a long discussion about reality TV or the Bronco's offense.
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Wimmer and Perner 1983
Alexandra M. Daro, M.A.
Jonathan B. Santo, Ph.D.
University of Nebraska at Omaha
False beliefs occur when individuals are unaware of a change in a situation that makes their beliefs different from reality. Children developing a theory of mind learn to distinguish
their own beliefs about a situation from other individuals' beliefs about the same situation.
Through this process, children move away from assuming their thoughts are shared by everyone in their day to day experiences (an egocentric perspective normal to this developmental stage),
and toward an understanding of others as individuals with minds, thoughts, and beliefs separate from their own.
Wimmer and Perner conducted a series of experiments to investigate how young children process situations in which they have information that other individuals do not. In the first experiment, children four- to nine-years-old were placed into one of two conditions. Children in both conditions were told stories in which a main character places an object in one area and then leaves the room. A second character comes in, moves the object, and leaves. The first character then comes back, looking for the object. At this point, the children were asked where the first character would look for the object. The correct answer is that the first character will look for the object where it was originally placed and not where it was moved to. The children were then told more of the story, and directed to either help a third individual find the object (cooperative), or prevent a third individual from finding the object (competitive). In both conditions, the children were asked where the first character would tell the third character to look. The correct answer depended on condition: either the location where the first character placed the object at the beginning of the story (cooperative) or a location different from where the first character placed it (competitive). The results of the first experiment indicated the older children did better at the tasks than younger children, and those children who correctly interpreted the false belief of the first character were also better at constructing both competitive and cooperative responses.
In experiment two, the same story frame was used, but there were three different conditions, designed to address theories for the younger children's poor performance. The first condition was the same as in experiment one, minus the cooperative and competitive story additions. The second condition was designed to address the theory that the younger children were failing the original task because they were not thinking back to the beginning of the story. The children were told to think back to when the first character placed the object in the original location, and then were asked where the first character would look for the object. The third condition was designed to address the theory that the available locations were too alike for the younger children to be able to mentally represent them as separate locations. The story was altered so that the object would be totally removed (for example, a chocolate bar was used up while baking a cake) by the second character to remove the necessity of representing two locations. The children were asked what the first character would do, instead of where the first character would look. The youngest children, three- to four-year-olds, showed no improvement in performance with the new conditions. The four- to five-year-old's performed well when the object was removed by the second character, but poorly otherwise. The five- to six-year-olds performed well in both new conditions, but showed the same pattern of performance in the first condition as they did in experiment one.
In experiments three and four, two theories were tested. First, whether the children were unable to pick up on the false belief because the change in the object's location was too complicated. In this experiment, the second character placed the object back in its original position for half of the participants. The results showed that many children still had trouble constructing a cooperative/competitive response even when the second character placed the object back in its original location. Second, whether the children were unable to pick up on the false belief because they were unable to pick out the deceit itself. In this experiment, the children were told the goal of the first and second character, and the utterance made by the first character. Four- to five-year-old children were not able to correctly infer the deceit in the story, but five- to six-year-olds were.
Accordingly, Wimmer and Perner concluded that between four and six years of age children develop a cognitive skill, namely the ability to recognize and act upon the beliefs of others, which is distinct from other skills developed around this time.
Further Reading:
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103128. | 1,941 | 963 | {
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Name
Class
Date
8.1 Energy and Life
Lesson Objectives
Describe the role of ATP in cellular activities.
Explain where plants get the energy they need to produce food.
Lesson Summary
Chemical Energy and ATP Energy is the ability to do work. Organisms need energy to stay alive.
Adenosine triphosphate (ATP) is a chemical compound cells use to store and release energy.
* An ATP molecule consists of adenine, the sugar ribose, and three phosphate groups.
* Cells store energy by adding a phosphate group to adenosine diphosphate (ADP) molecules.
* Cells release energy from ATP molecules by subtracting a phosphate group.
Energy provided by ATP is used in active transport, to contract muscles, to make proteins, and in many other ways.
Cells contain only a small amount of ATP at any one time. They regenerate it from ADP as they need it, using energy stored in food.
Heterotrophs and Autotrophs The energy to make ATP from ADP comes from food. Organisms get food in one of two ways.
Heterotrophs get food by consuming (eating) other organisms.
Autotrophs use the energy in sunlight to make their own food.
Photosynthesis is the process that uses light energy to produce food molecules.
Chemical Energy and ATP
For Questions 1–6, complete each statement by writing the correct word or words.
1. is the ability to do work.
2. The main chemical compound cells use for energy is (ATP).
3. is a 5-carbon sugar molecule that is part of an ATP molecule.
4. The of ATP are the key to its ability to store and supply energy.
5. ATP releases energy when it bonds between its phosphate groups.
6. Most cells only store enough ATP for of activity.
Name
Class
Date
7. Label each part of the diagram of an ATP molecule below. THINK VISUALLY
For Questions 8–10, refer to the Visual Analogy comparing ATP to a charged battery.
8. In the visual analogy, VISUAL ANALOGY
what chemical is represented by the low
battery?
9. What are two ways in which the diagram shows an increase in energy?
10. Describe the concepts shown in the diagram.
11. What are two ways in which cells use the energy temporarily stored in ATP?
12. Energy is needed to add a third phosphate group to ADP to make ATP. What is a cell's source of this energy?
Name
Class
Date
Heterotrophs and Autotrophs
For Questions 13–17, write True if the statement is true. If the statement is false, change the underlined word or words to make the statement true.
13. All heterotrophs must eat food to get energy.
14. Autotrophs do not need to eat food because they make food.
15. The energy in food originally came from ATP.
16. The term photosynthesis means "pulling apart with light" in Greek.
17. The energy of sunlight is stored in the chemical bonds of carbohydrates.
18. Complete the table comparing two types of organisms.
Autotrophs and Heterotrophs
Apply the Big idea
19. Suppose that you ate a hamburger on a wheat roll with lettuce, tomatoes, and onions for lunch. As you ate, you took in food molecules from plants and animals. Explain why all the energy in the food molecules of this hamburger could be traced back to the sun. | 1,396 | 725 | {
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The Wise Men and Flight to Egypt
Matthew 2:1-23
The Story
Parents: Review this lesson with your child.
What gift would you have given Baby Jesus if you could have visited the newborn King? Today we will hear about some wise men who came from very far away to praise the Savior, Jesus, and to bring Him gifts. Those costly gifts would also help Joseph, Mary and Jesus travel and live in far away Egypt. Why did they go to Egypt? Listen and you will learn.
After Jesus had been born, wise men from the East came to Jerusalem and said, "Where is the King of the Jews who was born? We have seen His star in the East and have come to worship Him."
Herod, the king of Judea, did not like hearing this. Would this King take over his job and become king? Herod called together people who knew the Bible and asked them to find where the Christ was to be born.
The Bible, in the book of Micah, told them that Jesus was to be born in Bethlehem.
Herod secretly found out when the wise men had seen the star and he told them to go to Bethlehem where they would find the Child. Herod lied to the wise men and said, "Go and find the Child and come back and tell me where He is so that I can go and worship Him also."
The wise men left, following the star they had seen in the East. The star stopped over the place where Jesus was living. The wise men were very happy to see the star and follow it!
They came to the house where Jesus was now living and they fell down before the Savior and worshiped Him. They also gave Him expensive gifts of gold, frankincense, and myrrh.
God sent a dream to warn the wise men not to go back to King Herod. The wise men went home a different way.
An angel also came to Joseph in a dream and said, "Get up, take the young Child and Mary and go to Egypt and stay there until you are told to return. King Herod is going to try to find Jesus to kill Him." Joseph, Mary and Jesus left that night to go to Egypt.
When King Herod realized the wise men were not coming back to tell him where Jesus was living, he was very angry. Herod ordered that all baby boys in Bethlehem who were two years old and younger should be killed. It was good that Mary and Joseph took baby Jesus to Egypt.
After King Herod died, an angel told Joseph it was safe to go back home. The family moved to Nazareth, just as it is told in the Bible.
The wise men came to worship Jesus, their Savior.
We worship our Savior, Jesus Christ.
Passage
"Put your trust in the Lord." Psalm 4:5
Hymn & Prayer - TLH 127 v. 1
As with gladness men of old Did the guiding star behold; As with joy they hailed its light, Leading onward, beaming bright, So, most gracious Lord, may we Evermore be led by Thee. Amen
Classroom Activity - Have the children act out the lesson. Make sure you don't necessarily have 3 wise men. Have the wise men visit Baby Jesus in a house (not a stable). You could also use nativity set pieces and review the birth of Jesus also.
Characters Needed:
Joseph
Mary
Wise men (any number)
King Herod
Angel
Props Needed:
Baby Jesus (doll)
gifts - gold, frankincense, myrrh
Bible
House area & Egypt
Classroom Activity - Have the children trace the path from the Wise men to the star and Mary, Jesus and Joseph to Egypt.
Classroom Art Activity - Treasure Box The wise men brought precious gifts
for Jesus. What is our greatest treasure? Help the children decorate the treasure box and then assemble it. You may wish to glue the picture of Jesus to the inside bottom or stick a Jesus sticker on the inside. If you have a small class you may wish to purchase small boxes to decorate with gems, buttons, ribbon, etc. | 1,375 | 851 | {
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Waterlog Variety Trial – Year 2 Steve Lyon
WSU Bread Lab
The "excess" wet weather we usually experience in the late fall in northwestern Washington causes many fields to flood or become waterlogged. Waterlogging occurs when the soil profile becomes fully saturated to the point that standing water may appear on the soil surface. Rarely will an entire field be waterlogged; usually it is only seen as ponded areas in the lower lying areas of a field where water can no longer move through the soil profile.
Basically, waterlogging is when water replaces the air in the soil pore spaces. Among other problems, waterlogging causes 1) lack of oxygen in the soil, 2) restriction of aerobic respiration by the growing roots, 3) changes in soil chemical properties and the availability of soil elements and 4) decrease in nutrient uptake. Under warm soil conditions when plants are actively growing, damage may occur after being underwater for just a few days. But when they are dormant and soils are frozen or very cold as they are in the late fall or winter of northwestern WA, the plants survive for much longer because the amount of oxygen required for root respiration is greatly reduced. Literature contains many references showing varietal differences exist in the response of small grains to waterlog situations, but studies conducted under controlled conditions often obtain results contrary to what actually happens in the field. Predicting the effect of environmental stresses in the field is an inexact science. The best information is that which is collected in field trials on or near your farm where the soil and environmental conditions are similar to yours.
Over several years, general observations of the winter wheat variety testing trials at the Washington State University – Mount Vernon location occasionally noted that a variety, located in a small waterlogged area of the field, may have had a better plant stand coming out of the winter than the varieties surrounding it. In the fall of 2014 a winter wheat nursery was planted in a low-lying area of a field (known for water ponding) to specifically identify the response of winter wheat varieties grown in waterlogged soil. This trial was repeated in the fall of 2015 using the same varieties.
Twenty varieties were planted on October 20, 2015 in a randomized complete block with four replications. The seeding rate was approximately 100 lbs/acre, no fall fertilizer was applied, and the herbicide Diuron was applied preemergence five days later. On April 6 and May 10, a split application of NPKS was applied totaling 130 lbs N/acre. Axial, Maestro 2EC and Harmony Extra SG were applied at labeled rates for weed control. The nursery was harvested on August 8 and the results were as follows:
2015-16 Waterlog Study Yield and Test Weight.
*SWW – Soft White Winter, HRW – Hard Red Winter, HRF – Hard Red Facultative, SRW – Soft Red Winter, SWC – Soft White Winter Club
This data are one year's results under the field and environmental conditions experienced during the 2015-16 crop year. However, the rankings seem to confirm the anecdotal observations of years past. This study will be continued for at least one more year in order to obtain three year's data and observe longer term varietal response to waterlogged field conditions.
For additional information contact Steve Lyon (firstname.lastname@example.org) 360/707-4640.
For additional variety testing results visit: http://thebreadlab.wsu.edu/western-washingtonvariety-trials/.
The information in this document is provided for educational purposes only. References to commercial products or trade names do not imply an endorsement by Washington State University.
Spring 2016 | 1,611 | 770 | {
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Cramlington Village Primary School
Medium Term Planning – Summer 1st Half Term
Key learning questions - Why would a dinosaur not make a good pet?
Topic: Dinosaurs
Physical Education and Forest School
Looking after our classroom and environment.
Forest School -Look at seasonal changes within our Forest School environment.
Work on shape, space and measures.
Making fossils using clay and natural materials.
Making volcanoes - vinegar and baking soda.
PE -Ball skills. Games. Engage in competitive physical activities. Understand simple tactics for attacking and defending. Skipping practice.
PSHE, RE
Keeping safe - risk assessing visit to the Hancock - what do we need to do to keep ourselves safe?
Friendship and caring for others.
The local environment how we care for it.
Counting from different numbers to reach our number. Halving and doubling numbers. Reasoning challenges.
Number of the day (group 2) Working within 10/20. Recognising numerals Counting out objects to match the number. Practising forming different numerals with rhymes. Compare sets. Halving/ doubling. Addition and subtraction.
Geography, ICT, History, Science
Art, Music, DT
Science Season changes spring/summer. Plants. Similarities and differences between dinosaurs.
Geography Locating Cramlington on a map.. Locating places on atlas where dinosaur fossils have been found.
History
Extinction of dinosaurs Walking with dinosaurs program. Dinosaur periods (the Triassic, the Jurassic, and the Cretaceous).
Dinosaurs
ICT
Music
- working with Jenny
DT- Design, make and evaluate a dinosaur themed board game.
Art
Place a small dinosaur in a balloon, inflate then cover with paper mache. Children can crack open the egg and identify the baby dinosaur) and plaster of paris (use to create an imprint of a skeleton or foot print and bury in soil/sand for children to discover. Observational drawings of dinosaurs. Making own fossils using plasticine and plaster of paris.
Video each other acting out stories use dinosaur image app to support fantasy. | 1,161 | 652 | {
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Meadow Lane Weekly LCAP and Site Plan Goals
December 14-18, 2015
Amazing work accomplished at Meadow Lane School this week ~ to improve student achievement for all students ~ We continuously are building engagement and supporting our children, families, colleagues, and community!
I. CONDITIONS OF LEARNING
Dec. 16 TK - K Tech Training Day
All Day (1/2 day for each group)
II. PUPILS OUTCOMES
2 nd Grade Collaboration Meeting Outcomes -
1. We discussed working on our ELA writing. We thought it would be better to conduct a lesson study together during one of our grade level meetings. We will be working on opinion writing and our performance task for the end of the 2 nd trimester (classroom pets).
2. We used the remainder of our meeting planning our learning targets and success criteria for all our upcoming lessons in unit 5 for our Everyday Math program.
3. We also wrote our learning targets for our Treasures Program for weeks 4 and 5 of unit #3.
1 st Grade Collaboration Meeting Outcomes - Continue working on LT for the week in ELA and Math
1. Prep Everyday Math lesson – We will start lesson 5-1 when we return from break. We will work on extra fact practice this week after finishing Unit 4.
a. Learning Targets – Math
5-1 - I will use base 10 blocks to investigate place value concepts.
5-2 – I will use base 10 blocks and calculators to analyze place value understanding.
5-3 – I will use pennies and dimes to apply an understanding between tens and ones.
5-4 – I will recognize the less than and greater than symbols.
5-5 – I will prove whether addition or subtraction equations are true or false.
5-6 – I will apply place value understanding to write numbers up to and beyond 100 on a number grid.
5-7 – I will review measuring with non-standard units.
5-8 – I will explore the relationship between tens and ones.
5-9 – I will apply number models with relation symbols to synthesis number stories.
5-10 – I will design strategies for solving number stories.
5-11- I will apply a variety of strategies to add and subtract two digit numbers.
5-12 – Day 1 – I will apply tools to solve an open response problem about adding animal weights.
5-12 – Day 2 – I will discuss and revise work from Day 1.
5-13 – Assessment
2. Language Arts – Unit 3 Week 4
I will identify, read, and write long o, u, and e words.
I will analyze the structure of a passage in order to draw conclusions and make predictions.
I will write a paragraph using descriptive sentences.
Kindergarten Collaboration Meeting Outcomes
1.We have Learning Targets done for Everyday math all the way up to 5.6
2. Our Next ELA Unit is Animals:
Week One : I will construct a sequence of main events for the story Mama Mouse and El Gato by cutting and gluing pictures to a timeline.
Writing LT:
Week One: I will revise an action sentence about myself to add details.
III. ENGAGEMENT
December 17 th Kindergarten Holiday Performance 9:00 and 10:00 a.m.
We also discussed trying to arrange having our 2 nd graders go to the Anderson High School's Spring Program if the play was age appropriate. | 1,405 | 715 | {
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Ethnicity plays a role in food allergies
us.blastingnews.com
/lifestyle/2016/12/ethnicity-plays-a-role-in-food-allergies-001317893.html
Diana Rangaves
December 10, 2016
Studies done on ethnic differences in food allergies have determined that Children of Latino, African-American, and Caucasian originhave distinct food allergies. ethnicity and food allergy research is being conducted at by allergy and immunology experts at Rush University Medical Center, Cincinnati Children's Hospital Medical Center, and Ann & Robert H. Lurie Children's Hospital in Chicago.
The study
The purpose is to look at food allergy and predict consequences that can seriously affect children upon first exposure. Food-related allergic responses are on the rise in the US; however, little information exists on frequency, severity, and outcome.
The study sample included 817 children in all ethnicities and was composed of 35 percent African-American (285 children), 12 percent Latino (99 children), and 53 percent non-Hispanic White children (433 children). The results showed that compared with non-Hispanic, White children, African-American, and Latino children had significantly higher odds of allergy to wheat, soy, corn, fish, and shellfish.
Health concern
The major health concern is that African-American and Hispanic children had significantly higher rates of food-induced anaphylaxis and were at increased risk of emergency room visits for food allergy-related reactions compared to White children. This is an important heads-up for parents to give them information: being alert to the triggers, knowing what to watch for, and having a plan of action.
Immune response
Food allergy is a cascading immune system response that occurs soon after eating even a small amount of a particular food. The allergic reaction can show up as red spots, itching hives, welts, breathing and stomach problems, anaphylaxis, or shock. In the U.S., food allergy affects 8% of children with a cost of $24.8 billion annually.
Antihistamines
Antihistamines can be one line of treatment for prevention at the early onset of symptoms. They have multiple therapeutic uses and are indicated for allergic reactions, insomnia, rash, nausea, and vomiting. They work as an antagonist medication by blocking the histamine-1 receptor. Side effects include sedation, dizziness, dry mouth, blurred vision, constipation, and urinary retention. Parents need to be alert to the fact that this class of antihistamine drugs can cause hyperactivity in some children. If a more serious reaction occurs, treatment may include the auto self-injection of epinephrine. This requires a physician's order. If in an emergency situation, contact 911 or go to the nearest emergency room.
Have a plan
Medications are most effective when started before the onset of symptoms. If your child is newly diagnosed, carry medications with you at all times. The reasons as to the ethnic differences and food allergens are unclear, and more research needs to be conducted to develop culturally-sensitive and effective educational programs to improve food allergy outcomes for all children. | 1,364 | 636 | {
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KENDRIYA VIDYALAYA NDA PUNE PERIODICAL TEST – II 2018-19
MM – 80
SUB – SCIENCE
CLASS – X
Times: 3 HOURS
-----------------------------------------------------------------------------------------------------
General instructions
1. All questions are compulsory.
3. Question number 1-2 are one marks questions. These are to be answered in one sentence.
2. Question paper comprises of two sections, A & B and both are compulsory.
4. Question number 3-5 are two marks questions.
6. Question number 16-21 are five marks questions.
5. Question number 6-15 are three marks questions.
7. Question number 22-27 are two marks questions. These are practical based questions.
-----------------------------------------------------------------------------------------------------
5. Name the hormones controlling following functions –
a. Body growth.
b. Stress management.
c. Growth and functioning of secondary sexual organs in male.
d. Controlled blood sugar level.
6. Give location and function of following parts -
a. Villi.
b. Gastric glands.
c. Salivary gland.
7. A convex mirror used for rear view on an automobile has a radius of curvature of 3 m. If a bus is located at 5 m from this mirror. Find the position nature and size of the image. [3]
8. Answer the following questions –
[3]
a. Why does bee sting causes pain & irritation? Rubbing of baking soda on the sting area gives relief. How?
b. An acid should be added to water but not water to acid, for dilution of acid. Why.
c. Name the substance added to cakes to make them floppy.
Answer the following –
a. Why does the sun appears to be reddish in the morning?
b. Define the power of accommodation of eye.
10. Describe the structure of functional unit of nervous system. Also mane the chemical which transfers nerve impulse through synaptic cleft. [2+1]
[2]
[3]
9.
[2+1]
11. Write 3 differences between endocrine and exocrine glands.
[3]
12. Give suitable reason for following statements –
[1+1+1]
a. Platinum, gold & silver are used as jewellery.
b. Sodium, potassium & lithium are stored under oil.
c.
Aluminium is highly reactive even then it is used as utensils.
Answer the following –
[1+2]
A.
Define amphoteric oxides, with examples.
B. Name the acid which metals do not give hydrogen gas normally. Also write the conditions in which hydrogen gas given by this metal with metals.
14. Identify the given pats in female reproductive system. Also describe both parts with their functions.
[3]
15. Define the structure and function of placenta.
13.
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English
Maths
WOrk We will have a fiction and non-fiction focus each half term as follows:
Art/DT
Science
Work with 4 digit numbers: ordering; comparing; rounding; adding and subtracting.
Compare and group materials together, according to whether they are solids, liquids or gases.
'Special Times'
Autumn Term
Stories with dilemmas (with a focus on anti-bullying) and information texts
Narrative verse poetry and Explanation texts (with a focus on Electricity to link with Science work) Grammar, handwriting and spelling will be taught each week.
Our big book will be 'The Golden Goose' which links with our history work on Ancient Egypt and will lead on to some drama work.
Understand and using analogue and digital to include 12 and 24 hour clocks.
Solve problems using money and measures.
Solve addition and subtraction two-step problems.
Geometry – properties of shapes; position, direction and movement.
The relationship between multiplication and division.
Observe the way that some materials change state when they are heated and cooled – butter, chocolate and ice.
Measure and research the temperature at which different materials change state in degrees Celsius.
Construct an electrical circuit, identifying and naming basic parts – cell, wire, switch, bulbs, buzzers.
Recognise some common conductors and insulators.
Computing
Improve word processing skills.
Understand the importance of e-safety when
making internet searches.
Create a multimedia presentation about St
Nicholas Church.
Use a graphics program.
Use email responsibly and creatively.
Use the Learning Platform regularly at home and
school.
Geography/History
In-depth study of ancient Egypt, with a focus on times of celebration.
Learn about the importance of gods and goddesses in ancient Egypt.
Ask and answer questions about changes over time, and reasons for events.
Local history study of St Nicholas Church.
RE
Learn about important milestones in our lives and relate these to important ceremonies from different faiths.
Focus on Baptism, Wedding, Confirmation, Holy Communion, Bar Mitzvah.
PE Gymnastics – rolling, jumping and balancing.
Games – basic skills including running, jumping, throwing and catching.
Music
Play and perform as part of an ensemble.
Learn to play the recorder and to sing with increasing accuracy, fluency, control and expression.
Learn about the origins of carols.
PSHE
Through philosophical enquiry we will be exploring our school Values and following themes of New Beginnings and Resolving Conflict.
Year 4
Languages Learning French vocabulary for birthdays, colours, animals and body parts.
Enrichment (trips, visitors, events) Harvest Festival, Anti-bullying Week, Ancient Egyptian Museum Topic Morning at school, theatre trip, visit to St Nicholas Church, Carol Concert
Study ancient Egyptian art, focusing on the use of clay to create sculptures. Develop good joining and strengthening techniques when making a model of a chair. Make a light-up greetings card with an electrical circuit built in. | 1,304 | 608 | {
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Local First Nations people inspired by Our Lady of Guadalupe
Jules Caisse's heart raced as traditional Indigenous drums beat to the singing of Hosanna in Edmonton's St. Joseph's Basilica.
"When they were drumming behind me you could just feel the heart, the beat in your body. It makes me feel closer to God and closer to my people," said Caisse.
He's a member of the choir at Sacred Heart Church of the First Peoples, invited to sing to upbeat country gospel music during a Dec. 12th Mass celebrating the feast day of Our Lady of Guadalupe.
The Mass was a part of the National Day of Prayer in Solidarity with Indigenous Peoples, which has been celebrated by the Catholic Church in Canada since 2002 in honour of Our Lady of Guadalupe, the Patroness of the Americas.
In Edmonton, Archbishop Richard Smith and members of the First Nations, Métis and Inuit communities have celebrated the feast with a special Mass for the past five years. Over 400 people, mostly Indigenous, came from area First Nations and beyond for this year's Mass.
"It was very powerful. Especially with the drums; I love the drums," said Margaret King, a Dene from the Northwest Territories who is a member of the Basilica parish. "This was my first time ever going to a Mass like this, and I feel honoured and blessed. I really do."
The feast day commemorates the apparition of a brown-skinned Virgin Mary to Juan Diego Cuauhtlatoatzin, an Aztec convert to Christianity, just outside Mexico City in 1531.
Our Lady of GuadalupeThandiwe Konguavi, Grandin Media
The image of the Virgin was left on the rough fabric of Juan Diego's tilma (cloak), and led millions of Indigenous people in Mexico to convert to the Catholic faith. St. Juan Diego was the first Indigenous saint from the Americas.
"Our Lady of Guadalupe came to the Indigenous people, and I think it's important that we acknowledge that in all areas of the world," said Katerina Rain, a member of Paul First Nation, about an hour's drive west of Edmonton.
"She is the new angel of evangelization in our community of Christians. We need to honour and acknowledge her in whatever way we can, and what better way to honour her than Mass?"
Before the Mass, the decades of the Rosary were prayed in five different languages.
Many were visibly moved by Indigenous aspects of the celebration, which included smudging – the burning of sacred herbs ̶ and a procession of chiefs wearing traditional headdresses.
"It was so amazing to see that it was so accepted in the Church," said Fran Funk. "I love it when we have smudging in the Church, the drumming, the Indigenous languages, because I think it's really important to retain our culture. It makes people much stronger."
The Mass included priests from Lac Ste. Anne Parish, Enoch's Our Lady of Mercy Parish, and Edmonton's Sacred Heart Church of the First Peoples. It was hosted by chiefs from the Paul First Nation, Enoch Cree Nation, and the Alexis Nakota Sioux Nation.
Our Lady of Guadalupe is also the patron saint of children and families, and women at the Mass wore colourful beaded necklaces and handbags with her image embroidered on them. Flowers were placed by an image of Our Lady of Guadalupe near the altar.
"As a mother to be — Our Lady of Guadalupe is also expecting in that photo — I prayed for a healthy pregnancy myself, asking the mother of our God to watch over me," said Katerina Rain, who is expecting her first child in March.
At the same time, First Nations chiefs also acknowledged the effects of the trauma of colonialism.
Chiefs and dignitaries represented several First Nations at the Lady of Guadalupe Mass at St. Joseph's Basilica, held since 2002 in solidarity with First Nations, Metis and Inuit peoples. Thandiwe Konguavi, Grandin Media
"A lot of our communities are struggling right now and there's some generational trauma, struggling," said Alexis First Nation Chief Tony Alexis, noting news reports of two Indigenous children — aged six months and three years old — killed in an Edmonton home last week.
"We ask for prayers for them," Alexis said. "We ask prayers for the mother, the families, the babies, everyone, to come back to the circle, find a way to have a relationship with God so we have a better quality of life. Prayers for them and for those who are praying for them, so we never forget anybody."
Pam Kootenay led the congregation in prayer for First Nations.
"It's important to always have the Indigenous people included in our prayer intentions, especially on today's feast day," said Kootenay, a mother of six. "My hope is that the youth come back to the Church and that they put their faith into our great Church, so they can carry it on."
In his homily, Archbishop Richard Smith said the image of Our Lady of Guadalupe conveys joy and encouraged those filled cynicism and despair to let the joy of the Gospel be "imprinted deep within and shine forth to others." | 1,971 | 1,087 | {
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October 25, 2018
DID YOU KNOW?
Peanut roots can reach two meters into the soil allowing access to large banks of water, thus reducing the amount of irrigation water needed.
Science from the Field to the Benefit of the Planet: Action is NOW
By Pam Johnson, sixth-generation farmer
Many of us know the huge agricultural challenge that is before us. We must feed a growing world population. We must produce more food in the next 50 years than has been produced in the last 10,000 years so that we can feed nearly 10 billion people by 2050. And we need to produce this food sustainably, respecting and improving our environments. It may not be easy to grasp abstract numbers such as 10 billion people, or thirty-two years into the future. To make it more manageable - by the time you read this sentence 10 people will have been added to the world's population. By the end of this article that number will be 1,500. If we are to provide food, feed, fiber and renewable energy for our future generations we need to act now.
Here's How America Uses Its Land
American farmers are feeding more people from less land thanks to new technologies and more efficient farming. An innovative infographic from Bloomberg based on a report by the United States Department of Agriculture's Economic Research Service on major uses of land shows the degree to which the country uses land for food production. To see the impressive infographic, visit Bloomberg.com. The USDA report is updated annually using a combination of state data, years of Census of Agriculture data and newer technologies such as satellite imaging.
Soil in Sustainability
Cotton Farmer Focus [Video]
Achieving environmental sustainability requires many moving pieces. One of the most critical pieces-- that often appears deceivingly simple-- is maintaining soil
For Nathan Reed, global positioning satellite technology, precision agriculture which allows optimum use and placement of nutrients and water, and the increasing health. Yes, the "dirt" beneath our very feet is a big factor in sustainability. But why?
Sustainability in Five Languages
The U.S. Sustainability Alliance has worked for four years to share the sustainability highlights from the work of our member organizations through stories and fact sheets-- work our members have done on their own, with the U.S. Federal government, and on an international scale to preserve natural resources. This fall, in phase one of our full site language expansion, we've included a site translation option; now when viewing the fact sheets, use the upper right flag icon to choose: French, Spanish, Italian or German to transform the entire section into a language of choice. Happy Reading!
use of cover crops to protect the soil and prevent erosion, brings many environmental benefits on his cotton farm parallel with sustainable production, As the fourth generation on the family farm in Arkansas, Nathan explains in this video that to him farming is not simply a job, but is a deep connection with the land, his heritage and looking to future generations.
U.S. Peanuts Fact Sheet
Peanuts were introduced to the U.S. by American scientist Dr. George Washington Carver in the late 1860s to improve soil and break the cycle of disease hampering soil fertility in the southeast of the country. Dr. Carver discovered more than 300 uses for the peanut plant, many of these forming nutritious components of the American diet. The U.S. peanut industry continues to improve on Dr. Carver's vision today with further advancements in the sustainability of peanuts.
The U.S. Sustainability Alliance strives to provide current and important stories about America's farmers, fishermen and foresters. Please let us know how we're doing by taking our 1-minute survey.
Copyright © 2018 | The U.S. Sustainability Alliance. All rights reserved.
Permission to reprint information in whole or in part contained on the USSA website is granted, provided customary credit is given.
The U.S. Sustainability Alliance (USSA) is a group of American farmers, fishermen and foresters who have come together to explore and share our values, regarding sustainable practices and conservation programs.
Contact us:
https://thesustainabilityalliance.us/contact-us/ | 1,757 | 843 | {
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Ejercicios de pronombres interrogativos en inglés
A continuación, completa los siguientes ejercicios según las instrucciones dadas.
1. Completa el espacio en blanco
Esto es muy sencillo, solo debes completar el espacio en blanco con el pronombre que corresponde. Más abajo puedes chequear las respuesta para ver si lo has hecho bien.
1.– _______ is your brother, the diplomat, living now?
– He's currently in Egypt. He's thrilled!
2.– _______ did Mark change schools?
– I think it was because he was being bullied all the time.
3.– _______ did you dye your hair pink? It looks cool!
– Thanks! I dyed it last week.
4.– _______ did you manage to fix it?
– Oh, I just followed a tutorial on YouTube. It was easier than it looked!
5.– _______ car is that?
– I think it's Sandra's. Sweet ride, right?
6.– _______ did you speak with at the admissions desk?
– I think her name was Sheila. She was very thorough.
7.– ______ do you prefer: Coke or Pepsi?
– Coke, of course!
8.– ______ did you mean by that?
– Just that you should try being a little bit less selfish.
9.– ______ are you rooting for?
– Federer, of course!
Respuestas
1. Where
2. Why
3. When
4. How
5. Whose
6. Whom
7. Which
8. What
9.
Who
2. Pronombres interrogativos: who, what, how, where
Completa las siguientes oraciones con el pronombre interrogativo adecuado.
1 " time is it?" "It's eight o'clock."
2 " did you get to work?" "By train."
3 is the nearest supermarket?
4 colour are her baby's eyes?
5 old are you?
6 wrote Hamlet?
7 much money have you got?
8 Could you tell me I can buy stamps?
9 long does it take to learn Chinese?
10 are we going to get there if we miss the train?
Respuestas
What time is it?" "It's eight o'clock."
"How did you get to work?" "By train."
Where is the nearest supermarket?
1. What time is it?" "It's eight o'clock."
2. "How did you get to work?" "By train."
3.
Where is the nearest supermarket?
4. What colour are her baby's eyes?
5. How old are you?
6. Who wrote Hamlet?
7. How much money have you got?
8. Could you tell me where I can buy stamps?
9. How long does it take to learn Chinese?
10. How are we going to get there if we miss the train?
3. Formula la Pregunta
Escribe la oración interrogativa correspondiente para responder con el elemento subrayado en cada caso.
1. The children are going to school.
→
2. Amy wrote a letter.
→
3. She called him because she missed him.
→
4. He can tell us something about it.
→
5. My jacket is over there.
→
Respuestas
1. The children are going to school. → Where are the children going?
2. Amy wrote a letter.
→ Who wrote a letter?
3. She called him because she missed him.
→ Why did she call him?
4. He can tell us something about it.
→ What can he tell us about it?
5. My jacket is over there.
→ Whose jacket is over there? | 1,341 | 752 | {
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CITRS is the cornerstone of our philosophy for character education. CITRS Stands for Character, Integrity, Trust, Relationships and Success. How does one integrate CITRS into their lives? We invite you to read the statement below then take the miniassessment to determine your CITRS score.
When you are finished please follow the directions.
The Importance of Character
What is Character: Character is a pattern of behavior, thoughts and feelings based on sound principles, moral strength and integrity, plus the guts to live by those principles every day. Character is evidenced by your life's virtues and the "line you never cross". Character is the most valuable thing you have, and nobody but you can ever take it away.
Why Character is Important: Character in life is what makes people believe in you and is essential both for individual success and for our society to function successfully. Each individual must do his or her part by living a life of INTEGRITY.
When you don't exhibit good character, other people get hurt. But you hurt yourself even more.
When you cheat, your "success" is false. When you break a promise, you are showing that your word is meaningless. When you lie, you deceive others and lose their respect.
All of these examples destroy your reputation and break the TRUST others have in you. Without your good reputation and trustworthiness, your relationships fail.
Relationships: RELATIONSHIPS are the foundation for success in life.
For example, when you destroy the relationships with your friends, you will have no friends. You will be isolated and alone.
When an athlete uses illegal drugs to win, he destroys his relationship with his teammates, competitors, fans, and his sport. When discovered, he is shamed and banned.
When a businessman makes a promise to customers and doesn't deliver, he destroys his relationship with his customers. His customers go elsewhere and his business fails.
By breaking your relationships, you break the foundation for SUCCESS in your life.
Conclusion: Character takes a lifetime to build but can be lost in an instant. Once lost, it is difficult to regain. Often, people decide to act based on short term gain or an easy fix to a problem. Failure to recognize the long term consequences of these acts can be disastrous. By study and focus on the importance of character, you will be guided by principles, moral strength, and integrity to do the right thing. Nothing is more important for your success in life.
So, how is your CITRS? Please take this mini-assessment to arrive at your CITRS score.
On a scale of 1 – 5 indicate which number represents you the best as you read about each of the CITRS elements.
Key:
(1) Needs Much Work
(2) Needs Some Work
(3) Undecided, Not Sure
(4) There is always opportunity to Grow
(5) I am Totally Happy with "My CITRS"
(1) (2) (3) (4) (5)
CHARACTER INTEGRITY TRUST RELATIONSHIPS SUCCESS
In approximately 600 – 1,000 words please:
Explain each of your CITRS scores, why you chose that number, give examples if appropriate;
Write about each component of the CITRS mantra (Character Integrity Trust Relationships Success) telling us how you are going to improve your relationships over the next year as your foundation for success.
EXPECTATIONS AFTER AN APPLICANT IS SELECTED AS A BILLIE JEAN KING CHARACTER AMBASSADOR:
If you are selected as one of the Billie Jean King Character Award recipients you will be asked to participate in CITRS' Character lessons program. Throughout the year you will experience an online program at your leisure. You will be asked to complete some fun and helpful exercises that will hopefully boost your CITRS score.
Follow up 9 months later:
Your final achievement as a BJK Character Award Ambassador will be to write a follow up essay that describes your experience in improving each component of the CITRS mantra (Character Integrity Trust Relationships Success) throughout the program.
CITRS.BJK CHARACTER AWARD CRITERIA.doc | 1,795 | 857 | {
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Tales of the riverman
112 Teach him to swim.
Greenhead Public Baths and Wash-house in William Street (later Templeton Street) in the early 20th century.
Unlike the wonderful continental resorts where Glaswegians enjoy their holidays, there aren't outdoor swimming pools in our immediate area. Things might have been different had ambitious plans for Glasgow Green (our largest park) gone ahead. Back in 1939, work to construct a pool between the People's Palace and Nelsons column began, to provide the city with its very own lido. Unfortunately, due to World War Two, a decision was made to cancel the swimming pool plans and the area was backfilled in the 1960's.
During the early 1800's people washed themselves and their clothes in the river. They swam in the river, they drowned in the river, by the dozen. Glasgow Humane Society was at the forefront of the public demands for proper swimming pools to be built to stop these deaths. This resulted in the building of the Greenhead baths, opened in 1878. The building had a large swimming pool (75 x 40 ft) and a small one (40 x 20 ft. The building remained in use until 1960.
On May 24 th ,1869, at a meeting of the Police Board, an instruction was given to the Sanitary Committee to provide four Public Baths and Washhouses all in terms of the Glasgow Police Act, 1866, clause 387." In 1875 a Special Committee on Baths and Wash-houses was set up.
Many swimming pools and baths were opened under the direct management of this Police Board, and the School Board of Govan who, at this time also covered the area of Partick. There were pools in London Road; Kennedy Street; Greenhead; North Woodside; Cranstonhill; Townhead; Gorbals; Hutchesontown; Springburn; Maryhill; Whitevale; Dalmarnock; Kinning Park; Parkhead; Church St; Balshagray; Lorne St; Bellahouston and others. Private swimming pools were also available. Arlington, Dennistoun and Western.
Glasgow Council organised Community Swimming Clubs, free swimming for pensioners and others, free summer swimming for children. I am unsure of how much of this still exists, but everything should be done to encourage safe swimming.
Let me tell you an interesting story involving swimming.
Bennie Parsonage rushed upriver when he heard that a child had fallen into the water off the banking. Fortunately, a passing man, who was unemployed, and having an afternoon walk, jumped in after the child and managed to bring the youngster to the banking and lift the child out. Bennie had only to see that the man and the child were none the worse of their dip and left a Policeman, who had been summoned by the public, making notes, arranging dry clothes and parental attendance. The Police Officer and Bennie were later discussing how really brave the man had been, as they had discovered that although the man was a non-swimmer, he had not hesitated to jump into the river after the child and bring him to the bank by means of a "doggy paddle". A magnificent rescue. It was decided that Bennie would ask his friends in the Corporation (Town Council) to find employment for this brave man. Arrangements completed, the rescuer as instructed, reported to the Greenhead swimming pool to work. The Boss of the pool phoned Bennie and asked "What's this all about Bennie, sending me a man that cannot swim?" Bennies reply was "The man deserves a job because of his bravery, He was exceptionally brave because he could not swim. He is a good man. so, teach him to swim" (which they did). Never judge a book by its cover.
In my young days teaching swimming and lifesaving at a Council pool.
© Parsonage George | 1,444 | 808 | {
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`
Tantallon Senior Elementary School
Code of Conduct
Mission Statement
In an atmosphere that values the exchange of ideas and the promotion of mutual respect, Tantallon Elementary School works together to facilitate the growth and development of thoughtful, skillful and caring life-long learners.
Commitment Statement
Our vision is to foster a school environment that is a safe, healthy and caring community for learning and teaching. Our school has a range of proactive interventions that teach expected behaviours to promote the learning of self control, reinforce positive behaviours and reduce inappropriate behaviors. PEBS (Positive Effective Behaviour System) continues to contribute to reinforcing positive behaviour as the norm in our school.
Positive Effective Behaviour System (PEBS)
The PEBS model focuses on creating and maintaining primary systems of behavioural supports that improve the learning environment for all students, staff, parents/guardians, community members and visitors by reducing inappropriate behaviour and increasing expected behaviour. Every student, staff member and parent/guardian will understand the expectations at Tantallon Elementary School in terms of Respect in all settings: Cooperation, Attitude for Learning, Environment and Self (CARES). It is vital that expected school behaviours be taught at both home and school.
School wide expectations are reinforced by directly teaching the positive strategies. Consequences of inappropriate behaviours will be chosen primarily for their educational value, and support students in their learning of the expected behaviour. Minor behaviours will be addressed immediately by an attending staff member. Major and chronic minors will be referred to the administration and documented on an office referral form and communicated to parents/guardians. Consequences for inappropriate behaviour will be individually chosen for each student and will depend on the frequency and severity of the inappropriate behaviour. Factors that will be considered are age, special needs, and/or social/emotional/cognitive abilities.
Our School Code of Conduct is aligned with provincial and regional policies. It is an evolving document that will be reviewed yearly.
`
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Glossary of Terms:
Bullying- occurs when a student or group of students targets an individual repeatedly over time, using physical or psychological aggression to dominate the victim
DOE – Department of Education
Liaison Officer- This is an RCMP officer from the Tantallon area who supports the school curriculum in various ways. They are our connection to the policing community.
PEBS – Positive Effective Behavior Systems- "is an application of a behaviourally – based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs" (pbis.org).
RCH – Race Relations Cross Cultural Understanding and Human Rights
SAC – Student Advisory Council
SPT – School Planning Team
Time Out/Time Away- This refers to the student being removed from a particular setting in order to cool down before returning to activities. Places to cool down may be varied; however, this does not refer to a Time Out room. | 1,487 | 598 | {
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Descriptor Code: GAAC-E3
ACCESS TO RESOURCES AND SERVICES IN THE SCHOOL LIBRARY MEDIA PROGRAM
An Interpretation of the LIBRARY BILL OF RIGHTS:
The school library media program plays a unique role in promoting intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem solving skills needed in a pluralistic society. Although the educational level and program of the school necessarily shapes the resources and services of a school library media program, the principals of the Library Bill of Rights apply equally to all libraries, including school library media programs.
School library media professionals assume a leadership role in promoting the principals of intellectual freedom within the school by providing resources and services that create and sustain an atmosphere of free inquiry. School library media professionals work closely with teachers to integrate instructional activities in classroom units designed to equip students to locate, evaluate, and use a broad range of ideas effectively. Through resources, programming, and educational processes, students and teachers experience the free and robust debate characteristic of a democratic society.
School library media professionals cooperate with other individuals in building collections of resources appropriate to the development and maturity levels of students. These collections provide resources, which support the curriculum and are consistent with the philosophy, goals, and objectives of the School District. Resources in school library media collections represent diverse points of view on current as well as historical issues.
While English is, by history and tradition, the customary language of the United States, the languages in use in any given community may vary. Schools serving communities in which other languages are used make efforts to accommodate the needs of students for whom English is a second language. To support these efforts, and to ensure equal access to resources and services, the school library media program provides resources, which reflect the linguistic pluralism of the community.
Members of the school community involved in the collection development process employ educational criteria to select resources unfettered by their personal, political, social, or religious views. Students and educators served by the school library media program have access to resources and services free of constraints resulting from personal, partisan, or doctrinal disapproval. School library media professionals resist efforts by individuals or groups to define what is appropriate for all students or teachers to read, view, hear, or access via electronic means.
Major barriers between students and resources include but are not limited to: imposing age or grade level restrictions on the use of resources, limiting the use of interlibrary loan and access to electronic information, charging fees for information in specific formats, requiring permission from parents or teachers, establishing restricted shelves or closed collections, and labeling. Policies, procedures, and rules related to the use of resources and services support free and open access to information.
The School Board adopts policies that guarantee students access to a broad range of ideas. These include policies on collection development and procedures for the review of resources about which concerns have been raised. Such policies, developed by persons in the school community, provide for a timely and fair hearing and assure that procedures are applied equitably to all expressions of concern. School library media professionals implement district policies and procedures in the school.
End of Apple Creek Exhibit GAAC-E3
Adopted: September 15, 2014 | 1,714 | 663 | {
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Summer Jobs for Youth
Across the country, local communities are using summer jobs programs to provide at-risk youth with their first job. Summer jobs programs place youth, typically 14-to-24-year-olds, into jobs in the public, private, or nonprofit sectors for about five to seven weeks. Unfortunately, over the last several years decreased federal funding has limited the number of available program slots. A J.P. Morgan Chase study of fourteen major U.S. cities found that programs were only able to provide opportunities for 46 percent of applicants in 2014. Stronger federal investments in summer jobs programs are needed to ensure more of our nation's low-income and at-risk youth have the chance to reap the benefits of a good summer job.
Summer jobs give young people a chance to gain valuable work experience, develop skills, and earn a paycheck.
- Summer jobs provide youth with the early work experiences and mentors that can put them on the path towards better employment outcomes.
- Many summer jobs programs enable work-readiness training, career planning, and education, providing youth with opportunities to develop skills and explore various career options.
- A 2016 study of New York City's Summer Youth Employment Program (SYEP) found participants increased their earnings by nearly $900 in the year of the program participation. For youth from lowincome families, wages from summer jobs also provide much-needed income.
Summer jobs encourage youth to stay connected to school.
- Research shows that summer jobs programs may help in-school youth remain connected to the education system.
- A 2014 study of the New York City's SYEP found that after program participation, youth older than 16 increased their school attendance by four or five additional days compared to their previous fall semester attendance. This increase in attendance represented 25 percent of the total days students are permitted to miss school and still continue on to the next grade.
- A 2015 study found that New York City's SYEP participants were more likely to attempt and pass statewide exams.
Summer jobs prevent crime, reduce incarceration, and save lives.
- Summer jobs "keep youth out of trouble" by providing youth with positive, productive activities that decrease their likelihood of committing or becoming the victims of crimes.
- A 2014 study of Chicago's summer jobs program shows that the program reduced violent crime arrests among at-risk youth by approximately 43 percent, with crime reduction benefits lasting over a year after the program had ended.
- A 2016 study of New York City's SYEP found participants had a 10 percent lower incarceration rate and 20 percent lower mortality rate than non-participants. | 1,164 | 523 | {
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Up Front
New Castle's Newfound African American History
By Bette McDevitt
When the Lawrence County Historical Society invited Jean Speight to present a program on the history of African American residents of New Castle, things took an interesting turn. A missing history was gathered and written, to be read by future generations.
For 25 years, Speight, a retired elementary school teacher, had presented programs on black history to packed audiences at the Second Baptist Church. But when it came to local history, she was up against a wall. There were no records, so Speight did what any resourceful person would do: "I decided to get the black folks that lived it to come and talk about it." Then she wrote it down.
Speight was inspired by a project called "American Slave Narratives" undertaken by the Works Progress Administration from 1936 to 1938. She composed a questionnaire in January 2010 and sent it to 32 elders in the black community of New Castle ranging from age 60 to 95, inquiring about their family roots and their arrival in the area, their work, their churches, and their memories. She encouraged the elders to share the questionnaire with relatives who no longer lived in the community, and to bring their written responses and memories for an evening's discussion one month later in the Lawrence County Historical Society Center. One partially blind and deaf respondent, in her 90s, wrote (in longhand) a four-page scholarly dissertation explaining that the boll weevil's arrival in southern cotton fields caused the blacks' northern migration.
History came by word of mouth from locals. "There was often, in the responses to the interviews, mention of a Reverend W.W. Nelson, a pastor at Second Baptist, who returned to his hometown in Virginia and urged people to join him in New Castle and work in the tin mill here. There was also mention of a P. Ross Berry, a fine bricklayer who did the brickwork on the courthouse and a local church in 1851, before moving to Youngstown. Now Mr. Berry must have had a momma and a daddy, and why weren't they mentioned?" Speight did find, in an early census, a Thomas Berry, who was a barber.
The evening's diverse audience of 50 people was the largest in attendance at any event held in the Historical Society Center. "My opening remarks were that when you read a history of New Castle, there is no mention of black folks. For example, the AME Zion Church was founded in 1844. Now, why was that not included in the history of New Castle? I read every book on New Castle history at the public library and the Historical
Society Center," said Speight. She found just one photo referencing African Americans, showing hod carriers at a local mill.
One woman said she had traced her family back seven generations and discovered that her four-times-removed grandfather was given to a white family as a wedding gift. Most African Americans cannot do that much genealogy. Enslaved Africans, as shown in Valerie McDonald's research and resulting 2008 University of Pittsburgh exhibition at the Heinz History Center titled Free at Last?, were listed by first names only and as "property." Slave ship manifests listed, if anything, first names only. And when they arrived, African Americans were forced to take their owner's family name, creating further obstacles for genealogists.
Speight grew up in Cowan, Tennesee, and moved to New Castle early in her marriage. She believes she found her family roots in Gambia. "I was walking through a village there and these people grabbed me and said 'Come see your sister!' and we followed them to a woman at a stall who looked like a member of my family. So I think I am a member of the Wolof tribe from Gambia, based on my facial features and body structure. I choose to believe that."
During the conversation at the Historical Society Center, many people recalled
living in company houses near the mills with Hungarians and Poles; as incomes increased, workers moved into segregated neighborhoods. Elders recalled that their mothers didn't work outside the home, but took in laundry and did ironing for white families. In later years, they worked "on the hill" cleaning houses for white families, and it was common knowledge that they better not be caught "on the hill" after dark.
Young people in the audience asked what they did for fun, and elders described games such as "kick the can" before the conversation turned, with discreet giggling, to the speakeasy
Jean Speight Photo courtesy of Jean Speight.
or "juke joint" where they were forbidden to go, and then to the bordello, which brought puzzled looks to the younger faces. One woman in her mid-90s explained in a matterof-fact tone what went on there.
Society. "Then there will be a written record of black folks in New Castle," she said.
No one wanted the evening to end, but by 10 o'clock, the board members brought it to a close with promise of another conversation. Speight plans to gather the written information, along with photos and a visual recording, and present it to the Lawrence County Historical
Jean Speight and the Historical Society will host another presentation on February 9, 2011 at 7 p.m.
Bette McDevitt is a regular contributor to Western Pennsylvania History. | 2,010 | 1,113 | {
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OLD COWTOWN MUSEUM BUSINESS DISTRICT BARBERSHOP
1 . The Barbershop represents a business and social institution of Wichita during the 1870s.
2. Barbershops were sometimes referred to as "shaving saloons."
3. Barbershops catered to the permanent residential community and the transient population. Some barbershops had facilities for bathing.
4. Due to the barbershop's gender-specific orientation and its bathing facilities, the barbershop often reflected the atmosphere of a men's club -- a place for men to get together and gossip, socialize and occasionally conduct business.
The Barbershop, located in the Business District of Old Cowtown Museum, represents a business and social institution of the expanding metropolitan community of Wichita during the 1870s.
In the early 1870s, there were several "shaving saloons" in Wichita. Both permanent residents and transient visitors patronized the barbershop. Many of the regular customers had their own shaving mugs with their names and an illustration of their vocations on them. Once or twice a week, a townsman would come in for a shave and the barber would mix the lather in the man's personalized mug from a bar of a popular soap such as Williams Shaving Soap.
where a man could take a bath. During the cattle season in Wichita, after weeks on a cattle drive, cowboys would come first to the barbershop for a shave and a bath before moving on to the saloon for refreshment, relaxation, and entertainment. The facilities for baths were provided for the transient population at large: newcomers, cattle drovers, cowboys, traders, hunters, traveling salesmen, performers, and railroad employees.
Some barbershops, like the one interpreted here, had a back room
In issues of the 1872 and 1873 Wichita Cj!y Eagle, J.B. Thompson advertised under the heading "Shaving Saloon."Shaving, hair-cutting and dressing done in the latest style of art. Baths, hot or cold, 50 [cents]. Soap, towels, and Lilac Water (a bathing cologne), were generally available at extra cost.
During the 1870s, no "self-respecting" woman would ever set foot in a barbershop for fear of catching a glimpse of a man in the Bath Room. Often the barbershop took on the atmosphere of a men's private club -a place to gossip, socialize, and occasionally conduct business.
A Close Shave and a Hot Bath
Shaving, hair cutting and dressing done in the latest style of art. Baths, hot or cold, 50 (cents). J.B. Thompson -The Wichita City Eagle, 1873
Late 19 th century barber shops provided local residents and visitors to Wichita with grooming services and bathing facilities. Local residents frequented barber shops, which were also called shaving saloons, on a regular basis. The men of the town often kept personalized shaving mugs at their favorite shop. While they were there, patrons swapped stories, advised each other in politics, read the local papers, and enjoyed an atmosphere of a private men=s club. Transient visitors, such as cowboys and others associated with the cattle industry, would visit the shops for shaves, hair cuts, and for a long anticipated bath at the end of a trail drive. Given the nature of these establishments, it is clear that women were not among the patrons | 1,314 | 724 | {
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The Fairtrade and Climate Justice Film Night
Mark Fairtrade Fortnight with a special film night! We've pulled together a selection of films that explore what climate justice is all about, and why choosing Fairtrade is one simple step towards tackling the unfair climate crisis.
Each film comes with a set of questions you can use to prompt discussion after you watch the film. Of course you can also mix in your own films and questions. Let us know how your film night goes by emailing firstname.lastname@example.org
Film number 1: Guardians of the Rainforest
Film summary: Although produced with younger audiences in mind, this film about Fairtrade farmers protecting biodiversity is suitable for all ages. Throughout the film we get to know a family of cocoa farmers in Sierra Leone, who adopt 'forest friendly farming' techniques to protect their local environment, which is an area of highly biodiverse rainforest.
Watch it on Youtube: https://youtu.be/Yp9VXT-X918 or download from https://bit.ly/FairtradeFilmNight
Some questions to discuss after watching the film:
1 Forest Friendly Farming means farming sustainably, why do you think this is important to the communities farming in Sierra Leone?
2 How important was it for these families to earn a fairer income for their work? How do you think that might change their lives?
3 How is the forest protected by forest friendly farming techniques?
4 Why is it important to protect the areas of rainforest like the one in the film?
5 How does choosing Fairtrade help protect rainforests like the one in the film?
1
Film number 2: The Unfair Climate Crisis
Film summary: A selection of expert panelists discuss how the Climate Crisis impacts people unequally, and how climate justice relates to broader inequalities of trade, racial injustice and colonialism. One hour long.
Watch it on Youtube: https://youtu.be/ixCmoexAAyk or download from https://bit.ly/FairtradeFilmNight
Some questions to discuss after watching the film:
1 What elements of the climate crisis do you think are most unfair?
2 What would 'Climate Justice' look like ?
3 What should wealthy countries, who have the most responsibility for the crisis, do to take responsibility for the climate crisis?
4 What links to you see between colonialism, ongoing racial injustice and the extreme global inequality Fairtrade seeks to address?
5 Many of the speakers describe themselves as 'activists.' What activism or activist inspires you?
2
Film number 3: Fairtrade and the Climate Crisis
Film summary: This short three minute explainer film outlines how and why choosing Fairtrade is a positive action in global efforts to tackle climate change.
Watch it here on Youtube: https://youtu.be/0xQP6tVlcxg or download from https://bit.ly/FairtradeFilmNight
Some questions to discuss after watching the film:
1 Eco-friendly policies are central to the Fairtrade Standards. What eco-friendly efforts can we make it our own lives to stand with farmers working in line with the Fairtrade Standards?
2 Why do you think climate change threatens the future of some of our favourite foods?
3 How can we help more people understand the link between choosing Fairtrade and tackling the climate crisis?
4 How do you think the extra income Fairtrade can offer farmers and workers helps them take on the effects of climate change?
5 What do you think is the main challenge that farmers and workers in low-income countries face due to climate change?
3
Film number 4: Climate Crisis: Farming on the Front Line
Film summary: A selection of Fairtrade farmers talking about the impacts of climate change, what they are doing to adapt and how Fairtrade is a key part of building a more sustainable future. Three minutes long.
Watch it here on Youtube: https://youtu.be/G_G_AUzm9P8 or download from https://bit.ly/FairtradeFilmNight
Some questions to discuss after watching the film:
1 Do you think people in wealthy countries have an ethical responsibility to lead action on climate change? Why?
2 How does listening to the perspective and experience of Fairtrade farmers make you feel about the global fight against climate change?
3 What questions would you ask the Fairtrade farmers in this film if you could?
4 What do you think Fairtrade farmers may learn in the Climate Academies mentioned in the film?
5 Do you think people understand Fairtrade also offers training and knowledge-sharing sessions to farmers taking on the climate crisis? What can we do to spread the word?
4 | 1,858 | 923 | {
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İris Üstünoğlu
What is the impact of literature on people's comprehension of democracy?
In a world of turmoil caused by cultural and idealistic differences, only a few means have the power to bring people together no matter their background or way of living; one of which is literature. As Honoré de Balzac said, "Reading brings us unknown friends.". While reading, all differences between readers disappear and they all become one; books lead them to unite in the desire of understanding the meaning of the written words. This is why literature is an essential factor in the teaching of democracy.
The definition of democracy in the dictionary is as stated: "the belief in freedom and equality between people, or a system of government based on this belief".
The importance of equality and freedom is first taught to a person in school: with the guidance of teachers and the books they assign to them.
These books consist of well-known works such as 'Pinocchio' or 'Alice's Adventures in Wonderland' or 'Tales from the Brothers Grimm" and so on... In some years, the books assigned by teachers transform into titles such as "Animal Farm" and "Fahrenheit 451" and "To Kill A Mockingbird" in high school just to name a few. I'm sure these titles sound very familiar to all of you.
These so-called 'classics', are read by students of a similar age all over the world, which allows them to take place in what we call "globalization". Also, many of these "classics" stay around for a long time and the reason why is perfectly summarized in a quote by Italo Calvino: "A classic is a book that has never finished saying what it has to say.". The reason why some books become immortalized is that their message is still relevant, or in some cases, still not resolved in the 21st century.
Students reading the same books doesn't mean that they will have the same opinions on everything. As Edmund Wilson said; "No two persons ever read the same book." After having read these books, students compare their knowledge, critisize the subject, and synthesize their thoughts which makes the outcome diverse for each reader. For example, a student, having read and liked a book from Russian literature will have a different point of view from a student who likes to read Greek scriptures and plays.
Democracy is directly connected to this notion, as for a democracy to take form, oppositions are needed. Only people who think differently but who try to understand each other and reach a compromise, can form a healthy democracy. Consequently, literature and literacy are vital for the public to be able to understand themselves and this way, sustain a functioning democracy.
I would like to end this speech by quoting Ursula K. LeGuin: "We read books to find out who we are. What other people, real or imaginary, do and think and feel... is an essential guide to our understanding of what we ourselves are and may become." | 1,105 | 610 | {
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Buzzards Class Summer Term 1
Here is our topic for this half term, please use it to support your child's learning.
As mathematicians we will:
As Athletes we will:
* Understand place value in various forms
* Consolidate our addition and subtraction skills
* Apply our knowledge to problem solving
* Develop our knowledge of the multiplication tables
* Develop our division and multiplication skills
* Develop our knowledge of fractions
* Investigate geometry
* Develop our knowledge of decimals, fractions and percentages
* Discuss our learning with others using mathematical vocabulary
As Authors we will:
❖ Write an information text on the environment
❖ Write a narrative including speech
As readers we will:
❖ Develop our reading and comprehension skills through guided and shared reading
❖ Discuss our reading with others
❖ Aim to read at home 4 times per week
As Musicians we will:
❖ Use our voice as an instrument
❖ listen with attention to detail and recall sounds
❖ appreciate and understand a wide range of music
❖ develop an understanding about the history of music
❖ Developing our skills with athletics
❖ Take part in a competitive game such as cricket and rounders
The Big Question:
What is the impact of climate change?
As Citizens we will:
❖ Learn how to make healthy choices
❖ Learn how to keep myself emotionally well
❖ Know and understand what triggers stress and anxiety
❖ Understand about different types of drugs and how these effective his body
❖ Understand how people can be exploited to do things against the law
E
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l
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d
As RE investigators we will:
❖ Investigate Hinduism
❖ Explore why Hindu's focus making good choices
As Geographers we will:
* Understand the different climate zones around the world
* Explore the use of natural resources and how they help the environment
* Locate the environmental regions from around the world
* Identify the key features of the Earth
* Explore the importance of caring for the environment
As Artists we will:
❖ Use water colour to create a local scene
As DT Technicians we will:
❖ Focus on this in our next big question
As Computer Technicians we will:
❖ Understand what a text adventure is
❖ Suggest alternative plans to text adventures
❖ Code, test and debug a text adventure
As linguists we will:
❖ Focus on being on learning about French towns
❖ Developing our confidence with language | 1,100 | 520 | {
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Visiting an event as participant
HANDBOOK
(developed by the Youth Committee of the European Choral Association –Europa Cantat in 2008)
A. Before the event
- Inform yourself about the city/country you will go to
- What do you have to visit, to see, to eat, etc
- What is your atelier? What do you have to prepare?
- What do you expect from the event?
- What could you bring to the event from your own country? (food, drinks, nice music, pictures,...)
- Take some music with you for exchanging
- Bring 'visiting cards' to be able to exchange contact details with your new friends
- Bring your camera if you have one or create space on your mobile phone for new pictures and videos
- Bring dictionaries or install them on your phone – to translate from your native language to English, so you can talk to others, and from your native language to the language of the host country so that you can go shopping, order a beer etc. / or look up the most important words you may need in advance
- Consider bringing an instrument (guitar, recorder, harmonica, etc.) to make music together with others, and maybe to practice your parts
- Bring your most funny, best act: there will be possibilities to share this with new audiences and you definitely will regret it if you forget to bring it
B. During the event
- Check out the city
- Check out where the events are taking place
- Check the programme and make a plan: what do you want to hear in the event?
- If you are attending a festival / singing with ateliers – make sure to visit all rehearsals of your atelier so that you will be well prepared for the final concert
- Go to the open singing and discover the special feeling of singing together with many other – just for fun, and discovering new repertoire
- Talk to other participants from other countries and choirs, ask them how they work, how things are done in their country, try to learn some words in a new language from them – and tell them how things work in your country and your choir, and teach them the most important words in your language
- Watch out for special events
- Make sure to check the message boards or social media of the event so that you won't miss important information / changes / announcements etc.
- Watch out for nice places to spend the evening together with others
C. After the event
- give feedback about the event to the organisers
- stay in contact with new friends
- talk with other musicians about the event
- share what you have learned with your friends
- ask your conductor to inform you whenever there is new information about future similar activities or sign up for the electronic newsletter of your association directly
- share your experience: you have become one of the important messengers for choral music!
- Don't forget to register for the online communities related to the event, to stay informed about new pictures, movies, other events etc. | 1,047 | 627 | {
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Brook stickleback
That's certainly the case with the brook stickleback, a tiny native fish found only in northeastern Montana waters. This little oddball—a species actually related to oceandwelling seahorses—occasionally shows up in bait buckets, accidentally collected along with minnows and shiners. But for the most part, it remains invisible.
Scientific name
Culaea inconstans By Tom Dickson ne of the most intriguing—and frustrating—things about fish is that we so rarely see them. The exception is when anglers haul one up from below the water surface. But because the vast majority of Montana's 85 fish species aren't caught, few of us ever get a chance to view and appreciate these marvelous members of Montana's natural history. O
Culaea is a name that scientists created for this unique group of fish, and inconstans is Latin for "variable," the meaning of which is unclear.
Identification
The brook stickleback is a medieval-looking fish unlike any other in Montana. It has a large head, large eyes, scaleless sides covered with a row of bony plates, five welldefined spines on its back, and a tiny pelvic fin comprising one spine and one soft ray.
This two- to three-inch-long fish is olive green, with mottled light spots and dark wavy lines along the sides. It has a long, beaklike snout, tiny needlelike teeth, and a protruding lower jaw.
Habitat and Range
As the name suggests, the brook stickleback lives in streams, though it's also found in some rivers, lakes, and ponds. It seems to do best in cool, clear waters with abundant vegetation.
is the westernmost range (in the Lower 48) of a species mainly found in the upper Midwest. Like Montana's freshwater drum, another fish closely related to saltwater species, the stickleback likely ended up in the middle of North America after oceans receded and the fish evolved from marine animals trapped in inland waters.
Eat and Eaten
The brook stickleback eats about anything it can get in its tiny mouth. Food includes water fleas, algae, fish larvae, and ants and other small terrestrial insects that fall into streams.
Despite its formidable spiny defense, brook sticklebacks are eaten by many piscivores, including sauger, walleye, yellow perch, crappies, sunfish, bass, and some fish-eating birds such as kingfishers.
Reproduction
No studies of brook stickleback reproduction have been conducted in Montana. Based on research in midwestern states, it's a bizarre affair involving a fair bit of nursery room destruction and repair.
Spawning begins in late spring. The male, which turns a velvety black, builds a nest of algae, sticks, and other plant matter using a sticky secretion formed in his kidneys. With his mouth, he shapes the golf ball–sized structure, which is attached to an aquatic plant stem, and then opens a cavity in the nest.
When a female enters his territory, he rams her a few times with his head then nudges her toward the nest opening. After entering, she vibrates vigorously, releasing eggs, then plunges forward, bursting out the back of the structure. The male enters and releases milt before patching up the hole. Then he guards the eggs. Just before they hatch, he tears apart the nest with his mouth, creating a larger, meshlike area where the tiny fry can hide from predators for a few days before heading out on their own.
Conservation Status
Because so little is known about brook sticklebacks, no one knows how they are faring in Montana. As in other states, the biggest threats to this clean-water species are likely silt and nutrients washing into streams from farm fields.
In Montana, it's found mainly in the Milk River and its tributaries as far west as Havre, and in Fort Peck Reservoir and the Missouri River downstream to the North Dakota border. As is the case with several eastern Montana fish, such as the shortnose gar, this
Tom Dickson is editor of Montana Outdoors.
MONTANA OUTDOORS
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Robin's Class Overview- Spring Term 1
Here is our topic for this half term, please use it to support your child's learning.
As Linguists we will:
❖ Have daily phonics and spelling lessons revising and learning our phonemes and spelling rules (Read, Write, Inc).
❖ Read individual letters and digraphs by saying the sounds for them.
❖ Sequence and discuss events in stories.
❖ Use adjectives and descriptive language to describe the characters in our stories.
❖ Write simple words and sentences using the new and old sounds that we have learnt.
As Mathematicians we will:
❖ Identify common 2D and 3D shapes and identify some of their quantities.
❖ Identify, order and represent numbers.
❖ Problem solve and apply what we have learnt to different challenges.
❖ Learn how to measure and solve problems using length and height and weight and volume.
❖ Take part in two outdoor sessions of Physical Education per week.
As Athletes we will:
❖ Move in different ways in gymnastics.
❖ Learn how to work with others in team games.
The Big Question: What journeys do the characters in our story books go on?
Focus book- 'The snail and the Whale'.
As Citizens we will:
- Understand that if we persevere we can tackle challenges.
- Set a goal to work towards it.
- Use kind words to encourage others.
- Show an awareness as to how working hard now can help us in the future.
- Reflect on how I have met my goals.
As Geographers and investigators:
- Learn about different countries and locate them on a map.
- Learn and find out about how we use different modes of transport to move to travel to different locations.
- Find out if all of the countries are the same and what is different or the same about them.
- Learn why we may use or need a map.
- Find out about why people may like to travel to different countries and what they might see and do when they get there.
- Talk about places that we have been to.
As Artists and Design Technologists we will:
- Use watercolour to paint scenes.
- Use tissue paper and collage.
- Design and create our own characters.
- Create a map of a wild adventure.
- Create and draw to create reflections of the seasons around us.
- Create our own potions and make a song.
As Computer Technicians we will:
- Learn how to keep safe when using the computer and internet.
- Learn simple how to use simple programs on the ipad and Chrome books.
-
Learn how to create simple animations (y1).
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Crepe Myrtle Bark Scale
Since 2013, in west Tennessee, there has been a suspicious decrease in the health and appearance of one of the South's ubiquitous flowering tree species, the crepe myrtle. If you live in the Mid-South, you most likely have a crepe myrtle in your yard or certainly in your neigh-
borhood. For years, these trees have been "bullet proof" without any major natural insect enemies or diseases. Now we have seen the same issue spread into other parts of the Memphis-Metropolitan area as well as North Mississippi. Shrubs, grass, walkways, and vehicles underneath the canopies of these crepe myrtles may show a sticky substance and look to be turning black along with the tree itself. The pest causing this damage is called Crepe Myrtle Bark Scale (CMBS).
A few facts about CMBS
* Adult female, what you may see on the tree, are round and gray-white in color
* Adult female is immobile – no wings or legs
* Adult male has wings but doesn't feed
* Immobile in its adult stage
* The eggs are laid underneath the insect.
* After hatching, the juvenile crawlers will find a spot and then mature
* Two-three generations throughout the season
Where did they come from?
CMBS is more than likely a scale species found on crepe myrtles native to Asia. The original U.S discovery was made outside of Dallas, Texas in 2004. It has since spread to Louisiana, Oklahoma, Georgia, Arkansas, and was first identified in Germantown, Tennessee in 2013. During the 2014 season, infestations were identified in Collierville, Cordova, Fayette County, and North Mississippi. Even though the juvenile crawlers are mobile, they do not venture very far from where they hatch. The most probable ways for the scale to cross such long distances is by birds and transplanted crepe myrtles. If purchasing a crepe myrtle, be sure to inspect your plant for any symptoms to ensure you are not inviting it into your landscape.
Damage they cause
Damage occurs in two ways. The scale insect uses its straw-like mouth part to pull sap from the vascular tissue of the tree and a fungus called sooty mold grows on a secretion made by the scale referred to as "honeydew". While the sooty mold does not attack the plant it is covering, it will create an artificial shade that blocks sunlight and obstructs the trees ability to produce food. The death of a tree has
Sooty mold growing on honey dew secreted by the scale.
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Home | About | Teachers Scientist Index
WATCH Erika Ebbel videos
What role do suicidal crocodiles play in Erika's life? Has she ever been blinded by science? What's the stickiest part of a beauty pageant? Watch
Other Posts
It's A Secret Life Wedding!!
Erika Ebbel Teaches You The Gown Walk!
Self-Improvement
Q&A With Erika
Erika, Mrs. Kolbert, and The Kids
Posted by Tom Miller | 22 March 2010 Share http://www.pbs.org/wgbh/nova/secretlife/scientists/erika-ebbel/show/erika-mrs-kolbert-and-kids/
Fourth graders have secret lives too: animators, chefs, artists, herpetologists, tennis players, etc. Today's post is from Florida teacher, Lee Kolbert, who recently used video conferencing to arrange a meeting between her fourth graders and our beloved Secret Lifer, Erika Ebbel. (And see our update below with Lee on TV!)
What do growing crystals, measuring centipedes, and Butt Glue have in common? They are among the many things my students learned about last week while videoconferencing with "Secret Life of Scientists" celeb, Erika Ebbel. Most kids imagine scientists to be rather geeky, with their entire day's schedule filled with test tubes and data charts but the "Secret Life" series does a great job of breaking that stereotype by profiling successful scientists who are also jugglers, extreme athletes, rock stars, foot photographers, and beauty queens! Yes, beauty queens! And so, Erika is an MIT graduate, current biochemist, and a beauty queen who won Miss Massachusetts in 2004. So, when I was approached to blog about Erika, my response was, "How about a videoconference instead?" What a great opportunity for my 4th graders to learn something about stereotypes and science at the same time.
The timing was actually perfect because we were in the midst of our Science Fair projects. So, I figured, why not encourage the students to ask Erika questions pertaining to their projects (in addition to any other questions they may have). The students and I prepared by watching Erika's videos from the site and having some brief discussions in class.
Erika visits Lee's classroom Friday arrived and my students had never been so quiet and well behaved! They sat excitedly as I launched my web browser and then we saw Erika pop in! They were so excited! They loved seeing her "in-person" and they loved the fact that she could also see them.
http://www.pbs.org/wgbh/nova/secretlife/scientists/erika-ebbel/show/erika-mrs-kolbert-and-kids/
After a brief introduction where Erika spoke about her background, how she got involved with the "Secret Life of Scientists" series, and what she is currently working on, a few of my students got their chance to stand before the camera and speak directly to Erika.
"How can I measure centipedes without getting bit?"
"How can I be sure I'm applying the same force to my hovercraft each time I give it a push?"
"How long does Butt Glue last?"
"What do people want to talk to you about the most, beauty pageants or science?"
"What was the first Science Fair project you won?"
The fourth graders talk with Erika Ebbel Erika spoke about many of the challenges she faced in pageant competition as well as with her own Science Fair experiments which, as it turned out, were not unlike some of the challenges my students are facing with their own experiments. Speaking with great ease, Erika answered my students' questions, elaborated beautifully giving thoughtful anecdotes, and gave us all a lot to think about.
Bringing Erika into my class was a great experience for my students in so many ways. Beyond the obvious of getting to talk to a real-live scientist and beauty pageant queen (try that with a textbook), my students really enjoyed the "Secret Life" premise and have now created their own "Secret Life of Students" profiles where they wrote 3rd person articles about themselves and their areas of expertise. This has given us all a chance to get to know each other better and some of my more shy students an opportunity to shine.
Some of my students even posted on their own blogs about the experience. Additionally, I posted about it on my class blog, hoping to inspire other educators to do something similar.
Thank you Erika, for taking the time with my class and inspiring my students to work hard, be resourceful, and not give up. Thank you also to Karen Laverty and Tom Miller who helped facilitate the entire project.
The SLoS Team sends along huge thanks to both Lee and Erika! And you can learn more about Erika's ongoing work with children by visiting Whiz Kids.
UPDATE: Here's more from Lee: http://www.youtube.com/watch?v=3Pmcp3orl7w | 1,926 | 1,041 | {
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Wirral Community
Health and Care
Games and activities to help develop attention and listening for young children at home
Ready, Steady, Go! games
Your child should wait until you've said "go" before each turn. Increase the length of time your child has to wait for "go".
Action songs, rhymes and stories Ideas to try:
Ideas to try:
* roll a ball/car between you and your child
* build a tower of bricks or stacking cups together and knock it over
* your child pinches the end of an inflated balloon and waits for "go" before they let go of the balloon
* play with a click clack track/ garage. Your child waits for "go" before sending the car down the chute/track
* use shakers or drums. Your child waits for you to say "go" before they can play the instrument
* your child waits for you to say "go" before they can run to pop the bubbles
Take turns in simple games
Increase the amount of time your child will sit to take turns.
Ideas to try:
Take turn to...
* add a brick to a tower
* put a piece in a jigsaw
* post pictures in a post-box
* roll a ball to each other
Reproduced with kind permission from Children's Speech and Language Therapy Services - Leeds Community Healthcare.
* sing songs together such as "wind the bobbin up", "the wheels on the bus", and encourage your child to join in and copy the actions. Leave pauses in the song so that your child has a chance to fill in the gaps
* look at books together and encourage your child to sit and listen and join in with their favourite parts of the story
Play listening games
Ideas to try:
* use sound lotto games. You can download applications on some mobile phones, look on the internet or you could buy/make one. Play the sounds and see if your child can point to the picture that matches the sound
* make noises with rattles, keys, instruments and see if your child turns to the noise
* use musical instruments. See if your child can copy the number of beats or shakes
* hide things that make a noise (eg, a wind-up toy, musical box). See if your child can find the toy by listening to the sound
* hide behind a chair and make a sound such as a giggle. See if your child can find you
* play 'Simon says….' Encourage your child to listen to the instruction before carrying out the action eg, clap your hands, touch your nose, stamp your feet
* play musical statues - your child listens for when the music stops and then stops dancing
If you would like this information in another format, please contact the Your Experience Team on freephone 0800 694 5530. Alternatively you can email firstname.lastname@example.org
© Wirral Community Health and Care NHS Foundation Trust | 1,008 | 608 | {
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Breastfeeding and Returning to Work . . . Working Out the Details
Your breastmilk is the only food and drink your baby needs for the first 6 months of life, according to doctors' groups and public health officials. Babies grow and develop a lot during the first year of life. Breastfeeding helps keep your baby healthy and strong. Babies can breastfeed up to—and past—their first birthday. Here are some things you can do to help you breastfeed and work.
Talk to Your Employer
Find out how long you can stay home after your baby is born. Wait as long as you can before you go back to work.
Ask if you can return to work part time for the first few weeks.
Find a comfortable, clean, and private place at work where you can pump.
Ask for 2 or 3 flexible breaks during your work day.
C By Debra Page Congratulations for breastfeeding when you go back to work. Women have worked and breastfed for thousands of years. Even when you are separated from your baby, it can still happen.
Save Milk for Your Baby
Breastfeed a lot: it helps your body make a lot of milk.
Learn how to remove extra milk (express milk) from your breasts. An electric breast pump works well. So do your 2 hands!
Wait until your baby is about 4 weeks old before you start expressing extra milk.
Save milk in clean containers:
Glass or hard plastic bottles (you'll need a lot of freezer space).
Special plastic bags designed for breastmilk (lay them flat to take less space in the freezer).
Label the container with the date you expressed the milk.
Use the oldest milk first.
Talk to Your Baby's Caregiver
A lactation consultant can help you plan for returning to work and continuing to breastfeed. To locate a lactation consultant near you, go to www.ilca.org.
Give a list of instructions about storing and feeding your extra milk.
Practice leaving your baby with the caregiver before you go back to work.
Ask how much milk the baby takes at feedings.
RELAXING . . . letting go . . . letting
Ask how the baby responds to feedings.
Breastfeed your baby (at the caregiver's) just before you have to leave for work.
If you want to breastfeed as soon as you pick up your baby, ask them to hold off feedings close to your pick-up time.
Some babies may need to suck on a pacifier when mother is away.
Options for Feeding Your Baby
Have your baby brought to your workplace for feedings.
Go to your baby during lunch or breaks to breastfeed.
When you pick up your baby, give the milk you expressed (pumped) to the caregiver to be used the next day.
If you give the caregiver frozen milk, use the oldest milk first.
When you are with your baby, breastfeed only—and do it often.
Going Back to Work
Work only 2 days in a row for a few weeks. Go back to work at the end of a work week (Thursday or Friday) and take Wednesdays off.
Practice pumping at your work place before you return to work.
Pump or express your milk at about the same times your baby would have breastfed.
Get a stretchy bra, and cut a small slit in each side. The pump flanges can slip inside to let you pump "hands-free."
Store your pumped milk in a refrigerator or a cooler with frozen ice packs.
If you worry about your milk supply, talk to your lactation consultant.
down . . . ahh. . . . To help your milk to flow, when you are pumping: Have a picture of your baby, listen to calm music, imagine something peaceful. Close your eyes, relax, and think about your baby. Enjoy the relaxation that comes from your hormones. This is your break and you're doing something wonderful for your baby!
Breastfeeding When You're With Your Baby
Your baby will never cease to amaze you. A healthy, full-term baby that is growing well eats when she needs or wants—and your baby likes you most of all. Your caregiver may tell you your baby does not care to drink much when you are away.
Breastfeed whenever your baby wants, when you are together.
Your baby may want to breastfeed more often at night.
Your baby may breastfeed frequently to "catch up" and spend more time with you.
You can lie down when feeding your baby to help you rest.
Network With Other Mothers
From time to time you will probably ask yourself "Why am I doing this?" Spending time with other mothers will help you stay focused on your goal.
Check out www.workandpump.com.
Or contact a support group: www. lalecheleague.org.
Breastfeeding Works While You Work!
All of your efforts are worthwhile, so hang in there. And BELIEVE: Breasts work . . . babies need only breastmilk for 6 months . . . and breastfeeding can continue while YOU work! | 1,717 | 1,129 | {
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Curriculum Newsletter
Year 4 Term 1 2020 Gunpowder and Plot
Dear Parents/Carers,
We are really excited to be welcoming all of our children back in to school again. This will give us a great opportunity to get to know them all better and to start our learning journey together. We will be supporting all of our children during this time, because for many it will be quite daunting to return following such a long absence from school. This first term back has many opportunities and we are excited to be able to share this with the children.
Overview of themes for the year
Autumn 1- Gunpowder and Plot
Autumn 2- Wild Earth
Spring 1- Arabian Nights
Spring 2- Awesome Author
Summer 1- Back to our Roots
Summer 2- Water, Water Everywhere!
Trips and Visitors for the year
Autumn 2- Children will get a chance to be involved with the local remembrance parade
Spring 1- Linked to our Arabian Nights theme, we will be hoping to get a story teller into school to explore our story telling skills
Spring 2- We are also planning on putting on a play at the end of this term.
Summer 1- We would like to explore the heritage trail at Stanwick lakes focusing on the Stone Age, Bronze Age and Iron Age local history. The cost for this trip is approximately £5.00
Summer 2- We will be visiting Everdon as part of our Fab Finale for this theme. The approximate cost for this will be no more than £25.00
Gunpowder and Plot
During the Autumn 1 term, we will be exploring the events and reasons leading to the Gunpowder Plot. We will also explore the lives of some of the plotters, especially those with local links to us. Our Art Wow day on Thursday 3 rd September will be focused on firework Art. During our English Wow day on Friday 4 th September, we will be exploring wishing tales and The Firework-Maker's Daughter.
English
In English, we will be focusing on the story 'The Firework-Maker's Daughter' by Phillip Pullman. This story involves a girl called Lila. What Lila wants to be more than anything else in the world is . . . a FireworkMaker! But firework-making is not just about being able to make Crackle-Dragons and Golden Sneezes. We will also be writing our very own wishing tales and looking at the features of diary writing as our non-fiction genre. Please access spellingshed.com to support your child with their learning of new spellings.
Reading
We will be developing our understanding of reading through reading skills sessions. Please listen to your child read as least three times a week and make a note of it in the reading record book. Every time your child reads at home they will get a raffle ticket which goes into a monthly draw to win a book. Also, encourage your child to use Oxford Reading Buddy. This will not only develop your Childs fluency whilst reading, but also put their comprehension skills to the test.
Maths
We will be gaining a greater understanding of place value up to 4 digit numbers using real life contexts. As well as rounding numbers to the nearest 10, 100 and 1000, we will explore Roman Numerals. Finally, we will develop our understanding of addition and subtraction, exploring the value of digits as well as written methods for solving addition and subtraction number sentences. We will then apply what we have learnt by solving mathematical problems.
Times tables
Please support your child with the learning of their times tables. Children in Year 4 need to learn and recall facts for all the times tables up to 12x12. They are tested every week and all children will know which times table they need to be learning. If you could keep practising with your child we will all become times table superstars! Don't forget to log into Times Tables Rock Stars to help with this.
hank you in advance for all your support. We hope you have a restful summer and we look forward to seeing you in September!
Year 4 Team - Mr Donovan and Miss Catling | 1,494 | 867 | {
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Published on Books for Keeps - the children's book magazine online (http://savfikn.booksforkeeps.co.uk)
Home > Where the River Runs Gold
Where the River Runs Gold
Books Reviewed:
Where the River Runs Gold [1]
Issue:
238 [2]
Reviewer:
Sue McGonigle[3]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
5
In this dystopian eco adventure story readers are transported to Kairos City where citizens are classified into freedoms, outlanders and paragons. Following a devastating hurricane, the Ark government introduce a system to meet the needs of the wealthy paragons. Children are trained to pollinate plants in the freedom fields; their small fingers replacing bees which have vanished from the city. Meanwhile other citizens rely on meagre rations from food banks while being monitored by the deceptively benign sounding ?Opticare? and policed by Ark security, nicknamed ?Crows.?
The main character is Shifa, fiercely brave and protective of her brother Themba who struggles to adapt to change and whose main source of solace and communication is his artwork. Their father Nabil has nurtured them by sowing seeds of stories in their minds of a former world of natural beauty. In a small act of quiet rebellion Nabil creates a secret garden of plants and a ?story hive?, a stash of forbidden books. There is an underground movement of resistance too, artists painting ?Graffitrees?, adorning buildings with beautiful paintings of former natural worlds.
When Shifa and Themba receive the call for training and then begin work in the freedom fields it is not long before Shifa realises Themba will not survive the regime and they will have to escape. She desperately seeks a plan however, it is through Themba and his relationship with the aged woman Lona that the key to their escape is found. Their precarious journey away from the dehumanising and unrelenting regime of the freedom fields and back to their father begins. When joined by another escapee Luca, Shifa?s initial suspicion gradually disappears as she realises he offers friendship not betrayal. Her escape leads Shifa to discover the lies which have been told and the secrets hidden and triggers the hope that regeneration and true freedom can be found.
There are powerful and highly topical environmental messages in this story as well as social and political issues of wealth distribution, responsibility and fairness. Despite the harsh context of this clearly imagined storyworld, this is a book with real warmth, carefully drawn characters and sensitive relationships. There are strong themes of trust, love and the meaning of family. Shifa?s devotion to her brother Themba shines throughout and her growing recognition of the importance to her of the love of Nabil, the man she has called father all her life. A gripping read, highly recommended.
river-runs-gold
Links:
[1] http://savfikn.booksforkeeps.co.uk/childrens-books/where-the-river-runs-gold
[2] http://savfikn.booksforkeeps.co.uk/issue/238
[3] http://savfikn.booksforkeeps.co.uk/member/sue-mcgonigle | 1,283 | 656 | {
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Biography of Dance
From early childhood on, dance and music have been a source of joy of life, grace and strength to me – as for so many other human beings too.
As a schoolgirl, I remember spontaneously occurring dance lessons among us children during playtime.
As a teenager I found an inspiring dance teacher, who perceived my longing for dancing and who furthered my development. Thanks to him, very young and shy as I was, I could explore pure dance beyond all vanities. He taught jazz ballet, the Luigi Technique, whose characteristics are calmness and clarity in the movements.
I also learned African-dance and tap dance at that time.
For the first time I came in touch with the art of Oriental Dance in Egypt, as a young woman, in the course of my years of travel. There, during a wedding, I experienced a kind of initiation through the performance of a wonderful dancer, which impressed me forever. Dancing, she made visible the inexhaustible source of joy of life and blessed us all with it in a natural way, in abundance. The climax was her dancing on the small table I was sitting at with my friend, to honour us. Strangers were very welcome at oriental weddings in those days and were assumed to be mascots.
This was the beginning of an adventurous journey, which led me through India and Nepal. It lasted more than a year and during this trip I was very consciously allowing the development of my understanding of dance to lead me.
In South-India, during several weeks I was taught Kathakali-Dance intensively, practically and philosophically by a teacher and brilliant dancer.
Back in Switzerland, my interest for foreign peoples was deepened by the study of ethnology. At the beginning of the nineties, I participated in the very first training for teachers of Oriental Dance in Switzerland. We were pioneers, mainly Sibylla Spiess, our teacher and also founder of the Oriental Dance School Zurich. Her enthusiasm for dance and her heartfelt engagement for solidarity among women and dancers, enriched very much the dance scene in Zurich and beyond.
I have been teaching this wonderful kind of dancing mainly for women and girls in Richterswil, Einsiedeln, Zurich and elsewhere, since spring 1991.
For many years, I have also run a mixed group with women and men.
In Richterswil, between 1998 and 2011, I organized several times, public, 'fairy-tale' dance celebrations for my pupils, during which they could present their dances.
Examples of my varied further training:
With the legendary Nelly Mazloum (Greece/Egypt).
With Morocco (USA), who travelled widely in the Orient. During seminars, she told us many very interesting stories and she gave us a lot information about the Orient, which cannot be found in books.
With the highly-esteemed Egyptian choreographer and teacher Hassan Afifi and many others. Travelling in Kirgistan, Xinjiang (Kashgar) und Tibet I explored folklore-dances.
2000 – Diploma in creative dance according to Laban. (In the heyday of Monte Verità, near to Ascona, Switzerland, Rudolf von Laban taught his newly developed expressive dance there).
From 1996 onwards, I also learned the hula-dance during my training for the Hawaiian bodywork ‚Lomi-Lomi'. This touching work with individual clients which can connect and thus reconcile the physical with that what seemingly exists beyond it, brought a delicate and fine note into the dynamic happenings of my working with groups. Together with spiritual research since my youth and meditation practice for many years, all these activities are very inspiring to each other and are woven into always new, wondrous designs to the ‚flying carpet' of my life. | 1,474 | 769 | {
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Parents can learn to raise vegetable lovers
15 May 2007
Teaching children that vegetables are tasty as well as good for them can be a true parenting challenge. But by following a few simple tips, parents can increase the chances that their kids develop a taste for healthy, nutritious veggies, according to a Penn State nutritionist.
child eating a food. Make it available, and let the child decide how much to eat."
"Many people -- adults and children -- are falling short when it comes to eating the recommended daily number of servings of vegetables," said Mandel Smith, Penn State Cooperative Extension foods and nutrition educator. "Depending on their energy needs, school-age children need as many as 1.5 cups of vegetables each day. A reasonable serving size of vegetables for children 1 to 6 years old is one tablespoon for each year of life."
Smith pointed out that there are many health benefits linked to eating a variety of vegetables every day. "Vegetables add fiber, vitamins, antioxidants and phytochemicals to our diets," she said. "Antioxidants found in vegetables -- such as beta-carotene, vitamin C and vitamin E -- protect our body cells from damage, help keep the immune system healthy and help reduce the risk of cancer, heart disease, diabetes and stroke."
Phytochemicals in vegetables also play a role in keeping our bodies healthy, according to Smith. "Phytochemicals are plant sources of diseasefighting chemicals; they are not vitamins or minerals," she explained. "There are hundreds of phytochemicals, each having a slightly different role. It is important to eat a variety of vegetables every day to get the right amount of phytochemicals."
So what can parents do to break down the barriers between their children and healthy vegetables? Smith offers the following tips:
-- Be patient. Smith said it may take several attempts before a child will accept a particular vegetable. "Sometimes a child may have to try a vegetable eight to 10 times before he says he likes it," she said. "Try not to make a big deal about a
-- Use hunger to your advantage. Smith advises parents to introduce a new food when a child is hungry, increasing the chances that he or she will be willing to try it.
-- Don't overcook. "Overcooking causes any vegetable to lose texture, color, flavor and some valuable nutrients," she said.
-- Make veggie snacks easy. Have a supply of vegetables ready to eat and easy to get to in the refrigerator. "Cut up carrots, celery, broccoli, cauliflower and even squash to make a quick and tasty snack when paired with a dip of low-fat salad dressing," Smith said.
-- Be a role model. Children need to see their parents eating vegetables. "You can help your child make healthy food choices by modeling healthy eating," Smith explained. "Serve and eat a variety of vegetables."
-- Be creative. Smith recommends hiding vegetables in other foods that your children enjoy as a way to increase the amount of vegetables they eat in a day. "Chopped vegetables can be added to sloppy-joe sandwich filling, pizza, spaghetti sauce, quick breads and even cookies," she said.
Source: Penn State
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Ms. Wedger
Room: 3206
Email: firstname.lastname@example.org email@example.com
Phone: 651-744-2903
Materials Needed
Pencil/Pen
Notebook
Pocket Folder
Course Summary
Make Minnesota's great outdoors your classroom as we take learning outside to explore Minnesota's forests, soil and water. You'll learn about the anatomy and physiology, growth, and development of trees; soil structure, nutrient analysis, and erosion; and water management and pollution. We'll talk about the environmental and economic impact of these intricate ecosystems on our state and world, plus analyze ways that our population can preserve, protect and manage natural resources for the future.
Units of Study
2. Climate Change
1. Study of Natural Resources
3. Biodiversity
5. Pollution
4. Extinctions
6. Water Quality
8. Forestry
7. Soils
9. TRagedy of the Commons
Responsible, Respectful & Ready to Learn
Learning opportunities will consist of notes, mini labs, demonstrations, case studies, role playing, small projects, and homework.
90-100% A
Students will have the opportunity to show what they have learned through
The total number of points a student earns will determine grades.
80-89% B
60-69% D
70-79% C
Below 60% N
All grades will follow the Highland Park grading policy.
presentations, projects, quizzes & tests, Lab work, and floral arranging..
Ways to Avoid Academic Dishonesty
Citations: Students should always cite information that is beyond what is considered "common knowledge." The fact that Franklin D. Roosevelt was the President of the U.S. during World War
II is common knowledge, but the fact that Roosevelt's public approval rating dropped in 1943 is not, and should be cited. The best rule to follow is, 'When in doubt—cite your source.'
Authentic Work: Students must remember that all work must be authentic, even ideas. If an idea is taken from a website or other source, it must be properly cited even if the student paraphrases the idea in his own words. For example, if a student takes H.L Mencken's idea that "The average man does not want to be free. He simply
wants to be safe", from a website and paraphrases it, that idea must still be properly cited.
Student Support vs. Collusion: Students are encouraged to create support systems with other students to help each other when learning and mastering coursework. However, help can easily become collusion. Collusion is defined as supporting dishonesty by another student, as in allowing one's own work to be copied or submitted by another for assessment.
Collaboration: When a teacher gives students work to be done collaboratively, the names of the collaborators should be written on the work and an account of how the work was divided needs to accompany the assignment.
National Standards | 1,204 | 617 | {
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STAY SAFE
"Anyone who listens to my teaching and follows it is wise like a person who builds a house on solid rock (Matthew 7:24).
As I was coming out of the grocery store on Monday night the teenage employee who was at the door monitoring people entering and exiting said to me "STAY SAFE". It is not the first time I have had somebody say this to me during the pandemic. Prior to Covid-19 we would maybe expect to hear the words "STAY SAFE" in situations like:
* A parent saying these words to their children before they go off to the park to play or ride their bike around the neighbourhood,
* A coach telling his/her players to keep safe as they practice or play,
* A parent telling their teenager to stay safe when they go out with friends at night,
* Or saying these words to an employee before doing a task that involves some risk or danger.
We consistently hear this message to stay safe through this pandemic:
* STAY SAFE by practicing proper hand washing,
* STAY SAFE by wearing a mask,
* STAY SAFE by social distancing from others,
* STAY SAFE by staying within your social bubble,
* STAY SAFE by limiting your outings to essential trips.
I myself conclude each of my mid-week messages to you with the words "GOD BLESS AND KEEP SAFE".
Yes, the message of "STAY SAFE" is a frequent one these past 9-10 months.
It is not a new message. We see this message come up often in The Bible. The first time we see it is in Genesis 2 when God gave Adam permission to eat the fruit from any tree in the garden except from the tree of knowledge of good and evil. God told Adam that if he ate the fruit, he would surely die. God was giving Adam all the advice he would need to stay safe in the Garden of Eden.
The world became an unsafe place in so many ways after Adam and Eve sinned. When God rescued the Hebrews from slavery in Egypt and lead them to Mount Sinai, He once again provided advice on how to "STAY SAFE" by giving them the Ten Commandments. As I point out each time at church when we say the Ten Commandments, God gave these rules to the Israelites to teach them how they could keep safe by living in a proper relationship with Him and with one another. It didn't take the Israelites long to put themselves in danger by worshipping the golden calf they built. We are told 3,000 people lost their lives that day.
Throughout the Old Testament, God reminded the Israelites through His prophets that the best way to KEEP SAFE was to turn back towards Him and obey and follow Him. Time and time again the Israelites failed to keep safe by worshipping pagan gods instead.
We see this message of how to KEEP SAFE appear again at the end of Jesus' teachings on the Sermon on the Mount. Jesus finished His sermon telling the parable about two builders:
* They each built a house.
* They each experienced the same storms.
One house collapsed as a result of the storm and the other kept safe. Jesus explained through the parable that the key to staying safe in the midst of a storm is by both listening to His teachings and following them. The builder whose house did not stay safe in that storm listened to what Jesus said but then ignored it.
We are experiencing a terrible storm as a result of this pandemic. It has been ferocious and devastating at times. One of the ways to KEEP SAFE during this storm is to follow all the guidelines set out by our health officials and elected officials. The other way to keep safe is by taking Jesus' advice in this parable to heart: KEEP EMOTIONALLY AND SPIRITUALLY SAFE in this storm by listening to Jesus' teachings and following them. By doing this we will KEEP OURSELVES "SAFE" spiritually and emotionally from storms like fear, doubt, worry, loneliness, insecurity and lack of faith and trust. This pandemic has been a hard storm for all of us to endure at times. This storm will not cause us to collapse emotionally or spiritually as long as we are listening to Jesus' teachings and obeying them.
Let's KEEP SAFE physically as we wait for enough vaccines to return our society and life to some form of normal. Let's KEEP SAFE emotionally and spiritually as well by listening and obeying Jesus.
Wait for it….
God Bless & Keep Safe Pastor Dean | 1,642 | 904 | {
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2008 League Apple Award Recipients
Paul King, Director of Theater Programs, New York City Department of Education
Paul King worked with the Broadway production of The 25th Annual Putnam County Spelling Bee to coordinate efforts with Grace Dodge High School in the Bronx, which had recently developed a Theatre/English class for selected students. Because the Spelling Bee story focuses on children who don't fit in, Mr. King recognized the need to bring this program to a classroom of exceptional students who need a place to fit in. Throughout the semester-long project, Mr. King oversaw all correspondence and coordination, and provided continuous encouragement for the collaboration, which allowed each student to bring their own sense of creativity to the project. By developing this and other partnerships through "The Blueprint for Teaching and Learning in the Arts: Theater, Grades Pre-K-12," Mr. King and the Board of Education have established a true connection with the New York City Public Schools and the Broadway community by finding material in each show that best suits classrooms and educators' already established curriculum. Mr. King provided the much needed cheerleading to remind everyone that what they were doing brought the thrill of live Broadway to children who had never experienced Broadway in any form.
Serena Coleman and Peggy Holmes, Amory High School, Mississippi
After bringing students to see touring Broadway productions at the Orpheum Theatre in Memphis, Tennessee, including Joseph and the Amazing Technicolor Dreamcoat, these teachers encouraged and led their students to use the lessons learned from observing professional theatre to create a high-quality musical for their community by putting on their own production of the same show. Even though the high school is 125 miles away, they became the first high school group in the theatre's 80-year history to be invited to perform a full-length musical on the Orpheum stage. The small community of Amory came together to raise the necessary funds to reconstruct Joseph for the huge Orpheum stage, which they performed for a crowd of over 2000. This unique opportunity allowed students to see hands on the challenges of a touring show. They experienced the rebuilding of sets and re-blocking of musical numbers due to the changes in sight lines, lights, acoustics and stage space. The ticket sales from Joseph allowed Amory High School to purchase microphones and rent costumes for future productions and USA Weekend gave the school the state award for Best High School Musical.
Chris Maly, Patsy Koch-Johns, Joann Davis Yoakum and Kathy Marsgall, Lincoln High School; Vernon Miller and John Mangan, Umonhon Nation Public School; and Mike Morris, Crete High School, Nebraska
These teachers collaborated with the Lied Center for Performing Arts and Time Warner Cable on the eighth annual Immersion Project in conjunction with the touring Broadway production of All Shook Up. Students from Lincoln and Crete High Schools collaborated with students from the Umonhon Nation public schools creating positive relationship building between students of different cultures. One such interactive activity allowed for the Umonhon Nation students to share the stories of their family histories, which brought out commonalities between students. The experience provided an opportunity for students to act, dance and really become themselves. The teachers were able to bring great diversity, challenging educational contexts, passion for the arts and enthusiasm to introduce their students to the arts. The students learned about the arts through workshops on language, music, choreography, scene study and auditioning. | 1,503 | 695 | {
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Aural Test – Statistics
1 Match each data collection method to one set of data.
2 Jess wants to know the number of people who live in her street. She carries out a survey. Which two words describe the data she collects? Circle your answers.
3 A grocer has 100 boxes of strawberries. He weighs 10 of the boxes. Which three words describe the data he collects? Circle your answers. continuous discrete sample primary secondary
Name a suitable sampling method to obtain 10 boxes to represent the 100 boxes. Briefly describe how to carry out your method.
4 Four numbers have a mean of 10. The median is 8. Two of the numbers are 1 and 5. Work out the other two numbers.
5
(a) Find the range of Amy's scores.
(b) Find the median and quartiles
Compare the scores for Amy and Ben
6 What is a stratified sample?
Here is some information about the age groups of people in a sports club.
A sample of size 60, stratified by age group, is taken. How many juniors in the sample? Two people are chosen at random from the sample. Work out the probability that they are both juniors.
7
Write down a calculation to calculate the mean mark? Explain why your answer is an estimate.
8
Describe how you would show the data on a histogram.
How would you estimate the mean height?
The tallest firefighter was 195.6 cm. The shortest firefighter was 170.4 cm. Both heights are given to 1 decimal place. Work out the maximum possible difference in their heights.
10
Complete the cumulative frequency column.
What are the coordinates of the points you would plot on the cumulative frequency curve?
What is the greatest possible value for the range of the marks?
What is the least possible value for the range of the marks?
How many men have a waist measurement of 85 cm or less?
How many men have a waist measurement of 85 cm or more?
What is the median waist measurement?
What is the interquartile range of the waist measurements?
match each box plot to a histogram
A researcher wants to compare the ages of viewers of BBC 1 and Sky 1. Write a suitable hypothesis.
14 The sections of a fair spinner are red, white or blue. The spinner is spun 40 times.
Write down the relative frequency of the spinner landing on red.
The spinner has 10 equal sections. Work out the most likely number of sections for each colour.
15
Given that nine seeds out of the ten planted in the first week germinate.
(a)(i) Write down the relative frequency of seeds planted in the first week that germinate.
(a) (ii) Plot your relative frequency on the graph.
(b) How many of the seeds planted in week 2 germinate?
(c) How many of the 100 seeds are expected to germinate?
(d)There are 130 seeds in the seed packet. The label on the packet states: Is this statement fair? Show how you decide. | 1,168 | 622 | {
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MIRIAM
PROSNITZ:
My name is Miriam Prosnitz, and I was on Team Heatwave. You play and there are characters who move around. And different people who are at risk for being vulnerable to heatwaves move around the screen.
So one person was in charge of researching who are those people? And another person was in charge of OK, I'm going to make a character object. And we split up all of those, actually, right at the beginning so that we knew who to contact about what. And then, based off of that, we would come together and say, what needs to be done, and whose job is it, and is that still balanced in terms of who's working on what? And it worked out really well actually.
Actually, funny enough, I took this course solely because I had no computer science courses this semester. Because I was abroad last year, I did a full year of engineering coursework. And I was like, don't need any more requirements, might as well just take one for fun. So here I am in Creating Video Games.
And so my goal was to write code, and the funniest thing-- and I'm not representative of my team at all-- I'm like the one person in this class who has not written a single line of code this entire semester, because I ended up being project manager a lot. And so what I learned is a lot of the process-- a lot of making things work, is really just emailing people, calling them on the phone, being like, are you supposed to be at this meeting right now, going and buying snacks for a meeting. You think it's like silly, you know, nobody really needs to get snacks. But I've been told by my teammates that if I hadn't gotten snacks, they wouldn't have come. So--
I learned a lot about the project management and the work that goes on behind the scenes, which I've seen before, but I just didn't realize the scale of it in games. Something I would give feedback about this class is I really like the fast pace of the first three projects. And this project, because it was so much longer time, the team was so much larger, and we had this kind of set topic we had to deal with, I didn't enjoy it as much.
As I mentioned, one of the main issues for our team was passion. At the end of the day, I can summarize what you should do in a heatwave in like two sentences. That doesn't make for a very interesting game. So that's something I would say, if I was to do it again, I would've played the game where you play with the heatwave, and you try to attack people, because that sounds like more fun. And I think that's the other thing I learned about games-- that you really have to care about what you're making.
Somebody mentioned in one of the presentations that for the last project we would submit these sprint task lists, and they wouldn't necessarily be what people actually would do, because people were so busy at the end of the semester. For my team, if it was the case that we hadn't done something, I would put it on the sprint task list again. But I didn't have to, and if I hadn't done that, then there would've been a big divergence between what we said we were doing and what we were actually doing. So as an educator, I would really say check-in on your team. See actually what they've done. Make sure they're setting realistic goals and following through on them. | 1,081 | 736 | {
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2006 League Apple Award Recipients
Anita Winstead, Martin Luther King Jr. Elementary School, Louisville, Kentucky Ms. Winstead made it possible for her third grade class to experience live musical theatre, many for the first time. Not only did she take her entire class to see Annie at the Kentucky Center for the Arts, but she also incorporated the production into many other aspects of the classroom. Her class learned about homelessness, made a Caring Quilt for a homeless family, and were visited by a local social worker to discuss the topic. Students learned terminology and elements of drama and also had visits from actors from the touring company. After viewing the live performance of Annie, the class wrote and performed their own school-wide adaptation, which the adopted homeless family attended. Prior to this program, Ms. Winstead also spent her own money to send 25 students to see The Lion King when alternative funding was unavailable.
Elizabeth Brooks-Gordon, Kennedy Middle School; David Jester, J.T. Williams Middle School; Kim Hotchner, Northwest School of the Arts; Charlotte, North Carolina These three educators collaborated on an event called Movin' Stories for their middle school students in conjunction with the North Carolina Blumenthal Performing Arts Center and the tour of Movin' Out. The process had three elements, all inspired by Movin' Out. First, Ms. Brooks-Gordon's class researched events from 1990 through 2004 (picking up where Billy Joel's timeline ends) to create a social, political, and cultural timeline. Next, Mr. Jester's class turned the timeline into a creative writing story following four friends throughout the years. The collaboration ended with Ms. Hotchner's students who created a dance interpretation of the other two classes' work. The project culminated with a presentation highlighting all three schools' activities.
Tara Kissane, Paradise Valley Unified School District, Phoenix, Arizona Ms. Kissane, the District Arts Coordinator, helped coordinate the logistics of ASU Public Events' Kaleidoscope program, an arts education program that recognizes, encourages, and motivates students who might not otherwise, by choice or circumstance, have an opportunity to experience live theatre. Before seeing The Lion King at Gammage Auditorium, Ms. Kissane's fourth grade students participated in a variety of learning activities during a ten-week unit. The students met twice a week to learn about social studies, history, science, and math as they relate to The Lion King. Three Arizona artists also introduced the students to music, culture, and theatrical techniques. After viewing the live production, students had the opportunity to speak with cast members during dinner. The following week, the students met to assess what they had learned during the process.
Phyllis Sims-Roy and Lisa Stewart, Overton High School, Memphis, Tennessee Mrs. Roy and Mrs. Stewart have proven great dedication to Overton High School dance students by offering the opportunity to see a touring Broadway show, meet and work with dance professionals and be exposed to different styles of dance. Participating touring Broadway productions over the last few years include Fosse, 42nd Street, The Lion King, Hairspray and Chicago. Mrs. Roy, the Assistant Principal, coordinates the relationship with the Orpheum Theatre while Mrs. Stewart works with the students to prepare them for master classes and introduce them to the shows, helping them to see the connection of various forms of Broadway choreography. This program has also helped enhance the Orpheum's partnership with the entire student population of the school. | 1,518 | 717 | {
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ARE MY SUCCULENTS STRETCHING?
MCG Staff
One of the most common challenges when growing plants indoors is a lack of sunlight. Many indoor spaces are too dark for certain succulent varieties and can cause them to fade in color and lengthen their stems. But that's not the only reason for rapid vertical growth! Healthy, tall-growing succulents are sometimes mistaken for light-starved, stretched plants. Read on to learn how to tell the difference.
Light Deprivation
Sedeveria 'Letizia' (left) and Sedum pachyphyllum showing distinctive stretching and fading.
Light-starved or "etiolated" plants looks pale and spindly with large gaps between leaves on their stems. Succulents will grow tall and lose pigmentation in an effort to absorb more sunlight. A gradual transition over 1-2 weeks to a brighter location will help them grow more leaves and recover their color, but some changes to the shape of the plants can be irreversible. At the first signs of etiolation, move the succulent closer to a south-facing window or outdoors, if weather permits. For plants that can grow happily even in lowlight, indoor environments, look to our Indoor Succulent Collection.
Tall, Healthy Growth
Etiolation isn't the only reason a succulent might look tall. Some mature plants naturally have taller stems and at the peak of the summer growing season, it's easy to mistake healthy, vigorous growth for signs of stretching. Here are some ways to assess if your succulent is stretching or simply growing tall:
* Consider the spaces between leaves; a tall succulent should still have full-looking foliage.
* Watch for fading stem color; healthy plants will retain more vibrant colors.
* Refer to the plant's description on Mountain Crest Gardens to confirm that the plant is within its "Maximum Height" range.
* Ensure that the container is in a location that matches the "Ideal Light Conditions" listed on the variety's description.
If all of theses criteria are met, congratulations! Your succulent is receiving enough sunlight to grow tall and healthy.
Tall-Growing Varieties
These large varieties make excellent focal points at the center of plantings and add layers and height to succulent arrangements. Here are some of the varieties that can grow into tall, full plants:
* Graptosedum 'California Sunset'
* Graptosedum 'Alpenglow'
* Graptopetalum paraguayense 'Ghost Plant'
* Grapotoveria 'Fred Ives'
* Echeveria pulvinata 'Ruby Blush'
* Sedum adolphii 'Golden Glow'
* Sedum dendroideum
* Crassula corymbulosa 'Shark's Tooth' | 1,074 | 561 | {
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The Woodpecker Curriculum
Our children lie at the heart of our curriculum. It is designed with them in mind and is reflective of our diverse community and our commitment to inclusion and equality of opportunity.
The school curriculum consists of the National Curriculum and our school drivers. Together these create a unique Woodpecker Curriculum that develops children's curiosity about the world around them. It prioritises opportunities across the curriculum to become literate and numerate whilst also developing personal qualities and skills that prepare them for their next stage of learning.
Our curriculum drivers are:
* A Force for Positive Change
* Reading
These drivers are directly linked to the needs of our children and our community. They have been selected so that we can improve children's outcomes across the curriculum and improve their life chances.
Teaching and Learning Principles
Our curriculum is underpinned by a clear teaching and learning approach which encourages children to think, problem solve and learn. We believe that children learn best by working collaboratively and through a process of enquiry; where they develop curiosity, confidence and good learning behaviours.
Through our teaching and learning philosophy we value the lessons we learn through failure as much as those learned through our successes. We help our children understand that learning is a process and everyone can become a better learner.
Curriculum Design
We see the National Curriculum statements as providing the outcomes for children. They do not set programmes of study for each curriculum area. We have carefully considered and developed knowledge and skill progression documents for all areas of learning, starting in Nursery and progressing to year six.
The progression documents show how teaching links to prior knowledge and skills and each year group builds on previous learning.
We know that learning only takes place when there is a change in long term memory and that new knowledge is added to existing knowledge to create and extend schemata. The key to developing long term connections is vocabulary, experience and collaboration. All of our curriculum drivers, teaching and learning philosophy and progression documents are designed to help children make meaningful connections within and across subject areas. Helping children know more, remember more and do more.
Learning Journeys
In each year group, the curriculum is chunked together into Learning Journeys. Each Learning Journey usually lasts for half a term and subjects are grouped together making clear cross curricular links; making learning meaningful and purposeful for children. Where links are not appropriate, subjects are taught discretely.
Each curriculum subject is carefully mapped out across the school, from Nursery to Y6, showing the key knowledge and skills to be learned and built-on over time.
Each half term, year group teams pace out the knowledge and skills to be delivered through the Learning Journey, ensuring the curriculum drivers are evident throughout. However, there is enough flexibility within the plan to allow children the opportunity to develop their own lines of enquiry, thus ensuring children have ownership over their learning.
Each Learning Journey will start with a 'Big Bang' to initially engage children and make them curious and excited about their new learning. Within the Learning Journey, moments of 'awe and wonder' are planned in and the use of educational visits and specialist will enhance their educational experience and deepen their knowledge and skills. Every Learning Journey ends with a 'Celebration of Learning' where children can review what has been learned and the experiences they have had. Parents, carers and children across the school are encouraged to attend the celebrations where appropriate.
Inclusion
We are an inclusive school and welcome all children with a range of needs, aptitudes and disabilities. Every teacher is responsible for the progress, attainment and well-being of all students including those with SEND, Pupil Premium and EAL and have high expectations to ensure that all children have full access to the curriculum. This is achieved by removing barriers to learning, providing an inclusive curriculum and adapting the curriculum where necessary for identified children.
It is important that we recognise children's potential and do not put a ceiling on what we believe they can achieve due to external influences, background or need. It is one of our key priorities to close the gap between pupils, ensuring that all children are offered the best possible life chances through education and learning. It is our duty to support, challenge and nurture all children to reach their full potential and prepare them fully for the next stage of their life.
Please refer to our Equality Policy and our SEND Information Report to see how our approach to the curriculum complies with our duties in the Equality Act 2010 and the Special Educational Needs and Disabilities regulations 2014. | 1,940 | 898 | {
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Progression in English
- In Early Years, English is taught across 3 strands which make up the area 'Literacy'. These are Comprehension, Word Reading and Writing. Progression in these areas is mapped out in Development Matters and by Little Wandle Letters and Sounds Revised. Our Early Years Expectation Grid identified the Early Learning Goals for Every area of the Early Years Curriculum.
- In Year 1 and Year 2 we follow the National Curriculum programme of study for the teaching of Reading and Writing.
- We follow 'Little Wandle Letters and Sound Revised' as our systematic synthetic phonics programme.
- We use the 'Talk for Writing approach' for teaching writing, and the progression of writing skills is evident on the Medium Term Planning.
- For the teaching of Handwriting, we have created a 'Walsh Handwriting scheme' and the progression is outlined below.
Area/
Composition
- Attempt to write words and short sentences in meaningful contexts.
- Know how to write simple phrases and sentences that can be read by themselves and others.
Children
- Begin to formulate sentences orally before writing them with some teacher support
- Begin to reread their sentences as they write to remind themselves what word comes next
- Know about and begin to write for different purposes
- Begin to read back their completed sentences to themselves and their teacher
adding –s or –es as the plural marker for nouns and the third person singular marker for verbs, using the prefix un–, using –ing, – ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].
- Learn to spell some words with contracted forms eg. he's, don't.
- Write from memory simple sentences dictated by the teacher that include words using the Grapheme Phoneme Correspondence* (GPCs) and common exception words taught so far.
Children
- Know about and begin to write in a wider range of genres and for a wider range of purposes, both real and fictional.
- Write sentences by saying out loud what they are going to write about and composing sentences orally before writing them.
- Know how to join two clauses in a sentence using 'and'.
- Sequence sentences to form short narratives.
- Re-read what they have written to check that it makes sense and begin to edit their writing with some teacher direction eg. checking for capital letters and full stops.
- Discuss what they have written with the teacher or other pupils.
- Read their writing aloud, clearly enough to be heard by their peers and the teacher.
learn some words with each spelling, including a few common homophones.
- Learn how to spell Year Two common exception words.
- Learn to spell more words with contracted forms, learning the possessive apostrophe (singular) [for example, the girl's book].
- Learn to add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly.
- Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
Children
- Develop positive attitudes towards and stamina for writing by writing in a range of genres and for a range of purposes, both real and fictional.
- Know it is important to consider what they are going to write before beginning by planning or saying out loud what they are going to write about, writing down ideas and/or key words, including new vocabulary and encapsulating what they want to say, sentence by sentence (for example using the Talk For Writing boxing up method).
- Know how to use co-ordination (and, or, but) and some subordination (when, if, that, because) to join clauses.
- Know how to make simple additions, revisions and corrections to their own writing by evaluating their writing individually, with the teacher or with other pupils'
Terminology explained
Phoneme - is the smallest unit of sound in speech.
Grapheme - the name given to the letter or combination of letters that represents a single sound (phoneme).
Digraph – a grapheme containing two letters that makes just one sound (phoneme).
Trigraph - a grapheme containing three letters that makes just one sound (phoneme). You may see the term trigraph when talking about phonics in other documents.
Grapheme Phoneme Correspondence*GPC - This is short for Grapheme Phoneme Correspondence. Knowing a GPC means being able to match a phoneme to a grapheme and vice versa.
Homophone - one of two or more words pronounced alike but different in meaning or derivation or spelling (such as the words to, too, and two). | 1,833 | 952 | {
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media release
SA Metropolitan Fire Service
On Sunday 6 th April … Change your clock! Change your smoke alarm battery!
Daylight saving will now end on the first Sunday in April, giving everyone a week longer to enjoy the extra sunlight at the end of the day. South Australia's fire services also remind all South Australians to change their smoke alarm batteries when they turn back their clocks.
Change your clock, change your smoke alarm battery, supported by Duracell, is an annual fire safety campaign promoting the importance of working smoke alarms. Smoke alarms provide a vital early warning signal in the event of a fire.
In 2007 the fire services recorded just under 11,000 residential fires nationally resulting in 70 deaths, 9 of those in South Australia.
"Most of these deaths could have been prevented if the households had working smoke alarms," said District Officer Allan Foster from the SA Metropolitan Fire Service (MFS). "It's tragic when you think lives could have been saved for as little as $5, the price of a long-lasting alkaline battery."
Research by the Australasian Fire Authorities Council found that the absence of a smoke alarm in a house fire can increase the possibility of a fatality by 60%.
"People don't realise that when they are asleep they can't smell smoke. That's why smoke alarms are essential to ensure people sleeping in a house wake up and evacuate if a fire breaks out," said District Officer Foster.
South Australia's fire services recommend you:
* Test smoke alarms monthly by pressing the test button with a broom handle.
* Vacuum smoke alarms at least every six months to clean the vents, more often where possible.
* Replace the battery annually with a long-lasting alkaline battery.
* Install a smoke alarm outside the sleeping areas on every level of a house, and install a smoke alarm in bedrooms if people sleep with their doors closed.
* Avoid locating smoke alarms near cooking appliances and bathrooms as the smallest amount of smoke or steam can activate them.
On Sunday 6 th April 2008 REMEMBER: Only working smoke alarms save lives.
For further information visit www.changeyourbattery.com.au or contact your local fire authority.
ENDS
Fire Fast Facts:
- One in five Australians will experience a house fire in their lifetime.
- House fires are more common in winter months, when people are using fires, heaters and other electrical equipment.
- The majority of deaths occur between 9pm and 6am, and the elderly (people aged 65 and over) have a disproportionately higher fire death rate compared to the rest of the population.
- Sound sleepers and people who have recently used alcohol or medications may not be awakened by a smoke alarm.
- Young children may sleep through the sound of a smoke alarm, so you must alert them to a fire and help them escape to safety.
- The deaf need special smoke alarms with additional features such as vibrating pads and/or a strobe light.
- In 2007 there were 346 recorded residential fires in South Australia.
For further information contact:
Name: Allan Foster
Title: District Officer Community Education
Phone: 0421 058 805
Email: firstname.lastname@example.org
MFS/SES Media Line 08 8204 3770
CFS Media Line 08 8463 4206 | 1,379 | 678 | {
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In the late Qing dynasty period, late 19th century, in Shanghai:
Mr. Jia was asked by his boss to collect money from Nanshi district, which is located near the Huangpo river ferry service. After nearly half a day's running around, and talking to many old clients, Mr. Jia had collected over 1800 yuan for his boss's company. By that time, Jia was also very thirsty, hungry and tired, but he wanted to get back to his boss quickly, so he sat down in a tea house to have a quick cup of tea before rushing back.
Shock! Jia discovered after he arrived at his company that his little leather money bag was not with him! He felt his head spinning, he could not think clearly, and he was all sweaty and shaking, as 1800 yuan in China at that time was almost enough for a person to survive for a whole lifetime. His boss was certainly very upset.
Meanwhile, a Mr. Yi went to the tea house and sat where Jia had been sitting. Mr. Yi tried to get some business going, but did not have much luck, so he planned to go back home early, as he was living on the other side of the Huan po river. There was still some time before the ferry left, so he sat down for some tea.
While waiting for tea to be served he found a little leather bag, and it felt heavy. He opened it: Good lord, that much money! My life is saved! He felt so good. But soon, he worried that if someone might, because of losing this money, lose more things in life, could possibly even lose his life!
An old Chinese saying: "Do not take indecent money." Mr Yi thought: "If I took this money, I might as well take the full responsibility to make sure the money gets back to the real owner."
Mr. Yi sat there waiting. Many people came and went, and just before sunset, Mr. Yi saw a person with a pale facial expression stumble along the street towards the tea house, with another two people following him. After the three entered the house, the pale faced man looking around and told the two man with him in desperation: "Here it was, I sat here!..." The three of them all keep looking up and down.... Mr. Yi figured that they must be the real owners, so asked the man: " Are you looking for a leather bag?" Mr. Jia nod his head continuously and said: "
1 / 3
Yes, Yes!" and he could not believe that Mr. Yi handed him the money bag! Mr. Jia wanted to kneel down before Mr. Yi, and said, "You saved my life! I was going to hang myself tonight if I could not find this!"
Earlier back at the company, Mr. Jia asked his boss to let him check the route he had passed that morning, but his boss wondered if Mr. Jia had really lost the money or just wanted to escape, so asked two men to accompany Mr. Jia.
"Well, check the amount of money." Mr. Yi asked Mr. Jia. Jia checked, and not one yuan was missing.
Jia insisted on offering Mr. Yi 20% of the amount. Yi refused. "10%?....5%?..." Jia kept pursuing Mr. Yi, but Yi still refused. Jia suggested: "Could I invite you for a dinner?" Yi would still not accept. Jia finally said to Yi : "I will prepare a small meal at breakfast tomorrow for you at XX restaurant, I won't leave if we do not meet!" and Jia and his two workmates left.
The next day, Jia saw Mr. Yi arrive at restaurant. Jia was just about to raise his glass to thank Yi, when Yi shouted to thank Jia first: "Just because you left your money bag, you saved my life! The ferry that I meant to take yesterday afternoon was over turned midway, due to heavy tides, all 23 people on that ferry drowned!" ....Everyone in the restaurant was startled by the news and praised Mr. Yi's noble deed that saved two lives.
That was not the end of the story. Mr. Jia's boss, was so happy, and wanted to meet a person with such integrity. The boss met Yi, and they became good friend instantly. The boss invited Mr. Yi to work for his company as the accountant. Soon Mr. Yi became the son in law of the boss, and took over the whole business.
Mr. Yi's story spread far and wide and many people came to do business with this company.
2 / 3
China Uncensored Staff | 1,399 | 970 | {
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Many people are very proud of the culture and knowledge of the ancient people of their countries. Chinese people too, have every reason to be proud of those treasures, although many of those treasures are still regarded as myths by modern science.
To begin, I will start with the myth of 12 animals, that were selected to present Chinese years. I have to make this clear here that the 12 animals were not chosen by Chinese people in ancient China; it is not an invention of Chinese people. It is a teaching offered to ancient Chinese people to better manage time and lives, and along with some other teachings, it offers Chinese people vital essence in understanding human beings and our connection with the universe.
Some people may ask: who selected those 12 animals? What did the ancient Chinese inherit, and from where? I am not sure if many young Chinese ever knew, that these 12 animals were chosen by a "god" to present 12 years, and continue the circle every 12 years. Along with this teaching, there was knowledge of the principles of medicine, astronomy, celestial knowledge and its influence on earth, the principle of matter, and its connection to the human body. This knowledge is very closely interconnected in the above subjects.
Lets start with the knowledge behind the Ancient Chinese calendar that a god passed on to ancient Chinese about rules or formulas on how to calculate the calendar:
There are 10 heavenly stems, called "Jia, yi, bin, ding, wu, ji, geng, xin, ren and kui"; and 12 earthly branches, called "zi, cou, yin, mao, chen, si, wu, wei, sen, you, she, hai". (There is not an equivalent translation of those characters in English.) The selected animals, "rat, ox, tiger, rabbit, dragon, snake, horse, goat, monkey, rooster, dog and pig" also represented the 12 earthly branches. E.g.: "zi" corresponds to "rat"; "cou" corresponds to "ox"……and "hai" corresponds to "pig".
The combination of heavenly stem and earthly branch form the title for every year. One character represents each year and runs from the first to the last and starts from the beginning again. E.g.: the first ancient Chinese year is called year of "Jia-zi", 2nd year is "Yi-cou", and the 11th year would be "Jia-she". The year of 2010 AD in the western calendar is called the year of "Geng yin", where "yin" represents "tiger".
The same method was also used to calculate the month, day and times of 24 hours and even seconds.
You may wonder that as the total combination of these 10 and 12 characters only add up to 60 years, how can ancient Chinese people distinguish times in their history? Well with hundreds of Chinese Emperors, each year was also titled by the name of the then Emperor. E.g.: Qin Bin-Shen fourteen. Means "the 14th Year in Qin dynasty at year of "Bin-Shen".
What was so fantastic about the making of such a calendar? Why do "gods" want us to learn
Shan Ying such calculations?
Let us get answers from the next topic on elements of the universe.
The "gods" in ancient China, were called "Sages" in western society. It was said that the Taoist "god" passed on the principle: this universe is made of five elements: "metal, wood, water, fire and soil (or earth)", and these elements are existing in all matter within this universe. Also there is "yang-yin" (positive-negative) composition within all matter. Certainly it is within every human body.
The "Book of Changes", or "I Ching", offered by a "god" also indicates the composition of five elements and Yang-yin balance in every heavenly stem and earthly branches, and their changing patterns!
To take a practical example: when a person was born, the composition of the five elements, and their "yang-yin" balance which was carried by him or her was set, and can be read by using the calculation derived from above. But remember, since each character involved "yin-yang" elements, the 10 heavenly stem and 12 earthly branches would be counted as 20 and 24 characters with "Jia-yin" or, Jia-yang", etc. and the combination would go much beyond "60" in the circle.
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City of Big Lake Environmental Education Newsletter
World Health Day
People often think of the environment and health as two separate ideas, but the two concepts are inherently linked. The environment has a huge effect on your health, and that of your friends, family, and children.
However, many more efforts are needed to fully eradicate a wide range of diseases and address many different persistent and emerging health issues."
In 2015, the United Nations created the Sustainable Development Goals. Goal #3 is "Good Health and Well-Being." For the United Nations that means "ensuring healthy lives and promoting the well-being for all ages is essential to sustainable development. Significant strides have been made in increasing life expectancy and reducing some of the common killers associated with child and maternal mortality. Major progress has been made on increasing access to clean water and sanitation, reducing malaria, tuberculosis, polio and the spread of HIV/AIDS.
Good health and well-being is vitally important to making any sustainable change. In past newsletters, we have focused primarily on environmental sustainability, but there are two other aspects of sustainability as well: equity and economic. World Health Day, and Goal #3, includes all aspects of sustainability: environmental, equity, and economic.
However, this newsletter is about environmental education, therefore we will focus on the connections between environmental and human health.
According to the World Health Organization, in 2012, 1.7 million deaths in children under 5 were attributed to the environment. More specifically, children were dying of respiratory infections (570,000), diarrhea (361,000), and malaria (200,000). Now many of these diseases, like malaria, are not a pressing issue in our temperate Minnesota climate. But no matter where children live, they are particularly vulnerable to some environmental risks such as air pollution, inadequate water, sanitation and hygiene, hazardous chemicals and wastes, radiation, and emerging threats such as climate change and e-waste. Reducing these risks could prevent 1 in 4 deaths in children.
Because the environment affects the health of everyone, no matter where they live, the MN Department of Health is calling environmental change "the greatest public health challenge of the 21 st century because it threatens the very basic needs that life depends on: air, water, food, shelter, and security." They are particularly concerned about a few phenomena:
o Extreme heat can bring on a multitude of health issues like hyperventilation, heat rash, heat cramps, heat exhaustion, swelling, fainting, and heat stroke. Some of these issues can eventually lead to death.
* Extreme Heat
o People who are particularly vulnerable to these risks are elderly persons, children, people with pre-existing conditions like heart disease, people taking certain medications, athletes, and outdoor workers
o Environmental changes have health officials worried about extreme heat because our relief from such heat events comes from overnight lows, and overnight temperatures have been steadily increasing.
o A lack of air conditioning at home, prolonged sun exposure, drinking alcohol, and exercising outside of warm days increases the health risks.
* Flooding and Drought
o Drought is responsible for causing food insecurity, which is a public health concern.
o Flooding can cause food and water borne illnesses and increased allergies due to mold.
o With increased precipitation projected for Minnesota, our crops will be affected, as will those who suffer from allergies.
* Vector-borne Diseases
* Air Pollution
o Vector-borne diseases are human illnesses caused by parasites. With warming temperatures, this puts Minnesotans at increased risk for Lyme disease and West Nile Virus.
o Environmental change is projected to bring more air stagnation to Minnesota as well as more air pollutants with it, which means an increased risk for heart disease, cancer, and respiratory diseases
o People who are particularly vulnerable to these risks are elderly persons, children, people with pre-existing conditions like heart disease, people taking certain medications, athletes, and outdoor workers
o Air pollution can also be the cause of chest pain, shortness of breath, wheezing, coughing, and fatigue
The best way to prevent these concerns from becoming worse in the coming years is to continue to work toward environmental conservation, preservation, and protection. The world's health depends on it, as does your own!
Information came from the World Health Organization, UN Sustainable Development Goals, MN Department of Health, and the National Weather Service – National Oceanic and Atmospheric Administration | 1,979 | 891 | {
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My View
Young people can help keep acequias alive
By Ralph Vigil
Sep 22, 2018
The vast majority of New Mexicans are brought up knowing that water is one of our most precious resources. Native New Mexicans believe that water is not just a commodity, it is in our blood, it is spiritual and it is life, or, as we like to say, "El agua es la vida."
Growing up in east Pecos along the Acequia del Molino, my father always stressed the importance of protecting our land, water and culture by cultivating crops for the benefit of our community and the survival of our future generations. Naturally, I listened to my father and his words of wisdom and began cultivating our acequia-irrigated land. I now grow certified organic crops using that sacred water, to help nourish my community and continue this vital practice.
As the chairman of the New Mexico Acequia Commission, I have been seeing a disturbing trend. Our youth, our future, is not as invested in acequias as past generations have been. Even more disturbing is the fact there are not many from my generation passing along this knowledge to our youth, thus creating a huge gap.
The traditions of our acequias are deeply rooted and trace back more than four centuries here in New Mexico, over 800 years back to southern Spain and have evolved over 10,000 years in the arid regions of the Middle East. The tradition lives on within acequias of New Mexico as they continue to sustain our communities.
Without our acequias, the surrounding environment they have long provided for and the quality of life they so preciously provide for our communities will continue to diminish. Fortunately, it is not too late to make a difference and bring back our historical views and traditions over our land and water.
The commission is working on assisting and advocating for curriculum in our educational system and policies to reflect the contributions our acequias have provided to the advancement of our communities. To keep our acequias vibrant examples of survival and culture, we must be proactive in passing on the teachings of our acequias by talking to our children and grandchildren.
Take them out to your local acequia, share the stories and memories the acequias have given you as a child, and stress the importance of preserving this vital part of who we are. Go out and help clean the acequia along with your community. Encourage your family to become embedded in the tradition that provided you with memories and your community with sustenance. Most of all, make sure that when we are speaking about our acequias, we are talking about the future and not just that past.
Ralph Vigil is a 12th-generation New Mexican from east Pecos. He is a certified organic farmer and chairman of the New Mexico Acequia Commission. | 1,067 | 576 | {
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Drinking Water
What are the key green issues?
,
» Water Use: Increasing worldwide water scarcity makes water a precious resource. In Canada, it takes about 1.3 to 2 litres of water to make one litre of bottled water. Another issue is the extraction of water by private bottling companies, often for export purposes, from Canadian lakes, streams and wells. Over the long term this may negatively impact aquatic wildlife habitats and reduce the water table in the vicinity that supplies water to local communities.
» Energy Consumption and GHG Emissions: In 2009 Canadians bought approximately 2.29 billion litres of bottled water. It takes large amounts of energy to produce plastic bottles, approximately 3.4 megajoules to manufacture the packaging, bottle and cap of a one-litre plastic bottle. It results in equally significant amounts of CO2 emissions.
» Recycled Content: The majority of polyethylene terephthalate (PET) bottles are still made from virgin materials rather than recycled content, thus producing additional greenhouse gases. However, big beverage companies such as Coca Cola and Pepsi have started to roll out plastic bottles made from up to 100 percent plant-based renewable resources instead of petroleum-derived resources.
» Waste: In Canada, PET recycling rates range from 60 percent to 85 percent. But the cost of recycling is very high. For instance, in 2011, the gross cost to recycle and process 107,000 tonnes of recyclable material in the region of Peel, Ontario was over $30 million dollars. When bottles end up in the trash and are incinerated, chlorine (and potentially dioxin) can be released into the air and heavy metals may be deposited in the ash. Sometimes, recycled bottles are destined for export abroad, e.g. to China, thus requiring additional energy to transport.
Drinking water is water consumed for potable purposes in an office or food service/dining area and at government events and functions. It typically comes packaged in plastic or glass bottles. Bottled water could be spring water or processed water and may or may not be carbonated. Spring water is potable water that comes from an underground source.
How do alternatives to bottled water advance Government's strategic priorities?
Reducing Energy Use and Carbon Emissions
By using (filtered) tap water, a large amount of energy use and GHG emissions associated with the production of bottled water is reduced.
Reducing Unnecessary Waste
Although a significant amount of PET bottles are recycled in Canada, these items still make up about 15 to 40 percent of solid waste in our landfills. Not using bottles at all, whether made from plastic or glass, reduces solid waste as well as the energy used associated with bottle recycling.
Reducing Costs
Even taking into account the bulk water purchases and water delivery contracts used by many institutions, bottled water is still more expensive than an equivalent amount of gasoline. Switching to tap water provided by water fountains and plumbed-in dispensers will significantly reduce costs. As municipal infrastructure is already in place to treat and prepare drinking water, no further costs or use of resources are necessary.
County of Santa Clara, California — Switching to Drinking Fountains
Myth Buster
Some people think that bottled water is safer and purer than tap water. There is no evidence to support this; the quality standards for bottled and municipal waters in Canada are similar.
FACTSHEET #13: DRINKING WATER
FACTSHEET #13: DRINKING WATER
What else could I look for?
In addition to the minimum recommended criteria outlined above, there are stronger green attributes you can look for when making your purchasing decision.
Resources
* Responsible Purchasing Network, Responsible Purchasing Guide Bottled Water Alternatives
* Agriculture and Agri-Food Canada, The Canadian Bottled Water Industry
* Health Canada, The Safety of Bottled Water
* Pacific Institute
* Polaris Institute, From Cradle to Grave: The Environmental Footprint of Bottled Water
* The Catch Behind Coca-Cola's Switch to Plant-based Bottles, Greenbiz.com
* Region of Peel, Myths about Tap Water | 1,840 | 839 | {
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Student handout In the Mathematica Worksheet Conics.nb or the online Geogebra visualization at GMM: Graphs in Polar Coordinates, you will examine a three parameter family of curves described by the polar equation
Describe in detail how the shape of the plot depends on the parameters α, δ, and ϵ. Pay particular attention to different values of ϵ.
1 Instructor's Guide
1.1 Introduction
This activity was originally designed to provide students an opportunity to explore polar plots of conic sections in a pure math environment, so that when they see the derivation of the formula for orbital motion, they will immediately recognize it as the polar formula for a conic section. In this implementation, you can do the activity any time before that derivation. Make sure to include an opportunity (inclass or homework) for the students to work out the relationship between the mathematical parameters (ellipticity, etc.) and the physical ones (angular momentum, etc.)
Other faculty have chosen to use this activity after a lecture derivation of the equations of motion the two-body central force problem
A discussion of polar plots (how they are generated, how they are different from the usual cartesian plots) takes place just before students are released to play with the Mathematica notebook or Geogebra applet. This latter order offers less opportunity for students to discover things for themselves.
1.2 Student Conversations
* The students are asked to determine how the constants α, ϵ, and δ change the shape of the orbit.
* Students should be encouraged to identify the geometric shape of the resulting conic section and recall what they know about those shapes. (i.e. the Cartesian equation for each shape, its special properties, etc.)
* Students often discuss real world orbiting bodies in the context of this activity. One common confusion is whether comets have elliptic, parabolic,or hyperbolic orbits. This is a good opportunity to get them to recall what they know about comets (they typically appear periodically) with what they know about different types of orbits. After some discussion, students should be able to conclude that comets must have highly elliptical orbits rather than hyperbolic or parabolic orbits.
1.3 Wrap-up
* It is useful to spend a few minutes reviewing what the students observed about the behavior of the variables:
– α adjusts the scale of the orbit
– ϵ, the eccentricity, adjusts the shape of the orbit.
– δ the phase shift adjusts the rotation of the major axis of the conic.
* It is useful to get students to look at the extreme cases of the conic equation and examine what the maximum value of r will be for ϵ = 0, ϵ < 1, ϵ = 1, ϵ > 1
* To shorten the activity, you can ask about α and ϵ only (not δ).
1.4 Extensions
* It is important to make sure students make the connection between the variables in the worksheet and those in the derivation for the shape of the orbit. α = l 2 µk and ϵ = C ′ . This can happen during the activity or later, depending on the timing of the lecture about orbits. | 1,253 | 669 | {
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Our new home school e-safety agreement protects all our learners.
We would like you to read through the statements with your child and discuss them.
We would also like you to read through the schools position on e- safety, as well as reading through your role as a parent/carer.
Adult and Child
What is Google Classroom and Drive?
At Star we use Google Classroom and Drive as a online learning portal, where teachers are able to set children work to complete digitally. Once your child has completed the work that has been set by the teacher they are then able to hand it in and receive feedback from their teacher.
Acceptable Usage:
* Only the child who has an account provided by the school should use the account.
* Children and parents must ensure that the login details are kept private.
* The work completed on Google Classroom or Drive must be of a high standard, like it would be at school.
* Only children are permitted to use the 'Stream' facility to ask their teacher questions. Be aware that teachers can see any comments made on the 'Stream' facility.
* Any comments posted on the 'Stream' facility must be written in standard English and related to the work that has been set.
* Children are not permitted to access another child's work on Google Drive or make any changes to it.
* Children or adults are not permitted to record any live online learning sessions (Google Meet sessions) as this breaches privacy rules and regulations.
Any child using the 'Stream' facility or using Google Classroom/ Drive inappropriately may have their account suspended until further notice and parents will be informed.
Child
* Ask my family if I can use the internet and devices.
* Talk to my family about the apps and websites I use.
* Tell a trusted adult if I feel threatened or worried.
* Be respectful to others online.
* Use apps and websites that are appropriate to my age.
* I will not to give out any personal information.
* I will not post images or videos wearing my school uniform online.
* I will not use social media apps because I am underage.
* I will use Google Classroom/Drive in line with the 'Acceptable Usage' agreement on page 30.
School
* We will educate all pupils on e-safety through workshops and the Computing curriculum.
* We will contact you if we are concerned about a pupils online safety.
* We cannot monitor incidents on personal devices happening outside of school, but can support parents in getting the correct advice.
* We take no responsibility for personal devices brought into school.
* We will talk to pupils about screen time and well being, and provide regular workshops and support.
* We will allocate learning tasks for children to complete at home or school via Google Drive and Google Classroom.
Parent/Carer
* Talk to my child about e-safety and internet usage.
* Ask my child questions about how they socialise online.
* Monitor and restrict screen time to support well being.
* Ensure I have parental control over all devices.
* Ensure my child does not have access to apps and websites that have age restrictions.
* Ensure that my child is not using social media and online messaging apps/ websites as they are underage.
* Ensure that my child is playing age appropriate games.
* Work with the school to help educate my child about online safety.
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Photosynthesis Starts With Worksheet Answer Key Pdf 1 28
Photosynthesis Starts With Worksheet Answer Key Pdf 1 28
This is an exergonic reaction as the reaction produces energy and is exergonic.. Reflection Questions: #1: What is the energy source for photosynthesis? Consider the following in support of your answer. 1) D. What is the energy source for photosynthesis? . Answer: plant do have mitochondria and chloroplasts. 10B. C. You are given the following reaction: The equilibrium equation for the reaction is. 2) What is the net reaction. Explain your answer. Photosynthesis is a light-dependent process that converts the energy from sunlight into the cell's chemical energy (ATP) using cellular. 1. The student will use support your answer with evidencefrom Model 1. An example is given below. 1. What is the energy source for photosynthesis? 3. The student will demonstrate an understanding of scientific methods and logical reasoning. Photosynthesis is a chemical reaction that takes place in the leaves of a plant (or green plant) in order to capture and use light energy (chemistry), to generate fuel molecules that can be used to make food. These fuel molecules are made of carbon. The fuel molecules are called carbohydrates. 2. Cross-Curricular Reading Comprehension Worksheets. 2. How does photosynthesis occur? Photosynthesis: From Randomhouse.com. 1. The student will demonstrate an understanding of scientific. Reduce your answer to one paragraph. What is the energy source for photosynthesis?1. Chemical Energy. B. Endergonic _______ 2. In the process of photosynthesis. b. When cells divide. 0. Write a one-paragraph summary of what you have learned in the first two paragraphs. the two halves of the cell. Photosynthesis is the process that plants use to generate energy from sunlight to power their cellular metabolism. The enzyme RuBisCO converts carbon dioxide into organic matter through photosynthesis. Photosynthesis is a chemical process that captures energy from the sun to convert carbon dioxide and water to sugars. This reaction takes place in the leaves of a plant. Chemistry Homepage Photosynthesis Process. Endergonic Reaction Exergonic Reaction Endergonic Reaction. 4. Write a one-paragraph summary of what you have learned in the first two paragraphs. Photosynthesis is the process that plants use to generate energy from sunlight to power their cellular metabolism. Photosynthesis Homepage Photosynthesis Process. Plants use this process to use the energy from sunlight to produce sugar and oxygen.
Download
Download
29 photosynthesis starts with Example 1. The author writes a description of some chemical reactions that take place in photosynthesis. It is a natural process, which converts carbon dioxide into glucose. The answer to this question can be found in the box below. The student identifies the following facts about a chemical reaction: The reaction is spontaneous and will always take place if the conditions are favourable for its occurrence. All the intermediate products are formed in amounts that are similar to the amount of the starting material. The reaction has. R is the change in quantity of molecule A during the reaction. The mean duration of the reaction is equal to 5. The answer to this question can be found in the box below. ) Give a brief account of the two reactions. Use either reaction. . A molecular equation can be simplified by representing it as an arrow. A molecular equation can be simplified by representing it as an arrow. A molecular equation can be simplified by representing it as an arrow. . Model 2: How do you describe the change in energy of a given reaction as it proceeds? An example to this question could be: . Simplify reaction 1. . Answer: . The solution to this question can be found in the box below. . Answer: . . . . An example of an exergonic reaction would be the decomposition of water into its constituent parts. . Answer: . A chemical reaction is exergonic when the amount of the product is greater than or equal to the amount of the reactants. . Example 2: How do you calculate the enthalpy of reaction 1? Give all three enthalpy values in the equation. Answer: . An endergonic reaction is one in which the amount of the product is less than the amount of the reactants. . Answer: . In the following reaction, is there an endergonic reaction? What is the enthalpy of the reaction? . Answer: . . . . . . . . . . . . . . . An overview Photosynthesis. The activity of photosynthesis is a natural process that takes place in plants to provide energy. Types of photosynthesis. The photosynthesis process takes place in 2d92ce491b
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Name: _________________________________
101 New Pets for Aunt Lee
By Susan Manzke
Cindy loved animals. Every day she went to help Aunt Lee feed her two pet chickens, Molly and Lulu.
Today Aunt Lee had a surprise.
"Guess what, Cindy? I have 101 new pets. Do you want to see?"
"Wow! Do you have 101 hens like Molly and Lulu?" Cindy asked.
Aunt Lee shook her head. "My yard isn't big enough for 101 chickens."
Cindy looked everywhere. "Where are your new pets, Aunt Lee?" "Right here." Aunt Lee pointed to a round box. "See the tiny holes in
the top and sides. My pets need fresh air."
Cindy looked in a hole. "Your new pets must be little."
"They are. They like to eat coffee grounds and banana peels.
Try to guess what they are."
"Do they have fur?" "No."
"Do they bark or meow?"
"No. They don't say anything."
"Do they have four legs?"
"They don't have any legs. They turn banana peels into soil.
Can you guess what my pets are?"
Cindy shook her head.
Aunt Lee opened the box. "They are worms! Do you want to hold one?"
"No, thank you." Cindy put her hands behind her back. "Maybe later, but call me if you get a kitten."
Super Teacher Worksheets - www.superteacherworksheets.com
Name: ___________________________________
101 New Pets for Aunt Lee
By Susan Manzke
1. How does Cindy help Aunt Lee?
________________________________________________________________
2. What did Aunt Lee keep her new pets in?
________________________________________________________________
What do Aunt Lee's new pets eat?
________________________________________________________________
4. What were Aunt Lee's new pets?
________________________________________________________________
5. Did Cindy like Aunt Lee's new pets? Why or why not?
________________________________________________________________
6. Aunt Lee had 101 new pets in the box. She found 5 more and put them in the box. How many did she have in all? Use your math skills.
________________________________________________________________
Super Teacher Worksheets - www.superteacherworksheets.com
101 New Pets for Aunt Lee
By Susan Manzke
1. How does Cindy help Aunt Lee?
Cindy helped Aunt Lee feed her chickens, Molly and Lulu. ________________________________________________________________
2. What did Aunt Lee keep her new pets in?
She kept her new pets in a round box.
________________________________________________________________
What do Aunt Lee's new pets eat?
They eat coffee grounds and banana peels.
________________________________________________________________
4. What were Aunt Lee's new pets?
Aunt Lee's pets were worms. ________________________________________________________________
5. Did Cindy like Aunt Lee's new pets? Why or why not?
Cindy did not like Aunt Lee's new pets because they were yucky. ________________________________________________________________
6. Aunt Lee had 101 new pets in the box. She found 5 more and put them in the box. How many did she have in all? Use your math skills.
She had 106 worms in all. ________________________________________________________________
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Year 3 End of Year Expectations For Writing
Spelling
Children can:
- Use prefixes and suffixes and understand how to add them. Words starting with prefixes e.g. unsuitable, antisocial. Words ending with suffixes e.g. gracefully
- Spell words that are often misspelt – These words will be given to the children.
- Spell some homophones (Words that sound the same but are spelt differently.)
E.g. berry/bury and male/mail
Writing skills
- Use apostrophes correctly E.g. The family's cat was poorly.
- Use their knowledge of the alphabet to help them to look up words in the alphabet.
- Write simple sentences from memory which have been dictated by the teacher.
Handwriting
- Use neat, joined up handwriting.
- Ensure their writing is placed on the line with enough space for their writing to be read.
Composition
- Plan their writing by discussing similar texts and recording their ideas.
-
E.g. Say it out loud then write it down.
Draft and write by composing and rehearsing sentences orally.
- Use a range of vocabulary and sentence structures. E.g. Some short sentences and some long sentences.
- Organise their writing into paragraphs.
- Create new characters, settings and plots for stories.
- Use headings and subheadings in their non-fiction writing.
- Suggest ways to improve their own work and the work of others.
- Make changes to grammar and vocabulary in order to improve their work.
- Check their work for spelling and punctuation errors.
- Read their work aloud using appropriate expression.
Vocabulary, Grammar and Punctuation
- Extend their sentences using conjunctions.
E.g. when, if, because, although
- Use speech marks correctly.
- Use commas correctly.
- Write in the correct tense. (In the past tense when discussing something that has happened e.g. Yesterday the dog ran after the ball and in the present tense when something is happening, e.g. The girl is wearing a beautiful dress.)
- Use conjunctions associated with time.
E.g. Then, next, soon
Writing activities
- Practise joined up handwriting with your child.
- Practise spellings using the spelling book that is sent home weekly.
- Write something for them to correct. (You could leave out punctuation, use the wrong tense or miss out words so that it doesn't make sense.)
- Make up actions to go with a poem or simple story.
- Make up a story with your child and support them to write it.
- Write some instructions for something you have made at home.
- Look at the suggested writing ideas in their purple writing homework book:
- Write a recount of an amazing day out.
- Think of a new character and write a story about them.
- Write a poem about the things you see in your home or garden.
- Write an information text about your favourite animal or hobby.
Suggested websites
- https://www.purplemash.com
- http://www.bbc.co.uk/bitesize/ks2/english/
- http://www.crickweb.co.uk/ks2literacy.html
- https://www.literacyshed.com/
- https://uk.ixl.com/
- http://urlm.co.uk/www.bugclub.co.uk | 1,284 | 665 | {
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STEM FIELD TRIPS - IMPACT
Program Impact Summary – 2021
"The paper tower activity was really fun. I loved seeing the students' creativity and approach to their tower design. (It was also fun to compete with my colleagues, all in good fun!) It was great to give students the opportunity to engage in a challenging, yet fun, hands-on activity in the remote learning environment."
–Teacher Participant
"It was awesome to be able to have my students inquire about college to the current students. They did such a great job answering their questions. I think my students were truly inspired!"
–Teacher Participant
"Making the towers was fun, and it was good to see what life at college is like from college students."
–Student Participant
"I choose to volunteer at STEM field trips because it’s an amazingly rewarding experience for me and the students. I’m able to spread my knowledge to the younger generation and inspire them to enter the STEM field. STEM field trips can target at-risk students and these trips can open doors for these students."
–Volunteer Participant
4.55/5
Teachers' Average Rating of Field Trip Events
211 undergraduate students have supported field trips through volunteer experiences to date
866 students participated in a field trip in 2021
100% of teachers would recommend this program to their colleagues and are interested in coming again
Activities for Engagement
Program Impact Summary – 2021
Catapult Design
Egg Drop
Water Systems
Demographic Breakdown of Towns Represented in 2021
- African American/Black: 22.5%
- White: 25.7%
- Hispanic: 36.4%
- Multi-Race Non Hispanic: 4.9%
- Native Hawaiian or Pacific Islander: 0.7%
- Asian: 9.2%
- American Indian or Alaskan Native: 0.3%
90 schools have participated in STEM field trips since 2008
8666 students have participated in STEM field trips since 2008
"I learned to work with young students better, to share the wonders of STEM with young people, and to help young people affirm their love of STEM, or to help them realize it's not for them. I would say that I feel I'm better working with middle school students now than I was before the program."
– Volunteer Participant
Paper Towers (Virtual)
ENGINEERING DESIGN PROCESS
- Ask: Identify the need and constraints
- Research: the problem
- Imagine: Develop possible solutions
- Plan: Select a promising solution
- Create: Build a prototype
- Test and evaluate prototype
- Improve: Redesign as needed
STEM Field Trip
4/1/2021
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Hedgerow Habitats - Lesson Plan
Intended Age: Foundation Phase
Focus: Knowledge & understanding of the world
Curriculum Links:
Range - Myself and other living things, Myself and non-living things
Skills - exploring and experimenting, making observations and measurements and keeping records, and grouping information using ICT on some occasions, seeing links between cause and effect, making links within the different elements of Knowledge and Understanding, communicating observations and measurements, describing what they have found out and offering simple explanations, using and becoming familiar with common words and phrases for their world.
Learning Objectives:
To be able to explain the definition of a habitat
To investigate a habitat and identify different lifeforms within it
Key Vocabulary:
Habitat, Hedgerow, Home, Shelter, Warmth, Food, Predator, Insect, Animal, Plant, Margin, Spider, Millipede, Ladybird.
Introduction:
Using mini whiteboards, scrap paper, post its etc. ask children to write or draw what they thinks makes their own house a good home to live in.
Discuss the answers as a class and scribe key requirements eg. food, warmth, shelter.
Watch the Science Farm – Hedgerow Habitat Heroes video at www.nfuonline.com/schools.
Main Session:
Find a suitable environment to conduct a nature scavenger hunt with your class. This could be a playground, playing field, local park or as part of a farm visit. Different environments will of course give different results. You could create a list to help students gather a wider sample of results. For example using colour, letters or whether the subject is alive/dead/never alive.
Children use the ‘look what I’ve found!’ sheet to fill in as they find different animals, insects or plants. This can be done individually, as a group or answers can be given verbally to an adult depending on ability levels.
Simple equipment such as magnifying glasses, microscopes and clipboards will enhance the experience for learners and allow them to offer more in depth answers when being asked what they see.
Using plastic petri dishes is a cheap and easy option to safely hold and examine insects. It’s also important to stress the need for caring for the environment and to remind children not to remove or pick live plants and to return insects where they were found.
Plenary:
Pair/Share: - Which insects did you find, Which was your favourite and why? Think about your favourite insect what do you think they were looking for for when finding a place to live?
Use the ‘I live in the hedgerow what do I need’ resource ask children to work in groups to write or draw what each hedgerow plant or animal needs. If children need a reminder of what plants need to grow you could show the Carrot Diary video available at www.nfuonline.com/schools
Extension Activities and more ideas:
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SUICIDE PREVENTION
For Youth, Schools, and Families
What You Need to Know
This was developed under a grant number 1H79SM082143 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS) via the Nebraska Department of Health and Human Services, Division of Behavioral Health. The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.
BH-PAM-2 Rev. 6/22
Facts about youth suicide
- In the U.S., only accidents claim more young lives than suicide.
- Nearly 6,000 youth die by suicide each year in the U.S. (aged 10-24 years).
- The most common diagnoses among youth are depression, substance abuse, and conduct disorders.
- Among racial and ethnic groups, youth suicide rates vary widely.
By the numbers
- 19% of American high school students report having seriously considered suicide during the previous 12 months.
- 16% of high school students report having made a suicide plan in the previous 12 months.
- 9% of American high school students report having attempted suicide in the past.
Data: CDC WISQARS™ 2011-2020; 2019 CDC YRBS. Values have been rounded up to the nearest full percentage.
Youth Suicide Warning Signs
- Talking about or making plans for suicide.
- Talking about feeling hopeless or trapped.
- Displaying severe or emotional pain or distress.
- Increased use of alcohol or drugs.
- Withdrawal from or changing social connections or situations.
- Changes in sleep (increased or decreased).
- Anger or hostility that seems out of character or out of context.
- Saying goodbye to friends and family or wrapping up loose ends.
If you are concerned about someone
Ask the question
- Remain calm. Even if in doubt, ask “Are you thinking about suicide?”
- Remember that talking about suicide does not put the idea into someone’s head.
- If they are thinking about suicide, ask “Do you have a plan to kill yourself?”
Listen & look for warning signs
- Give them your full attention and find out what is causing their distress, without judgement.
- Acknowledge that their feelings are valid, without minimizing them, and ask more questions.
There is hope
- Remind the person of the reasons to keep living and there are resources that can help.
- Ask them what they need and support them in getting that help.
- Do not leave the person alone once you have determined they are at risk.
Take action & get help
- If they are a risk to themselves, or if they have a full or partial plan to take their life, call 911 immediately.
- If they are in a safe place and are not at current risk to themselves, call or text 988 for the 988 Suicide and Crisis Lifeline for help, support, and resources.
- Help them secure or remove means like guns and pills around their home to keep them safe. | 1,263 | 631 | {
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