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The power to change the climate, to clean the air, to purify water and to give hope to humanity comes from the simple act of planting trees.
Forests offer one of the best chances to stem climate change, and they are by far the lowest-cost and most scalable carbon solution, according to the National Academy of Science. Further evidence from the International Panel on Climate Change (IPCC) shows that since 1750, one-third of all the carbon dioxide emitted into the atmosphere comes from deforestation. With 50-60% of clean water coming from forested ecosystems, reforestation delivers multiple benefits on each acre returned to forest.
Trees are nature's solution to rising temperatures, increased flooding and pollution control. Trees are the green infrastructure that will hold our soils in place, clean our streams and rivers, purify the air we breathe and shrink the carbon footprint of our industrious nation. Trees provide the bridge to a low carbon world. We need trees on scale. New forests, grown and managed to achieve thriving density, depend on expert planning, soil analysis and proven best management practices in forestry.
To deliver a scaled response to our climate and water security needs, the Arbor Day Foundation and GreenTrees have joined forces to deliver global scale as we race to bend the climate curve, increase biodiversity and purify water.
The Arbor Day Foundation has always believed in the power of trees, to beautify the planet, clean the air, protect water resources, shade our homes and provide critical wildlife habitat. We have worked with our partners and through our network of more than a million members to plant more than 250 million trees in backyards and communities, State and National forests, on campuses, and along river systems around the globe. We do this work to make our world greener, healthier, and more resilient, and because we know trees are a solution to global issues.
GreenTrees is the leading carbon reforestation program in North America and has focused its efforts on reforestation within the Mississippi Alluvial Valley (MAV) – America's Ark of Biodiversity. The MAV drains 41% of the United States and two Canadian Provinces and serves as a flyway for 60% of birds in North America. This unique program also incentivizes landowner participation through a public/private partnership model that keeps farmers on their land and creates economic incentives for environmental stewardship.
The partnership between the Arbor Day Foundation and GreenTrees seeks to not only deliver scale in this region but also leverages our collective resources to apply proven science around the world in other river systems.
A recent study commissioned by GreenTrees showed that reforestation brought to scale around the world can sequester as much as 15% of the world's current emission output. This scale will lead to a tenpercent reduction of of Global Mean Temperature (GMT) in absolute terms. As the world races to prevent a 2 degree C rise of GMT, reforestation is the only immediately scalable solution. Unfortunately, and far too often, people get caught up and limited by mechanical solutions as the only answer.
There is a genius to nature. Unfortunately, and far too often, people get caught up and limited by mechanical solutions as the only answer. Given 1/3 of all the emissions has come from deforestation, it only makes sense that we embrace the power of nature and restore ecosystems around the world and do it on scale.
Trees have the power to change lives and perspectives. Our love of trees is being coupled with a scientific urgency, which says what the world needs now is new and expansive forests on scale - And soon. Now, we are growing new forests at a rate seldom seen in North America and targeting river systems to deliver multiple benefits in terms of carbon, water and wildlife habitat.
It is time that we embrace the power of nature and plant trees! On this Arbor Day observance, we need to start thinking of nature as a source of innovation and a technological solution. Reforestation is driving countless regenerative benefits – to our environment, to our economy, and to future generations.
Dan Lambe
Arbor Day Foundation President
Jerry Van Voorhis
GreenTrees, LLC President and CEO
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Lesson Plan- Simplified Shapes and Forms
Objectives:
1. Students will reproduce via observational drawing a physical scene or reference image.
2. Students will construct their drawings by utilizing an underlying schema of simple shapes (triangles, square, circles, and rectangles) and/or forms (cones, cubes, spheres, rectilinear solids/cylinders).
Materials:
- Pencils
- Erasers
- Drawing paper
- Computers and/or smartphones for finding reference images.
- Assorted still-life objects
Students' Prior Knowledge:
This lesson can be used as a standalone exercise in visual-spatial skills, given that the students will be utilizing a very basic (and thus, non-threatening) schema of simple shapes and forms to construct their drawings. As a lead-in, the teacher can spend some time prior to implementing this lesson having students create still-life drawings consisting of nothing but simplified forms (cones, cubes, spheres, rectilinear solids/cylinders).
Teacher Procedures:
The teacher will introduce the assignment by displaying a reference image for students to see and demonstrating how each of the complex objects in the image can be simplified as a basic form or shape (this is a great opportunity to include some art history by utilizing a master work as reference), asking students what shape/form each item most resembles. As an alternative, the teacher can set up a still-life and use physical objects for the demonstration. The teacher will draw the underlying shapes/forms on a blank sheet of paper. The teacher will then demonstrate how details can be added progressively into the finished schema of simplified shapes/forms. (Example: A human hand can be better understood, and thus drawn more easily, by simplifying the palm/back of the hand as a square/flatten cube, the muscle mass at the base of the thumb as a scalene triangle/wedge, and the fingers as rectangles/rectilinear solids/cylinders. Once the underlying schema is complete, details such as fingernails, tendons, knuckles, skin folds, and surface undulations can be superimposed on top.)
The teacher will encourage students to choose images or objects that they feel would be challenging to draw, and to treat the assignment as a personal experiment to see if it makes the drawing process any easier. Students should also be encourages not to erase the underlying schema, but to instead continue drawing over top of them. The idea is to start with simple, non-threatening shapes/forms that most anybody can draw, which gives the artist a visual map of where to apply more complex details, and thus improve accuracy of proportions. The teacher should not choose images or objects for the students, but instead allow them to choose what they feel would be challenging (and fun) to them; however, the teacher should encourage (but not require) the use of real, physical objects. During the creation stage, the teacher will play music with sustained complex rhythm to stimulate students' visual/spatial reasoning.
Assessment:
Students will complete a Project Proposal prior to starting their drawings with goals to help them meet any deadlines, as well as at least 3 quick practice (thumbnail) sketches. Upon completion of their drawings, students will self- evaluate using a rubric and reflect upon the process by either writing a short Artist Statement or through a peer or teacher interview of the process (see attached assessment materials).
Project Proposal
Name:
Please give a brief description of your project, using complete sentences:
What inspired you to attempt this project?
Which center will be your main focus for this project? (Circle One)
Drawing
Painting
Ceramics
Digital
Printmaking
How many weeks do you anticipate working on this project? (Circle one)
2
3
4
5
6
Week 1 Goal(s) Week 2 Goal(s): Week 3 Goal(s): Week 4 Goal(s): Week 5 Goal(s): Week 6 Goal(s):
Please list any additional supplies you will need below (I will try to provide these, if possible):
Use the backside of this proposal sheet to draw at least 3 thumbnail (rough-draft) sketches. These need not be masterpieces but do need to be sufficiently detailed enough to get a clear picture of your idea. Staple this sheet to a page in your sketchbook once it has been signed off on.
***This is required for instructor sign-off.***
Instructor Signoff: _______________________________________________________ Date: ______________________
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The Learning Centres
KPU Richmond
KPU Langley
KPU Tech kpu.ca/learningcentres
Active Listening
Active Listening is hearing – with understanding – the intended ideas, information, and suggestions of others. The basic elements of communication, including a sender, a receiver, and feedback, are all present. This is a key communication skill and promotes understanding among people. Active listeners attend to nonverbal, symbolic, and verbal messages. The challenge is to listen through our own assumptions, biases, judgments, and emotions and then to ask suitable questions to get more information. Use the following techniques.
Paraphrasing
Paraphrasing is restating the content of a message in your own words. Typically, it does not include feelings. This gives the speaker an opportunity to reflect on what they are communicating and to refine it if they like. When you get it right, the other person will say, "exactly!" or communicate in some other way that they feel understood. When you paraphrase what you have heard into your own words, you show your present understanding and thus enable the sender to address any clarification to the specific understanding or misunderstanding you have revealed.
Clarifying
Clarifying is reflecting on the broader context of what you understand the speaker to be saying and often comes in the form of a question. You can request the other to clarify by asking, "What do you mean by…?" This gives the speaker an opportunity to fill in any missing pieces to the interaction. The desired outcome is a clear understanding of the issue or issues chosen for attention. Clarifying is checking understanding of a message by asking to hear it again or asking for more information and details. In clarifying you help to spell out the communication of the speaker. This encourages both of you to consider the meaning and impact of words or actions. You are reflecting back the intent of the verbal and/or nonverbal cues. Use clarifying when you want to understand what is being communicated in context.
Probing
Probing is a subset of clarifying. Probing is used to prompt a speaker to give more information or to explore a situation that is not clear to you as the listener. It creates a request to become more specific in situations that are often of an important, sensitive, or problematic in nature.
Perception Checking
A perception check occurs when you state what you perceive the other to be experiencing. A good perception check conveys this message – "I want to understand your feelings – is this (making a statement of his/her feelings) the way you feel about it?" A perception check is a way of verifying the accuracy of your interpretations. It includes a description of the information you received, your possible interpretations, and a request for confirmation. You may find that using it in non-class relationships is also useful!
Our perception of another person's feelings can result more from what we are feeling, are afraid of, or are wishing for than from the other person's words, tone, gestures, facial expression, etc. If we feel guilty, we may perceive others as angry or accusing toward us. Our inferences about other people's feelings can be, and often are, inaccurate. Thus, it is important to check them out for good interpersonal communication.
Perception checking responses aim to:
- Convey that you want to understand the other as a person and to understand his or her feelings.
- Help people to be more open to what you have to say.
- Help avoid actions that are based on false assumptions of what the other was experiencing.
Cautions
Regardless of which of the techniques you choose to use, you will need to listen not only for the words, but also for the feelings behind them. To truly comprehend the message a person is sending, you must try to understand the other person's frame of reference, even if you do not agree with it. Using this strategy is an important first step in creating understanding with others.
Page 1 of 1
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
KPU Surrey
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RELIGIOUS EDUCATION POLICY: Governors' Policy Statement – March 2017
At Trefonen RESPECT is our core value. Mutual respect and good behaviour is the expectation of all adults and children at all times.
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Governors' Policy Statement
Trefonen C.E. School is a voluntary controlled Church of England school. At Trefonen CE School Religious Education (RE) plays an important role in defining our school's distinctive Christian character. RE is central to our school's understanding of education and mission, and the commitment that 'the Church at national, diocesan and local level is called to work towards every child and young person having a life enhancing encounter with the Christian faith and the person of Jesus Christ' At Trefonen we recognise that spiritual development lies at the heart of the curriculum. All members of the school community should experience Christianity through the life of the school, as well as through the taught curriculum.
RE teaching at this school is in line with the recommendations of the Statement of Entitlement for Church Schools, published by the National Society and adopted by the Lichfield Diocesan Board of Education (2012). Christianity is the majority study in RE as understanding Christianity as a living religion is the foundation of Religious Education in church schools. This draws on the richness and diversity of Christian experience in the breadth of its Anglican and other denominational forms, and in the variety of worldwide forms. The encounter is an open one which stems from and instils respect for different views and interpretations and in which real dialogue and education takes place.
As a Church school we have a duty to foster an accurate and increasing understanding of world religions and world views. As a result, pupils will gain greater insight into the world in which they are growing up. They will also be able to appreciate the faith of others and develop a deeper understanding of their on beliefs and practices. These outcomes must contribute to harmonious relationships within and between communities, promoting social inclusion and combating prejudice.
At Trefonen CE School RE teaching also follows the legal requirements of the Education Reform Act (1988), which places RE as part of the basic curriculum; a statutory subject which is an entitlement of all pupils. The school bases its RE provision on the Shropshire Agreed Syllabus. In addition, the school uses the Lichfield Diocesan RE Resource Handbook, materials from the National Society, and other appropriate units to enhance teaching and offer the extra dimension of its Church foundation.
At least 5% of curriculum time at Trefonen CE School is dedicated to meeting explicitly RE objectives, although the subject may be taught across the curriculum when appropriate. Within this teaching allocation at least two thirds of subject content is allocated to an exploration of the Christian faith, and the concepts, beliefs, teachings and practices that lie at its heart.
Foundation Governors
Date: March 2017
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Food waste is a global problem. Worldwide, roughly 1.3 billion tons of food is wasted every year—whether it is through agricultural practices or letting it rot in the fridge.
Now a new study suggests that commercial fishing boats may adding to this number. As Alister Doyle reports for Reuters, fishing operations may be wasting up to 10 percent of the fish in their nets right after they were caught—enough to fill 4,500 Olympic-sized swimming pools each year.
The study, published this week in the journal Fish and Fisheries, compiles 60 years of data on industrial fishing practices. The results suggest that the fleets toss back roughly
10 million tons of the 100 million tons of fish they catch each year. As Doyle reports, this happens for a range of reasons, including the fact that the fish are too small, diseased, or not the target species. Russian trawlers, for example, often collect roe from pollock and then dispose of the fish. While some species including sharks, rays and crustaceans can survive being tossed back into the ocean, the process is fatal for most fish species.
"[It's an] enormous waste ... especially at a time when wild capture fisheries are under global strain amidst growing demands for food security and human nutritional health," the researchers write in the study.
This number has risen in recent years, George Dvorsky reports for Gizmodo. In the 1950s, fishing fleets wasted about 5 million tons of fish per year. But that number jumped to 18 million tons in the 1980s before dropping down to 10 million tons in the last decade. The latest drop could be the result of better fisheries management and technology, but the researchers believe it may just be a reflection of the dismal state of the ocean: "Discards are now declining because we have already fished these species down so much that fishing operations are catching less and less each year, and therefore there's less for them to throw away," Dirk Zeller, lead author of the study and senior research partner with the Sea Around Us, an initiative at the University of British Columbia, says in a press release.
While it is not possible to market all fish caught (obviously diseased fish cannot be sold), that's not the primary reason for tossing them overboard. "Discards also happen because of a nasty practice known as high-grading where fishers continue fishing even after they've caught fish that they can sell," Zeller tells Carl Engelking at Discover. "If they catch bigger fish, they throw away the smaller ones; they usually can't keep both loads because they run out of freezer space or go over their quota."
As Engelking reports, 85 percent of the world's fisheries are being pushed past their biological limit. While some nations have banned bottom trawling, a method which drags up many unwanted species leading to waste, and some have regulated discards. But, he notes, once boats are in international waters, they are often beyond the limits of enforcement.
Link: http://www.smithsonianmag.com/smart-news/global-fishing-fleet-wastes-tenpercent-its-catch-180963865/#VZKgBxU4M7jU5FJO.99
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From the original Sexton Records:
Name: Brigham Jenne
Age: 1y; 10m; 2d
Relationship: son of Benjamin & Sally Jenny
Deceased: Dec. 1
st , 1847
Disease: Inflamation of lungs
Birth Place: Kamas, H Cook Co.
Birth Date: Jan. 25
th , 1846
Grave No. 273
Birth Date: January 25, 1846
Birth Place: Comos, Cook, Illinois
Death Date: December 1, 1847
Cause of Death: Inflammation of the lungs
Burial Place: Winter Quarters Grave #273
Father's Name: Benjamin Prince Jenne
Mother's Maiden Name: Sarah Comstock Snyder
Which Winter Quarters Ward or Iowa Branch was the family: Unknown
Where was the family in the 1850 U. S. Census? Sarah Jenne was listed as family #345 in Great Salt Lake, Utah Territory. Supposedly Benjamin had gone to the California gold fields.
Which Pioneer wagon train took the family west? The Jenne family came with an unknown company in 1849.
Any interesting facts or stories that might have been submitted.
From Lovisa Jenne, a daughter, "we left Nauvoo in `46 arrived at Winter Quarters in the fall, some got there sooner, but many were quite late getting there, when we arrived we found many; We had much sickness caused from the hardships we had to endure; when we left Sugar Creek where we stopped a while, I harnessed a team every morning, unharnessed it at night, drove it all day then had to go to work as soon as we got to camp, washing, cooking, and anything there was to do. My Aunt was very sick, while traveling she lost her baby. While we were on the road we came very near losing my Aunt, it kept my Dear mother most of the time to take care of my Aunt. Uncle was on a mission to England, he had another wife who was sick, too, so you see my Mother had all she could do. When the little baby died my mother took the lid from a large chest she had and had a coffin made for the baby. We were away from any settlement, we carried the
Brigham Jenne
baby twelve days until we arrived at Mount Pisga where some of the Saints stopped a while and many were buried. When we got to Winter Quarters my Aunt's little girl, three years old died, that left her without a child, and her husband on a mission. That winter my Uncle's plural wife died, and my own dear little brother; then I took sick, was sick all winter, came nearly dying. We had lost at that time four of our dear ones. The persecutions and hardships we had to pass through .were unlimited. We had very pour living, mostly corn meal for bread, no vegetables. It was very hard on the people, caused much sickness. We had what they called scurvy, Black leg and canker, with it I had all three. My mouth was so bad with canker that I never tasted food for six weeks, only as sometimes the folks would toasts some crusts of bread, browned it and made coffee with it and I would drink it. I could only drink, my mouth was so badly eaten with canker, and my legs were all drawn up, I could not straighten them no more than if I was sitting down they were that way for a long time at last they grew better, until they were straightened a little, one of my legs was two inches shorter. I walked with a cane for a long time but it lengthened to be as long as the other was. I was very thankful for the blessing God gave us that we were away from the mob, of course, we felt a little timid having the Indians all around of course, but they did not harm us only to frighten us sometimes. Once when I was very sick a large Indian opened the door and walked in, he saw me in bed, seen that I was very sick and also frightened so he walked right out again."
(https://www.familysearch.org/photos/artifacts/10266980?p=18592763&returnLabel=Benjamin %20Prince%20Jenne%20(LZLG-
VRM)&returnUrl=https%3A%2F%2Fwww.familysearch.org%2Ftree%2Fperson%2Fmemories %2FLZLG-VRM)
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Info
To learn more about inhalants or obtain referrals to programs in your community, contact one of the following toll-free numbers:
SAMHSA's Health Information Network 1-877-SAMHSA-7 (1-877-726-4727) (English and Spanish) TTY 1-800-487-4889Logo of the Department of Health and Human Services.U.S. department of health and human services.
and can cause you to suddenly engage in violent, or even deadly, behavior. You could hurt yourself or the people you love.
A. Yes. Inhalants affect your brain
control?
Q. Can inhalants make me lose they safe?
household products, aren't
Q. Since inhalants are found in
The bottom line: If you know someone who uses inhalants, urge him or her to stop or get help. If you're using inhalants—stop! The longer you ignore the real facts, the more chances you take with your life. It's never too late. Talk to your parents, a doctor, a counselor, a teacher, or another adult you trust.
Do it today!
Curious about the TV ads of the National Youth Anti-Drug Media Campaign? Check out the Web site at www.freevibe. com or visit the Office of National Drug Control Policy Web site at www.whitehousedrugpolicy.gov.
the 10th. Or the 100th. Every huff can be dangerous. Even if you have huffed before without experiencing a problem, there's not way of knowing how the next huff will affect you.
A. No. Even though household products like glue and air freshener have legal, useful purposes, when they are used as inhalants they are harmful and dangerous. These products are not intended to be inhaled.
A. No. One "huff" can kill you. Or
Q. Doesn't it take many "huffs" b efore you're in danger?
A
Q&
Inhalants
The Truth About Inhalants
Slang—Glue, Kick, Bang, Sniff, Huff, Poppers, Whippets, Texas Shoeshine
Get the Facts…
Be aware. Chemicals like amyl nitrite and isobutyl nitrite ("poppers") and nitrous oxide ("whippets") are often sold at concerts and dance clubs. They can permanently damage your body and brain.
Know the risks. Chronic inhalant abusers may permanently lose the ability to perform everyday functions like walking, talking, and thinking.
Inhalants affect your brain. Inhalants are substances or fumes from products such as glue or paint thinner that are sniffed or "huffed" to cause an immediate high. Because they affect your brain with much greater speed and force than many other substances, they can cause irreversible physical and mental damage before you know what's happened.
Inhalants affect your heart. Inhalants starve the body of oxygen and force the heart to beat irregularly and more rapidly—that can be dangerous for your body.
Inhalants damage other parts of your body.
People who use inhalants can experience nausea and nosebleeds; develop liver, lung, and kidney problems; and lose their sense of hearing or smell. Chronic use can lead to muscle wasting and reduced muscle tone and strength.
Inhalants can cause sudden death. Inhalants can kill you instantly. Inhalant users can die by suffocation, choking on their vomit, or having a heart attack.
Before You Risk It…
Get the facts. Inhalants can kill you the very first time you use them.
Look around you. The vast majority of teens aren't using inhalants. According to a 2006 study, only 1.3 percent of teens are regular inhalant users and 9 in 10 teens have never even tried inhalants. 1
Know the Signs…
Sometimes it's tough to tell. But there are signs you can look for. If your friend has one or more of the following warning signs, he or she may be using inhalants:
How can you tell if a friend is using inhalants?
* Slurred speech
* Unusual breath odor
* Drunk, dizzy, or dazed appearance
* Chemical smell on clothing
* Red eyes
* Paint stains on body or face
* Runny nose
Stay informed. Inhalants include a large group of chemicals that are found in such household products as aerosol sprays, cleaning fluids, glue, paint, paint thinner, gasoline, propane, nail polish remover, correction fluid, and marker pens. None of these are safe to inhale—they all can kill you.
What can you do to help someone who is using inhalants? Be a real friend. Encourage your friend to seek professional help. For information and referrals, call SAMHSA's Health Information Network at 1-877-SAMHSA-7 (1-877-726-4727).
For more information or for references to facts found in this Tips for Teens, go to www.samhsa.gov/SHIN.
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Dinosaur Discoveries
Here are the most recent theories about the history of dinosaurs, backed up with amazing facts about dinosaur discoveries. Gibbons discusses the Triassic, Jurassic, and Cretaccous periods and many of the non-bird dinosaurs that lived during each of those times.
Modern dinosaur discoveries in the USA and Canada detail important discoveries in recent times. Learn about modern dinosaur discoveries in the USA and Our team of experts round up a few of the best fossil discoveries of 2017. a new species of non-avian theropod dinosaur from Mongolia (CauThe most complete *Stegosaurus* skeleton in the world, this individual lived about 150 million years ago, during the Late Jurassic Period. Experts are st A new dinosaur of titanic proportions unearthed in the Egyptian desert A New Dinosaur Discovery Could Shed Light on the Final Age of the A new study focusing on the frequency of fresh dinosaur discoveries suggests we might have it all wrong, and that our understanding of the - 5 min - Uploaded by SciShowFrom new insights into how we classify dinosaurs, to the structure of their feathers , to the timeline Six Amazing Dinosaur Discoveries That Changed The World. Incredible. DAVID NORMAN. . This article was written by David Norman from theDinosaur interest soared in the 1990s, mostly due to the film Jurassic Park and new dinosaur discoveries. Learn about more recent dinosaur discoveries.Visitors to this small gallery traveling exhibition will explore how new discoveries and technologies reveal how dinosaurs lived, moved and behaved. 2017 was a fantastic year for dinosaur knowledge. Here are some of the most important discoveries that changed our understanding of theRecently, an auction of a dinosaur skeleton, discovered in Jurassic-aged rocks in the US, was held in West Sussex, England. The skeleton was that of a larg. Dinosaurs arent all big and scaly. The more fossils they find, and the closer they examine them, the more scientists realize how diverse these A bus-sized long-necked dinosaur has been discovered in Egypts Western Desert.Dinosaur Discoveries [Gail Gibbons] on . *FREE* shipping on qualifying offers. Here are the most recent theories about the history of dinosaurs,Stunning Discovery. Some 110 million years ago, this armored plant-eater lumbered through what is now western Canada, until a flooded river swept it into open The creature predated the dinosaurs, yet it had the dinosaur skull The abundance of recent discoveries of dinosauromorphs, a group that
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Name
Date
Word Choice – Exercise 9: Whose and Who's
This handout accompanies Exercise 9 of Grammar Bytes! Get the answers by doing the interactive version of the exercise at this address: http://chompchomp.com/exercises.htm
Directions: Fill in the blanks with the appropriate choice—whose or who's.
1. If you want to identify that ugly bug in your hair, ask Claudia, __________ collection of beetles covers every inch of her bedroom walls.
2. The biggest entertainment at the picnic was Louis, __________ ability to eat an entire hotdog in one mouthful amazed everyone who watched him demonstrate this feat fifteen times.
3. In the computer lab sits Veronica, __________ furiously typing as she attempts to meet Dr. William's nonnegotiable deadline for the research paper.
4. __________ going to bait Jerry's hook and gut his fish if you invite your squeamish brother to come fishing with us?
5. Before you buy a pit bull or rottweiler puppy, talk to Thomas, __________ attack hamster will bite the fingers of any hand that enters its cage.
6. As Mom stood in front of the frozen vegetables, she thought of Lorraine, __________ loathing of lima beans would mean a dinner's worth of complaints if Mom chose them for dinner.
7. Pirouetting by the cash register is Celina, __________ as comfortable dancing in line at the cafeteria as she is the in ballet studio.
8. We all turned to stare at Brenda, __________ wacky hairstyle included feathers, ribbons, and macaroni braided into her hair.
9. Clive sat behind Julie, __________ long, curly, red hair dripped down her white shoulders like strawberry syrup over vanilla ice cream.
10. Tanya, __________ praying no one requests the last slice of cheese pizza, waited in the long cafeteria line.
11. Professor Byrnes sighed with impatience after he called on Kevin, __________ lack of preparation always holds up the rest of the enthusiastic class.
12. Jackie bought a half dozen tennis balls for her golden retriever Oliver, __________ bad habit of chewing off the fuzzy skins is expensive.
13. Francisco steeled himself for a 50-minute class with his theatrical math teacher, ___________ jerky hand movements cause students in the front row to cringe like beaten dogs.
14. Jerrod, __________ ashamed that he ate the last doughnut, is discreetly wiping strawberry jelly from the corner of his mouth.
15. Latoya chuckled as she watched her little brother Reggie, __________ little finger waved in the air as he attempted sophistication while drinking hot tea.
16. Our dog Cooper, __________ waiting politely under the table, expects a meatball from everyone before dinner is over.
17. __________ fungus-covered chicken salad sandwich is polluting the refrigerator in the lounge?
18. Mrs. Currall returned the A+ essay to Andre, __________ smile flashed despite his usual surly attitude in class.
19. Even though the lecture had begun, we knew we could soon expect Sasha, __________ always hitting the snooze button on the alarm instead of getting out of bed to be on time.
20. __________ going to drive Raymond to the park? He spilled a chocolate milkshake on my leather upholstery last week, so he cannot ride with me.
©1997 - 2012 by Robin L. Simmons
All Rights Reserved.
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Chaddesley cares about Planet Earth
I read an interesting, and somewhat depressing, newspaper article early in July. It was about landfill and the fact that the UK was rapidly running out of sites. We are apparently one of the biggest dumpers into landfill.
We will have used up all the available sites by 2018, and still will not be achieving our targets. These targets are for the amount of paper, food and garden waste that is sent to landfill. There will be financial penalties for failure to achieve the 2020 targets, penalties levied on local authorities, who are certain to pass them on to us.
We have achieved a reduction of a third since 2000, but we need to do a lot better. This is about increasing the amount we recycle. I wonder, however, if we are actually addressing the right question. Is not the question "Why is there so much that needs to be recycled or sent to landfill in the first place?" and "Are we reviewing and possibly changing our habits?"
Surely there is something wrong when we and/or our local authority is "fined" for sending too much to landfill, when the root of the problem may not be in our hands?
What I am talking about is the enormous amount of junk mail we receive – the paper can be recycled, the plastic covers cannot. The cost of producing it is a further burden on the environment. And I did not ask for much of it in the first place!
What I am talking about is all the fruit and veg. packaging to be found in supermarkets. We didn't used to have it; we did not need it. But then we shopped locally, for produce in season, from our local grocer. If we all did that again, we would reduce packaging waste (often not recyclable, at least in UK); we would boost the local economy; and the extra volume might well lead to a reduction in local prices. We all win – except, of course, the supermarkets!
What I am talking about is accepting things as nature intended – muddy carrots and potatoes, apples of different sizes, slight blemishes on orange peel, fresh meat cut and placed into greaseproof paper, all thus avoiding the plastic or polystyrene trays that we get in supermarkets. I could go on, but I am sure you can all think of similar cases.
Sometimes old can be better. Sometimes old habits may be preferable to new. Are you ready to change?
Martin J. Kenrick
For the Working Group set up by the Parish Council
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From Conversation to Action: Motivating Adolescents towards Climate Change Mitigation Behaviors
Valdez, Rene, Kathryn Stevenson, and Nils Peterson NC State University
Climate change is expected to have unprecedented global impacts, requiring collective action to mitigate effects and adapt to a changing world. Despite scientific consensus on the causes and impacts of climate change, public opinions remains polarized on what causes climate change and what should be done to address it. Climate communication efforts aim to address the mismatch between public opinion and scientific consensus, but psychological and ideological barriers prevent some adults from incorporating climate change information in productive ways. Adolescents may represent a vital audience for climate change communication because they appear to bring less ideological bias to their assessments of climate change information and they are the future decision–makers who will live with the major impacts of climate change. Multiple strategies have been identified for motivating climate change behaviors among adolescents, including building knowledge, increasing risk perception, and fostering hope. Another promising but understudied area is the importance of trusted messengers in motivating behavior.
We begin to address this need by examining how friends, family, and teachers influenced climate change behaviors of 1,472 middle–schoolers across the state of North Carolina (NC). We also considered how climate change knowledge, concern, gender, and socioeconomic status predicted behavior. We randomly selected middle school science classrooms across NC and measured changes in climate change knowledge, concern, communication patterns, and behaviors with pre– and post–surveys. We measured climate change knowledge with true/false items addressing climate change science, causes, and impacts. We measured climate change concern and behavior with multi–question Likert scales asking respondents how concerned they were about climate change in general and its impacts to themselves, the US, and future generations, and what environmentally–friendly activities they engage in. Similarly, we measured communication with friends, family and teachers by asking respondents the frequency of conversations with each of these groups. We used structural equation modeling to evaluate how increased climate change knowledge, concern, communication with friends and family, and more in– class discussions predicted climate change behaviors. We found that increased knowledge predicted increased concern, and that increased concern, discussion (with friends, family, and in class), and locale (urban students) were positively related to climate change behavior.
Knowledge, concern and social influences from trusted messengers were significant drivers of behavior. Increased knowledge did not translate directly to behavioral changes, rather our results suggest that the impacts of knowledge were mediated by concern. These results suggest the importance of communicating climate change science, causes, and impacts, but also diffusing climate change messages through social networks and incorporating emotional and social appeals that link behaviors with social norms. We recommend that climate change messaging to adolescents incorporates emotional appeals and acknowledges the social role of engagement to more effectively motivate behavior changes.
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Practice Midterm Exam (Not graded)
Time: 50 minutes
Show your working unless the problem states otherwise.
You may use any information on your cheat sheet (single-sided 8.5 x 11" page). You may also use a calculator. Otherwise, the exam is closed book.
You may ask me any questions you wish. I may or may not answer.
1. Winter camping
The air temperature inside my sleeping bag is 20 C. The temperature outside the sleeping back is – 10 C. The insulation material of the sleeping bag is 5 cm thick. My body generates heat at a rate of 50 W. Assume that no heat escapes where my head is poking out. Estimate the thermal conductivity of the insulation material. Give your answer in W/(m·°K).
2. Gas process
a) Calculate the work done by this gas during the isothermal expansion shown above. Express your answer in units of kJ.
i) Use an approximate method (area of a geometric shape)
ii) Use an exact method (calculus).
b) How much heat is transferred to or from the gas during this isothermal expansion?
3. Power and energy
Mr. K. wants you to invest in his scheme to harness lightning as an energy source. "It's great!" he says. "Each lightning strike carries around 10 14 W of power, billions of times what an average person uses. My machine covers one square kilometer and can perfectly capture all the lightning energy hitting it." Assume his statements are correct.
a) A lightning strike lasts for about a microsecond (10 -6 seconds). How much energy is carried by a lightning strike? Express your answer in Joules.
b) Suppose that there are 100 lightning strikes per square kilometer per year. True or False: Mr. K.'s machine will capture enough energy to supply one person's total energy needs.
4. Simplified model for comparing transportation
Compare a motorbike carrying 1 passenger and a train carrying 300 passengers.
For aerodynamic calculations, the effective cross-sectional area of the motorbike (with rider) is 0.5 m 2 , and the effective cross-sectional area of a train carrying 300 passengers is 10 m 2 .
a) Which method of transportation requires the most "power per passenger" to move people at a velocity v?
b) For these two options, what is the ratio of "power per passenger"? i.e. How many times more power per passenger is required for one option versus the other?
5. Internal energy
a) Consider water in the liquid state at temperature, T, close to room temperature. What is the internal energy per water molecule? Express your answer in terms of T and fundamental constants.
b) Liquid water has a molar heat capacity of 75.2 J/mol·K. In contrast, water vapor has a molar heat capacity of 35.8 J/mol·K. Using the equipartition theorem, and the physical differences between liquid and vapor phases, construct a qualitative argument why water vapor has a lower value than liquid water. (Qualitative means that you don't have to make any calculations).
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Focus – Ball Literacy Name of Game: Red Light/ Green Light
Organization
Players move around the grid dribbling the ball – when coach shouts red light players stop. Green light players go. Go speeding – players go faster. Crash - players dive on their ball., Coach can be creative
Alternatives
Easier – Players play without a ball
Focus - Ball Literacy Name of Game: Nuts and Squirrels
Organization
Teams are divided into 4 groups - each group is given a different colored pinni. All the balls positioned in middle square. On coaches command 1 player from each group collects a ball (nut) from the middle. Player dribbles ball back to their triangle (tree) – next player can go when the ball is stopped in the triangle. When the coach stops the game, the team with the most balls (nuts) in their triangle wins the game.
Alternatives
Easier – Instead of dribbling players use hands. Harder – One player from each group is allowed to steal a ball from the other team's triangle.
Emphasis
- Keeping control of the ball, Stopping with control/Change of pace
Emphasis
- Running
- Jumping
- Hopping
- Twisting
- Having Fun !
CANADIAN SOCCER ASSOCIATION ● l'ASSOCIATION CANADIENNE DE SOCCER
Focus: Physical Literacy Activity Name: Relay Games
Introduction
Divide your players into three teams. Players on coaches command run around the flag and high five their team mate on their return. Once team mate touched next player can go. Players can then repeat using different actions, hopping one leg, bunny hops, etc
Variations
Easier (U4) – Players can run around their flag with parent holding hands.
Harder (U6) – Coach can make the game into a little race. Placing emphasis on completion of excercise and not winners
Focus – Small sided Game Name of Game – Chain Soccer
Organization
Set up a small grid, depending on number of players. Separate players/parents into 2 teams as shown below. Number players 1,2,3,4,5 etc. Call out a number. That numbered player/parent combo from each team enters into the field to challenge for the ball. Players try to score on opposing side while defending their own side. Parents and players not called can act as goalies on their side.
Alternatives
Easier (U4)– Two balls so both players can have success scoring.
Harder (U6) – No parents. Ask children to link arms and work together to stop goals.
Harder (U6) – Increase the # of players called into the grid to 2 or 3.
Emphasis
* Running
* Turning – different types
* Gets first touch out of feet to travel quicker
* Keep ball in close control when approaching your tree.
* Stopping the ball
* Teamwork
* Having Fun!
Emphasis
* Dribbling
* Shooting
* Goal celebrations
* Teamwork
* Having Fun!
CANADIAN SOCCER ASSOCIATION ● l'ASSOCIATION CANADIENNE DE SOCCER
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8 th Grade Math
Vertical Progression:
8 th Grade Math
ELG 8.2: Work with radicals and integer exponents.
Students will demonstrate command of the ELG by:
* Applying the properties of integer exponents to generate equivalent expressions.
* Evaluating square roots and cube roots of small perfect squares and cubes.
* Using square root and cube root symbols when solving equations.
* Writing numbers in scientific notation.
* Identifying how many times larger one number written in scientific notation is than another.
* Performing operations on numbers which are written in scientific notation.
* Understanding scientific notation shown on a calculator or other technology.
Vocabulary:
* cube root
* irrational
* perfect square
* radical
* perfect cube
* root
Sample Instructional/Assessment Tasks:
1) Standard(s): 8.EE.A.1
Source: http://louisianabelieves.com/docs/default-source/louisiana-teacher-leaders/handout-g8-m1-mid-moduleassessment.pdf?sfvrsn=2
Item Prompt:
a. Jill writes 2 3 ∙4 3 = 8 6 and the teacher marked it wrong. Explain Jill's error.
b. Find n so that the number sentence below is true:
c. Use the definition of exponential notation (expanded form) to demonstrate why 2 3 ∙4 3 = 2 9 is true.
d. You write 7 5 ∙7 −9 = 7 −4 . Keisha challenges you, "Prove it!" Show why your answer is correct without using the law for multiplying exponents.
Correct Answer(s)
a. Jill multiplied the base numbers and added the exponents. You can only add exponents if the bases are the same.
b. n=6
c. Student uses expanded notation to show that it is true.
d. Student provides a logical progression to show that it is true. For example,
* scientific notation
* square root
2) Standard(s): 8.EE.A.4
Source:
Illustrative Mathematics
Item Prompt:
This headline appeared in a newspaper.
Every day 7% of Americans eat at Giantburger restaurants
Decide whether this headline is true using the following information.
* There are about 8 × 10 3 Giantburger restaurants in America.
* There are about 3 × 10 8 Americans.
* Each restaurant serves on average 2.5 × 10 3 people every day.
Explain your reasons and show clearly how you figured it out.
Solution:
8 th Grade Math
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Maths Curriculum Booklet
2019-2020
1
Maths Department Teaching Staff
Ms S Tagually – Head of Department
Mr C Boyenga
Mr A Collingwoode-Williams
Ms C Cousins-Roach
Mr A Egembah
Mr D James
Mr A Simmons
Maths Curriculum Structure
As a core subject students will have 8 hours of Maths lessons per fortnight from Year 7 – 11. In the first few weeks of Year 7 students are taught within their tutor groups, they will undergo an initial assessment and this will be used to group them into teaching sets. Setting will be reviewed regularly after each assessment to ensure that students are in classes where they will be able to make good progress whilst being appropriately challenged.
Students begin to study the GCSE specification in Year 9. Initially it is expected that all students in sets 1-3 will be prepared to sit the Higher tier papers (Grades 4-9) whilst those in sets 4 and 5 will be prepared to sit the Foundation tier papers (Grades 1 – 5). Final decisions on tiers of entry won't be made until after Christmas of Year 11.
Bishop Stopford's School Curriculum Overview Year 7 – Maths Pi 1
Bishop Stopford's School Curriculum Overview Year 7 – Maths Theta 1
Bishop Stopford's School Curriculum Overview
Year 7 – Maths Delta 1
Bishop Stopford's School Curriculum Overview
Year 7 – Maths
Bishop Stopford's School Curriculum Overview
Year 8 – Maths Pi 2
It is said that to succeed in maths you need two things: knowledge and confidence. This is the ethos within the department – regardless of ability. Students will be asked to try things out, develop ideas and make mistakes. All of these things help build confidence and a better understanding of the content and knowledge.
Bishop Stopford's School Curriculum Overview Year 8 – Maths Theta2
Bishop Stopford's School Curriculum Overview
Year 8 – Maths Delta2
Curriculum Content
Skill Content
Bishop Stopford's School Curriculum Overview
Year 8 – Maths
Bishop Stopford's School Curriculum Overview Year 9 Foundation– Maths (GCSE)
Bishop Stopford's School Curriculum Overview Year 9 Higher– Maths (GCSE)
Year 10 Foundation– Maths (GCSE)
Bishop Stopford's School Curriculum Overview
Year 10 Higher– Maths (GCSE)
Year 10 Maths – All Classes
Year 11 –Maths Foundation (GCSE)
Exam Board &
Edexcel Exam Board
Specification
Examples of
Home Learning
Tasks
Assessment
Tasks, Methods &
Frequency
Equipment That
Students Need
Parents / Carers can help their
child by:
Useful Websites
Extra-curricular
Homework set at least one piece a week.
Assessment at the end of every half term, mini assessments at the end of every unit.
Full Maths equipment (including scientific calculator)
Pen, pencil, ruler, rubber, protractor, compass, sharpener, highlighters
-
Getting students to practice times tables up to 12
-
Mental arithmetic and basic numeracy involving the 4 operations.
www.mathswatch.co.uk/vle http://www.numeracyninjas.org/
https://www.bbc.com/bitesize/subjects/zqhs34j https://www.mathsisfun.com/games/subtangent.html
Maths catchup and homework club every lunch time in 017 from 1:30pm
Opportunities
Bishop Stopford's School Curriculum Overview
Year 11 – Higher Maths (GCSE)
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Mrs. Yau 5th Grade
Email Mrs. Yau:
bwong@ cps.edu
Week of Apr. 19 - Apr. 23,
2021
📓
ELA - Yau
Reminders
Students will read chapters 7-8 in Revolution is not a Dinner Party. We will review the skill of identifying main ideas and supporting details as we continue to focus on comprehension and summarization skills. Reread and study the chapters. There will be a quiz on Friday.
315 Reading meets DAILY from 8:10AM but on Wednesdays we meet at 7:45AM.
🔢
Math - Agostinelli
315 ELA meets DAILY from 8:00 AM - 9:00 AM We will finish Topic 8 this week. Students have learned how to multiply fractions with whole numbers and with other fractions. On Monday and Tuesday, we will apply what we have learned to mixed numbers. On Thursday, students will review in groups, and on Friday, we will take the Topic 8 Assessment. http://bit.ly/MsAgostinelli
315 Math meets DAILY from 9:15AM
Science - Yau
Modeling Matter Unit:
Now that students have explored why iquid mixture separate, the class shifts to hinking about how liquid mixtures that normally separate can stay together. Students conduct stability tests and learn about emulsifiers at the nanoscale and
observable scale.
15 Science Meets DAILY from 11:00 AM but on Wed. we meet at 10:00AM
- April 16 is a school improvement day and there will be NO classes for students.
★ April 21 is Virtual Report Card Pick-Up from 10:45am - 5:00pm. Sign Up LINK.
- May 3rd and May 4- 5th Grade IAR TESTING. May 3rd is Reading; May 4th is Math.
- May 24 - ISA (Science) Testing
➔ Student Weekly Syllabus: Weekly Plan
➔ Office Hours: 2:00-2:35 PM using Homeroom link.
Celebrations
Congratulations myLexia.com SUPERSTARS! You completed your Target Minutes!
★ Ya Lin, Chutong, Yikang, Ziheng, Kyle, Yayu
★ Qiao Ying, Emwanmwosa, Xiaomin
Thank you Ms. Talley for organizing guest speakers to share to the class about Internet Safety!
Happy April Birthday Taliyah! 4-24
Social Science - Yau
We will cover Week 20 in our Studies Weekly Curriculum. Students will learn about the Cherokee Nation by exploring the Trail of Tears, leaders such as Sequoyah, and Osceola, and the Seminole Nation. They will also use map reading skills to learn about how the boundaries and locations of American Indian lands have changed over time.
315 Science meets DAILY from 11:30AM but on Wednesdays we meet at
10:30AM
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Location
Kennebunk is located on the southern Maine seacoast, about 1/2 hour from Portland, Maine, and Portsmouth, New Hampshire, and 1 1/2 hours north of Boston. The area has been a popular summer tourist destination for over a century and increasingly popular throughout the fall and into the Christmas season. The neighboring towns of Kennebunkport, Wells, and Ogunquit are also tourist destinations.
Demographics
Kennebunk has a year-round population of about 8,000 people. It is mostly white, with few minorities. Economically, the population is heterogeneous, though mostly middle class and with many retirees. Gays and lesbians are comfortable and can feel welcome in our community.
Education
Kennebunk, Arundel, and Kennebunkport have a combined school district that is one of the best in the state. There are four elementary schools, one middle school and one high school. Local colleges include University of Southern Maine in Portland, University of New England in Biddeford, Maine College of Art in Portland, and University of New Hampshire in Durham, N.H. It is not unusual for people to commute to Boston for classes. Bangor Theological Seminary is 2 ½ hours away in Bangor, Maine but has a satellite campus in Portland.
Business
Kennebunk has a compact and attractive downtown area with many shops and local conveniences. There is significant light manufacturing in the area, but much of the activity is centered around the tourist industry. Many people commute to Portland or Portsmouth, and some even to the Boston area. Train service is available from Boston to Brunswick, Maine, stopping in nearby Wells allowing fast and easy travel to downtown Boston. Fishing, especially lobstering, is still a major industry in the area.
Recreational Activities
Because Kennebunk is located on the beautiful coast of Maine, there are ready opportunities for boating and swimming. Sandy beaches are beautiful for walking year round and downhill skiing is available within a two-hour drive. Winter is snowy and at least one parishioner cross-country skis to church whenever he gets the chance. There are many hiking trails both in the immediate area and the nearby mountains. The Eastern Trail, a major bike route spanning the east coast of the US cuts right through town. Nearby wildlife refuges provide ample opportunities for bird and wildlife watching. Fishing and hunting are very popular seasonal pastimes.
Cultural Activities
Maine has a vibrant arts community. There are many local art galleries, and concerts, plays, and musicals are given throughout the year. Both Portland, with its world-class performance auditorium, and Portsmouth have well developed performing arts series, and Portland has an excellent art museum, often hosting exhibits of national importance.
Medical
There are several hospitals within easy driving distance of Kennebunk: Southern Maine Medical Center (Biddeford), Maine Medical Center (Portland), Mercy Hospital (Portland), Goodall Hospital (Sanford), and York Hospital (York). And Boston, only 1 1/2 hours away, offers some of the best medical care in the country. There are several assisted living communities in Kennebunk.
Climate
The weather here is variable with a capital V. Summers are generally warm, but we can have hot spells (90s). Fall is truly beautiful--cool crisp, and clear--with a foliage display that will rival anyone's. Winter can vary from mild to quite cold but is always moderated by our being close to the coast. You can have three feet of snow on your lawn in March or none! Spring is eagerly awaited and always surprises us with unpredictable arrival times.
Kennebunk Community Websites
Town of Kennebunk
http://www.kennebunkmaine.us/
Town of Kennebunkport
http://www.kennebunkportme.gov
Town of Arundel
http://www.arundelmaine.org/
Kennebunk, Kennebunkport, Arundel Chamber of Commerce
http://www.visitthekennebunks.com/
Kennebunk - Kennebunkport Office of Tourism http://www.visitmaine.com/region/beaches/kennebunkport/
Local Newspapers and Television Stations:
Portland Press Herald
http://www.pressherald.com/
York County Star
http://www. seacoastonline.com/
Biddeford Journal Tribune
http://www.journaltribune.com/
Kennebunk Post
http://post.mainelymediallc.com/
Channel 6 - NBC
http://www.wcsh6.com/
Channel 13 - CBS
http://www.wgme.com/
Channel 8 - ABC
http://www.wmtw.com/
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VERITY@LoretoOnline - Student Guide for Successful Learning
BE PREPARED
COMMUNICATION
At the start of the day, ask yourself:
* What am I learning today?
* What are my learning targets or goals?
* Ensure your learning space is somewhere quiet, keep this space neat and tidy
* Remove all distractions and ensure everything you need is within easy reach
* Go to bed early on school nights, wake up with enough time to get dressed in neat casual clothes and have breakfast
* Check emails and student notices each morning before online learning commences at 8.30am
HIGH EXPECTATIONS
* Check-in to Homeroom each
day at 8.30am via Zoom (Years 4-12)
* Check-in to every lesson on time via Zoom or Teams to ensure your attendance is recorded (Years 7-12)
* Attempt all tasks set and submit all work on time as directed by your teacher
* Create goals that you want to achieve in your learning, write these down and stick them above your desk
TECHNOLOGY
* When joining online lessons, don't switch on your
* Ensure your iPad/laptop is charged each night
until asked by your teacher microphone
* Mute your microphone when not speaking to reduce noise
* Use headphones if you have them available
* Use the chat function to ask/answer questions as needed
* Stay safe online; visit the resources on SEAD to help you
* Please don't record any videos or take photos of online lessons conducted by a teacher
PATIENCE & PRODUCTIVITY
* There are lots of new and exciting learning opportunities for us all, be patient and kind to yourself and those around you
* Things might not always work as planned, that's okay, keep trying!
* Create a daily planner to keep yourself on task and on track with your learning
* Be proactive! If you need help, ask your teacher. They are there to help you!
* How will I be spending my time?
* What resources do I need?
* What support do I need?
At the end of the day, ask yourself:
* What did I learn from today?
* What did I enjoy about today's activities?
* What was challenging? How can I work through the challenge?
* What went well today? Why was it good?
* Do I need to ask my teacher for something?
* Do I need help with something in order for tomorrow be more successful?
POSITIVE RELATIONSHIPS
* Use technology in a positive and respectful way
* When in online lessons, listen respectfully to others and wait your turn to speak
* Keep connected with others, maintain and develop new friendships
* Remember to keep everyone included so that no one feels isolated or alone
WELLBEING
* Ensure you have a good balance between screen time and other activities
* Eat healthy, nutritious food your brain will thank you!
* Take breaks and exercise regularly
* Do something that is creative or engage in College co-curricular activities
* Check-in with yourself each day regarding how you are feeling. If you need support, please contact us!
* Check-in with your friends and family regularly to see how they are going
* Visit SEAD on Loreto Connect for resources than can help you with your learning and wellbeing
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Did You Know These Interesting Facts About Senior Accomplishments?
* Sophocles was 89 when he wrote Oedipus at Colonus, one of his dramatic masterpieces.
* On the day of his death, at the age of 78, Galileo was said to be planning a new kind of clock that would tell time—in minutes and seconds, not just hours—using a pendulum swing instead of movement of water or sand.
* Isaac Newton, better known for his scientific achievements, became a scourge of counterfeiters as the Warden of the Royal Mint, a position he held until his death in his mid 80s.
* Benjamin Franklin only retired from public service when he was 82.
* Benjamin Disraeli was 70 when he became prime minister of England for the second time.
* Susan B. Anthony was past 80 when she formed the International Woman Suffrage Alliance.
* Henrik Ibsen was 71 when he wrote his last play, When We Dead Awaken.
* Mary Baker Eddy was 86 when she founded the Christian Science Monitor newspaper.
* Alexander Graham Bell was 75 when he received a patent for his work on a hydrofoil boat.
* Sarah Bernhardt was 78 when she acted in her last stage performance—La Gloire by Maurice Rostand.
* Oliver Wendell Holmes, Jr. was reading Plato in Greek when he was 92.
* Ignace Paderewski was 79 when he retired from playing the piano in concerts.
* George Bernard Shaw was working on his last play, Why She Would Not, when
he was 94.
* Grandma Moses received her last commission as an artist when she was 99.
Facts excerpted from
SPLENDID SENIORS:
Great Lives, Great Deeds by Jack Adler
Pearlsong Press
*
March 2007
*
ISBN 978-1-59719-007-7
*
$18.95
* Robert Frost was 88 when his last volume of poems, In the Clearing, was published.
* General Douglas MacArthur was 70 when given command of the United Nations' army in the Korean War.
* Winston Churchill was 79 when he received the Nobel Prize for Literature.
* Igor Stravinski was 84 when he completed his last work, "Requiem Canticles."
* W. Somerset Maugham was 85 when his last book, Points of View, was published.
* Charles DeGaulle was 75 when he was reelected president of France.
* Pablo Picasso produced 347 engravings in his 87 th year.
* David Ben-Gurion was 84 when he finally retired from political life in Israel.
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Parents' advice can support or undermine targets of school bullying-prevention programs
21 March 2017
Children who are bystanders to a bullying incident are more likely to intervene if their parents have given them advice to intervene and less likely to intervene if their parents tell them to "stay out of it," according to a new study published in the Journal of Clinical Child and Adolescent Psychology, a journal of the Society of Clinical Child and Adolescent Psychology. The study suggests that culturally-consistent family components may enhance and promote the success of school-based anti-bullying efforts.
"Bullying is a serious problem for children, schools, and families. Our research suggests that parents have the power to address this problem through the advice they give their children at home. Nearly all children are involved in bullying situations as bystanders even if they are not a bully or a victim, so it is important that parents talk with their children about ways they can intervene if they witness someone being bullied," said Stevie Grassetti, PhD, Post-Doctoral Researcher at the University of Delaware, and lead author of the study. "Bystander children play a powerful role in stopping bullying."
An estimated 10 percent of children are victims of bullying, and many anti-bullying programs are aimed at encouraging bystanders to intervene. Researchers found a link between parents' advice to children and children's specific behaviors when they witness bullying take place at school. For instance, parents' advice to their children to help and comfort victims, significantly predicted children intervening. Furthermore, when children's parents told them to ignore bullying incidents, they were not only less likely to intervene on behalf of victims, but were actually more likely to join in the bullying.
The study took place in fourth and fifth grade classes of nine elementary schools with diverse populations in an urban/suburban school district in a mid-Atlantic state. Data were collected at school and at home as part of a larger study on the effectiveness of a school-based bullying prevention program. In the classroom setting, 1,440 children reported on their classmates' specific behaviors during bullying incidents. At home, 106 pairs of caregivers and children were presented with five hypothetical bullying examples, and then parents were asked to explain to their children how they should respond if they witnessed the situation take place.
Previous research has examined family factors associated with children becoming bullies or victims of bullying, but little has been known about parental influence on children who are bystanders to bullying. Researchers said these results broaden the understanding of how best to engage children who may be able to intervene in ways that parents and teachers are not able to and make a real impact on the bullying problem.
"Parents and school personnel should work together to make sure that children are receiving consistent messages on how to stop and prevent bullying. We now know that parental advice given at home could be very relevant to children's behavior with peers at school during bullying incidents," said Grassetti.
More information: Stevie N. Grassetti et al, Caregivers' Advice and Children's Bystander Behaviors During Bullying Incidents, Journal of Clinical Child & Adolescent Psychology (2017). DOI: 10.1080/15374416.2017.1295381
Provided by The Reis Group
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CELL PHONE DRIVING ESSAY
Everyday people die in car accidents because they use cell phones while driving According to research cell phones are leading factors that cause accidents.
Distracted attention results in low perception of the driver reducing performance levels. They put not only their life in danger but other drivers and pedestrians. Therefore, most of the governments, including Austria, Australia, Switzerland, Greece, Germany, and different Asian as well as African countries, have imposed restriction on using cell phones during driving. The problem with this is that so many people do it and it is so unbearable hearing so many stories of how many people die every year because they make the mistake Essay Topic: Driving Sorry, but copying text is forbidden on this website! Cell phones support in making a direct contact with person effectively and without wastage of any time. They also say that talking on the cell phone while driving is just the same as having a conversation with a passenger in their car and that the government will not ban people from having passengers in their cars so why should they ban talking on cell phones while driving. Manual distraction is when…. Using a cell phone while driving is an epidemic that has taken our nation by storm. How can we make the roads a safe place to be again. Some of these come in the form of headsets and give the user a voice activated sequence, which allows you to talk into the speaker, and the number will instantly be dialed. That is a plethora of people that are at risk of texting while driving. Cell phones provide communication with greater flexibility. Furthermore, using FMs on cell phones can provide information about weather and traffic. However, using cell phone to attend to an important phone call can also make one panic and can put you in to an emergency. However, there are no laws banning hands free cell phone usage, despite research claiming hands free devices are just as dangerous handheld devices. While this is not realistic to think any parent would encourage their teen to drink and drive, it is something that one might as well tell them if you permit these children to talk on a cell phone while driving. It has not stopped the people from using their phones which causes innocent people being injured or killed I am here to prove today that driving with cell phones can be deadly. Driving drunk only makes a person seven times more likely to be in a crash Bernstein A major strength of driving skills is a pro-active approach anticipating actions of other drivers and making adjustments accordingly. The more the number of tickets you attract against your name, the higher the insurance will be. Using a cell phone, especially texting and driving, puts not only the driver but those around in serious danger. It is unfortunate that many of these daily activities occur while a person is driving. The question is people more concerned more with their conveniences more than they are with their safety or safety of others. Nine chances out of ten that person is on a cell phone right. Cell phones have become a natural way of life to where we pick up our phones and use them like second nature. One cannot focus fully on the road and the other vehicles, if one keeps talking on phone consistently while driving. When we drive that should be the only activity we are doing. Many children, students, and adults use their phones frequently, and there could be many growing common risks developing that we are unaware of. Sturnguist, Conclusion The paper has presented arguments on both sides of the issue using or not using cell phones during driving. Texting is the most dangerous distraction because it requires visual, manual, and cognitive attention "Facts and Statistics". As such, the more complex a situation is higher are chances of distraction that presents a threat to road safety. Mobile phones, now known as cell phones, have been around since the s; however, they did not become main stream until the s. You wonder what could possibly be causing the driver to drive so erratically. Undesired Situation by Using Cell phones during Driving Billions of people throughout the world are using cell phones in daily routine life. This leads me to believe that if people can't concentrate on the road while talking on a cell phone, they shouldn't talk at all while driving.
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LTPL Seed Sharing Library
Harvesting and Storing Seed
Once you have grown out your seeds and are ready to save seeds for next year, make sure the plants are healthy and disease free with no visible insect infestation. Select for qualities that you value: earliness, vigor, size, color, and taste. Don't wait for the last of the crop to save seeds (unless you are selecting for lateness!). Cull out any rogue plants that don't meet up to your standards for the type of plant you are growing.
Seeds that are ripe enough for saving when the fruit is fully mature and still edible are tomatoes, eggplant, and peppers. Overripe is fine for these as well if you want to leave them to ripen on the plant without eating them. Seeds from squash and cucumbers are best saved from over-ripe, yellowing fruit that has gone past the eating stage. Crops that form pods or seed heads like beans, peas, okra, herbs, and flowers should be allowed to ripen and dry naturally.
Dry Seed Processing is the method is used for seeds that dry naturally on the plant and fall down to the ground to germinate the next spring. These seeds include lettuce, onions, grains, brassicas, beets, carrots, beans, and peas. Seeds must be gathered when dry but before the seed pods shatter and the seeds are lost. Dry pods and seed heads are best gathered over a large bag or large bowl to prevent the seeds from falling out onto the ground. Small amounts of seed can be cleaned by hand, but for large amounts you will want to remove the seed from seed heads by knocking them into a container such as a clean garbage can or onto a sheet or tarp. This is called "threshing." Once that is accomplished you will have to separate the plant debris, or chaff, from the seed one of two ways. You can "winnow" the seed by pouring it from one container to another in a breeze or in front of a fan to blow away chaff. This is best done outdoors. You can also sift the seed through a screen or sieve to remove chaff.
Wet Seed Processing is used when the seed is encased in a fleshy fruit, such as eggplant, peppers, cucumbers, and squash. Remove the seed from the fruit and rinse clean, or soak in a jar for a few minutes until the seeds sink and the debris floats. Spread the seeds on newspaper, paper plate, or paper towel and allow them to dry thoroughly. Pat the seeds dry and allow them to completely air-dry for a few days on newspaper or paper towel before packaging.
Fermentation Seed Processing is used when the seeds are not easily separated from the fruit and cleaned. There is often a thin, gel-like substance on the seed that is hard to remove and it will sometimes inhibit germination. This is most common with tomatoes but cucumbers and melons may need this process as well. Place the seeds in a jar with some water and allow the mixture to ferment for a couple of days until the seeds drop to the bottom and the debris floats to the surface and gets moldy and ferments. Pour off the water and rinse the seeds in a colander or sieve with holes smaller than the seeds. If the seeds do not rinse clean repeat the process. Spread the seeds on newspaper, paper plate, or paper towel and allow them to dry thoroughly.
After processing, all seeds should be placed in a moisture-proof, insect and rodent-proof container and stored in a cool, dry place away from light. Use baggies, envelopes or packets and store the packets in plastic tubs or large jars with tight-fitting lids. Be sure to label all seeds with the plant name, variety name, and year gathered. If you have room, you can store them in a refrigerator or freezer but you have to make sure the packaging is airtight. When properly stored, some types of seed can last for years.
If you are concerned about the viability of your seeds, test their germination before planting time. Put ten seeds on a moist paper towel and place it in an unsealed plastic bag. Date bag and keep the towel moist but not soggy. Seeds should germinate in 3-10 days. If the germination rate is low, or if the seeds begin to mold before germinating, get new seed.
What follows is a list of commonly grown crops and how long you can expect the seeds to last if stored properly:
Squash & Melons 4 years Beans & Peas 2-3 years Onions 1 year (freeze for longer) Beets, Spinach, Chard 4 years Broccoli, Cabbage, Kale, Radish, etc. 4 years Peppers & Eggplants 3 years Carrots 3 years Spinach 4 years Corn 1 year (freeze for longer) Tomatoes 4 years Lettuce 4 years Parsnip & Parsley 1 year (freeze for longer)
After you have set aside enough seed for your own garden, consider donating your extras to the LTPL Seed Sharing Library. Please do not bring in seeds that are still in their pods or seed heads. Fill out a seed donation form for each variety of seed and tape or staple it to the container. Place your container in the seed drop-off box. The seeds will be packaged and filed in the Seed Sharing Library by a volunteer.
Interested in volunteering for the seed library? Leave your name and number at the front desk or email firstname.lastname@example.org with your contact information.
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Reaching girls through different stakeholders: lessons learned from
SPRING
SPRING was an accelerator programme that helped businesses develop products and services to improve girls' lives.
SPRING businesses targeted girls aged 10-19 in nine countries. In order to understand what works to reach girls, we carried out in-depth case studies with 28 businesses. The experiences of SPRING businesses showed that adolescent girls can be reached through different stakeholders, including their teachers, parents and their peers.
Why work with stakeholders?
Out of our sample, 16 businesses tried to reach girls with the support of different stakeholders. This made it easier for businesses to reach girls, especially girls in rural areas or areas affected by poverty. Working with stakeholders helps overcome cultural barriers and can also help reach girls in the places where they spend most of their time, for example in school. Stakeholders can have different roles in outreach, distribution and direct implementation.
Outreach among girls
PAKISTAN
Sehat Kahani's male and female mobilisers have been working to change perceptions about the importance of girls' healthcare. They were able to reach over 4700 girls through training sessions, at community events and through conversations with community leaders. By working at the grassroots level, Sehat Kahani was able to raise awareness and interest around girls' and womens' health in urban slums across Pakistan.
www.sehatkahani.com/join-us/
Some businesses engaged with stakeholders to encourage girls to buy or use their products or services. But just working with stakeholders is not enough. This strategy worked best where businesses spent time engaging with girls, gaining their trust, and understanding what stakeholders to work with. Peer-to-peer marketing was especially effective, as girls tend to trust and relate to others their age.
Distribution of business products or services
Different stakeholders helped businesses distribute their goods or services directly to girls. This was often done through schools or NGOs. The success of this strategy depended on having shared objectives and the right price point. It also depended on finding the right distribution strategy to reach girls and whether the product captured girls' interest.
Rwanda
Resonate delivers its unique storytelling, leadership and confidence-building workshops to facilitators from NGOs, schools or private companies. These different stakeholders then trained their own beneficiaries, helping Resonate reach more girls and women in different areas of Rwanda and beyond.
www.resonateworkshops.org/
Key lessons and recommendations
It is important to involve stakeholders that act as girls' gatekeepers (parents and community leaders) since they can affect girls' capacity to make independent decisions, as well as their purchasing power.
NEPAL
JBS set up savings groups, called Nawa Bihani, in rural and peri-urban secondary schools. Through Nawa Bihani, JBS is providing training on financial literacy and other topics, including agriculture, health and self-care. With the support of local schools and education authorities, there has been steady growth in the number of JBS schools and savings groups.
www.jeevanbikas.org.np/
Implementation of businessdesigned interventions
Stakeholders acted as implementers when they received training from the business to provide a specific service to girls. This strategy saw mixed results. Success depended on finding the right price point and a motivated partner. Interventions were most successful where all actors involved shared the same social impact objectives and costs were affordable.
Stakeholder buy-in can be achieved by having strong shared objectives and affordable business products and services. Businesses have been able to keep costs low through technology, grants and efficient service delivery.
When products or services are delivered through stakeholders, girls respond well to people they trust and see as similar to them, or view as a role model. Engaging with girl champions, mentors or community health workers can be especially effective.
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Switch Off Electricity
This activity is about recognising the need for essential infrastructure - in this case electricity - by doing without it for a while.
Section: All
Time: 1 day
Where:
Home
PLAN
Terms like Industry, Innovation and Infrastructure can be a bit vague, but bring it home to scouts with this activity. Imagine if the infrastructure which they take for granted - reliable electricity supply - is taken away! Then they will understand the importance of infrastructure a bit better! The aim here is not to try to get by without electricity, but understand how our modern lives depend on it. Allow the scouts to set the guidelines for this activity. Bearing in mind that their families might not be on for a whole day with no electricity, allow them to set a length of time for the activity. They might also decide to apply the rule to the whole household, or just to themselves. To get the most from the activity, they might agree to include all devices which need to be charged with electricity as well!
DO
Doing without electricity, for any length of time, will bring challenges. Everything from making a cup of tea to watching TV either becomes difficult or impossible. Scouts must take care if their alternatives for cooking or lighting involve naked flames, and must be supervised at home for this. The lack of electricity can mean that some activities take longer or use other resources. What would be involved in washing clothes if there was no plug-in washing machine? It can also mean that some activities are simply not an option, so without electricity, online gaming would be out the window. Hopefully the scouts can run their big "Switch Off" for long enough to experience some of these challenges.
In a nutshell...
Plan when, and for how long, to do without electricity
With support from the household, they do the big "Switch Off"
Chat about the difficulties the scouts would face with no, or unreliable, electricity supply
REVIEW
Follow-on
Take the same approach to having water on tap - another crucial element of infrastructure. What if all water had to be carried into the house, even just from an outside tap. Imagine if it was further away. Scouts could do the same with digital infrastructure and try going for a period of time with no internet (of any sort, at all at all!)
Bringing the scouts back together, encourage them to share their experiences. What was it like for them having no access to their normal digital networks? What things were just inconvenient and what ones were downright impossible? Have the scouts imagine what it would be like for youth of their own age in other parts of the world without the same level of infrastructure. What would be different about their lives, both day-to-day and in their futures? Would they have the same opportunities for entertainment, personal development and education? Is this fair?
Find out more!
Visit - www.betterworld.ie
Contact us - firstname.lastname@example.org
Produced by the Scouting Ireland Sustainable Scouting Team
SDG 9 Industry, Innovation and Infrastructure
SDG 9 seeks to develop quality, reliable, sustainable and resilient infrastructure to support economic development and human well-being, with a focus on affordable and equitable access for all. Through experiencing the lack of key infrastructure, even for a short while, scouts can develop a deep understanding of what this aim means in practice.
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Reduce Food Waste at Home
Section: All
Time: 1 hour
Where: Home
Scouts investigate food waste in their own home, and come up with solutions to reduce it.
PLAN
This activity can be broken into two steps. The first task is to identify food waste in the household and the second is to come up with ways to avoid this waste. One approach would be to have a session with the scouts on the issues around food waste, and then give them advice on how to log the waste in their household. Scouts could bring their results to the next session, where they work together to come up with solutions. Alternatively, the instructions to log waste, and identify solutions, could all be done in a single session, and then the scouts work on this from home.
DO
To start with, scouts need to figure out the different ways in which food is wasted in their house. One way to do this would be having a notebook beside the bin where the family record all food as it is binned (or heading for the compost heap). The next job is to work back and figure out why the food is ending up in the bin. Here are some possible reasons:- Was there too much food on peoples plates, or too much made for the meal? Was the food handled or stored incorrectly, such as milk left out of the fridge, packaging left open or apples and bananas stored in the same bowl? If food went out of date, was it because there was too much bought when shopping, or was it forgotten about in the back of a cupboard, or hidden at the back of the fridge? The last task for the scouts is to figure out how they can cut down this waste in the future. If they have identified the problems, then the solutions should follow on from these. Proper storage and careful shopping will go a lot of the way towards reducing waste. Scouts might also come up with ideas around meal-planning and using up leftovers.
REVIEW
Give time to discuss and share the solutions which the scouts came up with. Pooling their ideas will mean that they have even more ways to reduce food waste at home.
Find out more!
Visit - www.betterworld.ie
Contact us - email@example.com
Produced by the Scouting Ireland Sustainable Scouting Team
In a nutshell...
Scouts figure WHAT food is wasted in their home
They work out WHY it is waste
Finally, they figure HOW this waste can be avoided
Follow-on
The scouts might like to share their ideas outside of their own homes. A poster for the den could help others to reduce waste. How about producing a short video where each scout presents an idea on how to cut out food waste, and circulate this on social media.
SDG 2 Zero Hunger
The goal of ending hunger and malnutrition is focussed particularly on the poor and people in vulnerable situations. Scouts can understand the unfairness of wasting food, while others go without, and realise that very many people don't waste food because they don't have enough in the first place.
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Opposite Day
Some tasks at home might be done specifically by different genders. Swap them around for a day.
Section: All
Time: All day
Where: Home
PLAN
Little preparation involved with this activity, as scouts carry on with their normally home routines, however just take new jobs that would normally be taken by their male or female counterpart. If their are no suitable sibling to swap with, why not do it with a parent?
Scouts may need to put a plan of their Opposite Day in place with their parents. This could involve sitting down and discussing what needs to be done ahead of the day.
The aim is for this task to complete the full day so all activities can be swapped.
DO
Leave the scouts to it. They will be at home and it will be their job to implement the plan that they made and to try and complete all of their Opposite Day tasks.
Some tasks may include;
Cooking meals
Washing clothes
Tidying up after meals
Doing the shopping
Taking out the rubbish
Cleaning the floor
Helping younger siblings with homework.
REVIEW
Discuss with the scouts what new tasks they had to complete. Did they find that some jobs automatically fell to one gender in their house? Could they figure out how or why this came about?
Do the scouts think that some jobs are better suited to certain genders? Assuming that you have a mixed group, this should make for a very interesting debate! Get them to discuss the different career options today and identify any that are more commonly taken by different genders.
Are there jobs that they know of, anywhere in the world, that excludes people based on gender? Is there anything to be done to change this?
Find out more!
Visit - www.betterworld.ie
Contact us - email@example.com
Produced by the Scouting Ireland Sustainable Scouting Team
In a nutshell...
Scouts make a plan with parents/gaurdians about what tasks they are swapping
Scouts carry out the full day of tasks
When finished review with the scouts the activity and discuss what they might do differently
Follow-on
During some group activity, introduce a rule which discriminates against any gender, or rewards one over the other. While some scouts might react straight away, just tell them that these are the rules. Push it further until eventually all scouts challenge it as unfair, including those benefiting from the rule
SDG 5 Gender Equality
SDG 5 seeks to ensure women's full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life. Scouts can seek to identify barriers, and how they have come about, in order to work towards true inclusivity.
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Safeguarding
The Believe Code
Our code helps us to behave in a safe way in school
We are gentle
We are kind and helpful
We listen
We are honest
We work hard
We respect everyone, equally
Safeguarding
How can our BELIEVE values help us to feel safe and happy?
Our values help us to follow the right path in school, as well as outside. Sometimes we lose our way and need guidance.
Y6 have created these helpful leaflets to explain what Believe means to us. They are on display in the school office.
Safeguarding
'Dream more, learn more, do more, become more'
A Gibbs
Open up to discover how we ensure we feel safe at school.
Who is in charge of keeping children safe in our school?
Designated safeguarding lead Mrs Day
Deputy safeguarding Leads
Mrs Elliot
Mrs Bruen
Mrs Crabb
Mrs Fowler
Governor in charge of safeguarding Mrs Ni Hamblin
Chair of Governors Anthony Mollet
How does the school make me feel safe?
Your teacher will always listen to you. Ask them if they have a few minutes to talk if something is wrong.
Staff will wear badges with their names on and visitors will wear a lanyard round their neck.
Staff are checked before they start working in the school.
The school has key people in charge of safeguarding - Mrs Day, Mrs Elliot, Mrs Bruen, Mrs Crabb and Mrs Fowler. You can talk to them anytime.
All staff are first aid trained.
If you have a playground problem, you can talk to any member of lunchtime staff. Mrs Cornell is in charge of the playground. If you do not feel safe, then tell someone.
At the end of the school day, your teacher will only let you go home if your parent or representative is waiting, or you have written permission to walk home in Y5 or Y6.
What can I do if I don't feel safe?
Use the MOOD box in your classroom if you want to let an adult know. An adult will check the box every day and come and speak to you to see if you are OK.
Speak to any member of staff. They can pass on information to someone else if they cannot help you.
Speak to a friend. Sometimes sharing a problem helps to sort out smaller problems.
Speak to Mrs Day or one of the safeguarding team if the problem is quite a big problem, or you are worried about something at home. The safeguarding team can help you, or get help from other places– especially if it involves your parents or family.
Staff cannot promise to keep secrets, but they can promise to help you.
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DEVELOPMENTAL STAGE CHARACTERISTICS
MIDDLE CHILDHOOD
Age 6 through age 12
Social interactions are important. Interest in clubs and other social groups
Emotional swings. Fragile emotional stage for self-esteem and self-confidence
Rebellious. Wants to be independent; tests limits of self and parents; "I'm not a baby anymore."
Developing ability to reason.
Gradual movement from concrete learner to abstract thinker
Still heavy emphasis on experiential learning.
Movement toward mental independence.
Gradually develops this skill by about 9 years old
Shifting from egocentric to altruistic. Becomes focused on others and cultures outside their own
Becoming aware of social justice and injustice. Becomes engaged in moral questions of right and wrong and wants to know moral and ethical reasons for everything
DEVELOPMENTAL STAGE NEEDS
MIDDLE CHILDHOOD
Age 6 through age 12
NEEDS FROM PARENTS
* Exercise your liberty to choose the most effective learning environment for your children.
* Seek the continuum of information about human development as your child grows and develops.
* Know where to access resources and support when your child's development takes twists and turns.
* Intentionally guide children and young adults toward a life of independence and contribution.
* Provide opportunities to explore extracurricular interests such as sports, the arts and age-appropriate social groups.
* Give them opportunities and encouragement to connect with nature on a regular basis.
* Act as role models for peaceful resolution of conflicts and guides in development of moral judgment and empathy.
* Provide firm, consistent and fair behavior guidelines and discipline.
* Provide appropriate amounts of praise for your child's efforts and abilities.
* Allow child to explore and learn from mistakes experienced through independent efforts and abilities.
Great things happen when adults consider what children need to grow and develop!
NEEDS FROM EDUCATORS
NEEDS FROM THE COMMUNITY
* Demonstrate an understanding of human development from ages 6 through 12 and its application to learning.
* Create a school environment based on children's developmental needs and demonstrate a commitment to considering those needs when proposing any actions.
* Create a school environment that views parents and students as partners and thrives on community input.
* Provide learning environments that encourage active, hands-on, experiential learning.
* Provide learning experiences in the arts.
* Provide learning environments based on freedom of movement instead of confinement.
* Provide opportunities for peer teaching and collaborative learning.
* Provide opportunities to connect with and learn in nature.
* Recognize that 9-12 year olds are developmentally ready for computer-aided research, with guidance in critical thinking.
* Provide opportunities to build a self-image as a contributor to their school community.
* Provide guidance in your school culture for peaceful resolution of conflicts, development of moral judgment and empathy.
* Provide opportunities for in-depth, self-chosen study within their interests and timeline (6-9 year olds with guidance).
* Provide opportunities for them to help younger children and be mentored by older children.
* Let them learn from mistakes experienced through their independent efforts and abilities.
* Consider your community to be a classroom where children and young people can gain real experiences and have meaningful participation.
* Provide opportunities for young people to participate in community events where they can use their youth as a gift.
* Provide opportunities for young people to build a self-image as a contributor to their community.
* Provide fun, educational and cultural opportunities for parents and their children.
* For organizations that interact with young children (YMCAs, youth sports, etc.), understand what children need to thrive at this age and employ adults who can be good role models for character development, self-esteem and self-confidence.
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Learn to use a sewing machine
Being able to use a sewing machine opens up a whole new area for scouts - from clothing repair to being able to make a range of goods from scratch.
Section:
Cubs, Scouts,
Ventures, Rovers
Time: 1 hour
Where: Home, Den
PLAN
In a nutshell...
In your wider scouting community, there are likely to be many people who are adept at using sewing machines. Put out a call to find people who can help to share their knowledge. Get the scouts on board by explaining the dual benefits of being able to sew; it is a useful skill for being able to look after your own gear but also be creative, and it is a way of tackling a whole range of environmental and climate concerns through reducing waste and promoting recycling. It is also worth mentioning that for people in some parts of the world, having a sewing machine and being able to use it provides them with an income that they might not otherwise have.
A sewing machine, thread and some scrap material will be needed. Other bits of kit which would be useful include pins, material scissors and maybe even tailors chalk.
Materials
DO
Learning to use sewing machines could be done at the den in small groups, or at home with the help of family. Focus on helping the scouts to learn the basics:-How to thread and set up the sewing machine; Getting started Sewing in a straight line; Sewing along a curved line; Using pins to hold two pieces of material together for sewing; Sewing two pieces of material together along the edges (three out of four sides) then turning it inside out to see what the finish looks like.
Make some basic, but attractive, or useful item, that scouts can use. This could be a small chapstick holder for on a keyring, a washup pad (made using a coarse and a soft material using the method mentioned in the last point), or a reusable shopping bag.
REVIEW
When scouts have learned the basics, a whole range of possibilities will open up for them. Help them to set challenges for themselves and check back with them to see how they are getting on.
Scouts find someone in their community who can teach them to sew
They get on and learn the basics of setting up the machine and simple stitching
They make some small item to put their new skills into action
Follow-on
Once scouts get a taste for the potential that comes with being able to use a sewing machine, they might not need encouragement to keep going. Over time you could return to this activity and ask the scouts to make items for activities, such as bean bags, or maybe curtains for the den. Shopping bags could be made as a fundraiser, or peg bags with a drawstring prepared for annual camp.
Shortening or lengthening garments by changing hems.
Fixing garments for themselves and others by stitching up split seams.
Recycling old garments or materials to make new clothes
Using scraps or old clothes to make useful items like shopping bags or cushion covers
Find out more!
Visit - www.betterworld.ie
Contact us - firstname.lastname@example.org
Produced by the Scouting Ireland Sustainable Scouting Team
SDG 4 Quality Education
SDG 4 seeks to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. Sometimes people think of education as being purely for getting a job and career, often based on academic ideas or technology. Scouts learning to sew can broaden their perspective on education.
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Who Represents You?
Scouts learn about their public representatives – who they are, how they are chosen and what they stand for.
Section:
Cubs, Scouts,
Ventures, Rovers
Time: 1 hour
Where: Home, Den
PLAN
In more than half the countries in the world, we get to choose our politicians for local and national government. Plan with the scouts how much detail they would like to get into on this. Younger scouts might be best to just focus on local or national representatives and a very basic idea of their views, while older scouts might look to get into more detail.
Timing
This activity takes very little time to plan, and it is up to the scouts themselves how long they spend on gathering the information. The most important aspect is to set aside enough time for the scouts to discuss what they have learned.
DO
Scouts should research who is meant to be representing them in their local and national government. Official website should have all of this information. Try to find out a little about what they stand for and what are their values. This might be obvious from the political party which they represent, or from what they have said in the media about issues.
In a nutshell...
Scouts figure out what roles in their community are elected by the public
They find out the names of the people who are representing their area at local, regional and national level.
They find out what their representatives stand for and maybe consider how happy they are with their representation.
Scouts could try to find out the overall platform and opinions of the politicians, or make it more personal by focusing on the issues which are important to them, such as youth issues, sustainability, climate change and human rights. Scouts could chat with parents or friends to get their thoughts on their public representatives.
REVIEW
Chatting with scouts about politics might sound challenging, and even offputting for some, but don't let that stop you. This activity allows for further discussions, but initially you should focus on the understanding of public representation. Had the scouts heard of all of their politicians before? Were they aware of the responsibilities that they have? What did they think of the opinions of these public representatives on issues of importance? Do the scouts intend to vote when they can and what kind of people would they like to elect? Would they consider running for elections themselves?
Wrapping up the discussion, it would be good to summarise the scouts' responses, and highlight the importance of being able to engage in respectful debate on these issues.
Find out more!
Visit - www.betterworld.ie
Contact us - email@example.com
Produced by the Scouting Ireland Sustainable Scouting Team
Follow-on
The scouts could explore when people got the right to vote in their country, and if some people are still not given a vote. They could compare their own voting rights with those in other countries, where there might be more, or less, opportunities to elect public representatives. Scouts might also have opinions on the voting age, as many of them might not yet have a vote due to their age.
SDG 16 Peace, Justice and Strong Instituations
SDG 16 seeks to ensure responsive, inclusive, participatory and representative decision-making at all levels. A starting point for scouts is to be aware of their own public representatives and what they stand for.
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Infant Nutrition During a DisasterBreastfeeding and Other Options
In an emergency
* There may be no clean drinking water.
* There may be no sterile environment.
* It may be impossible to ensure cleaning and sterilization of feeding utensils.
Pediatricians Can Take Action to Support Breastfeeding During a Disaster
1. Keep families together.
2. Create safe havens for pregnant and breastfeeding mothers. These havens should provide security, counseling, water, and food. Pediatricians can contribute using offices, hospitals, or other shelters.
3. Assure mothers that human milk can contribute significant nutrition in the absence of safe complementary foods for the first year of life and beyond.
4. Advocate for optimal feeding options for orphaned infants, including HIV-negative donor human milk.
5. Assist new mothers to initiate breastfeeding within 1 hour of birth, promote exclusive breastfeeding for 6 months*, and encourage breastfeeding for at least 1 year or longer.
6. Provide support for breastfeeding through assessment of the infant's hydration and nutritional status.
7. In situations where human milk is not available, recommend ready-to-feed formula. Powdered formula is the last resort. Use concentrated or powdered formula only if bottled or boiled water is available.
8. Lactating women may be immunized as recommended for adults and adolescents to protect against measles, mumps, rubella, tetanus, diphtheria, pertussis, influenza, Streptococcus pneumoniae, Neisseria meningitidis, hepatitis A, hepatitis B, varicella, and inactivated polio.
9. Refer to www.cdc.gov for further information about precautions for lactating women involving specific diseases and treatments.
10. Advocate for breastfeeding promotion, protection, and support with relief agencies and workers. Infant feeding practices and resources should be assessed, coordinated, and monitored throughout the disaster.
The cleanest, safest food for an infant is human milk.
* Human milk is nutritionally perfect.
* It is readily available without dependence on supplies.
* It is protective against infectious diseases, especially diarrhea and respiratory illnesses.
* It is the right temperature and helps to prevent hypothermia.
* The release of hormones during breastfeeding relieves maternal stress and anxiety.
Disadvantages of Formula Use During a Disaster
* It may not be available.
* It may become contaminated.
* Errors in formula preparation may occur.
* Water that is mixed with powdered or concentrated formula may be contaminated.
* There may be no method to sterilize the formula, bottles, or nipples.
* If there is no electricity, opened prepared formula cannot be preserved in the refrigerator.
Breastfeeding Facts
1. With appropriate support and guidance, stress does not cause milk to dry up.
2. Malnourished women can breastfeed.
3. Optimal human milk supply is maintained by infant demand.
4. For some mothers and babies, once breastfeeding has stopped, it may be resumed successfully.
b. Supply increases gradually over days to weeks and supplementation should decrease accordingly.
c. Careful assessment of the infant's nutritional and hydration status is critical.
d. A full milk supply is established more rapidly with the younger infant.
e. Mothers need encouragement during this process.
a. Encourage skin-to-skin contact and frequent suckling (every 2 hours).
For more information on infant feeding during a disaster and relactation technique, please visit Annex VIII, Infant Feeding in Emergencies: Policy, Strategy & Practice, available at www.ennonline.net/.
Infant Feeding During Disasters
*The American Academy of Pediatrics Committee on Nutrition supports the introduction of complementary foods between 4 and 6 months of age when safe and nutritious complementary foods are available.
Copyright © 2007 American Academy of Pediatrics
The recommendations in this publication do not indicate an exclusive course of treatment or serve as a standard of medical care. Variations, taking into account individual circumstances, may be appropriate.
For more information, please call or e-mail American Academy of Pediatrics
Breastfeeding Initiatives at 800/433-9016 or firstname.lastname@example.org.
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Huron Valley Coaches' Code of Conduct:
Coaches' Code of Conduct
Huron Valley Schools believes that educational athletics are an integral part of the total educational program. Success is measured qualitatively by the development of character, and the essential elements of character are embodied in the tenets of sportsmanship, leadership, teamwork, responsibility, dedication and professionalism. Coaches serve to educate our student athletes and support the development of character. Coaches are expected to demonstrate the tenets of character, and the Coaches' Code of Conduct aligns with the tenets.
Sportsmanship
o The coach will assure that student athletes understand that they are expected to represent their school, team and teammates with honor on and off the field; as a positive role model, the coach will consistently exhibit good character and conduct.
o The coach will respect and support contest officials, and shall not indulge in conduct which would incite players or spectators against the officials; public criticism of officials or players is unethical.
Leadership
o The coach will be faithful to the mission to support competition in educational athletics and promote the development of character, and assure that the mission is not compromised to achieve sports performance goals
o The coach will always place the academic, emotional, physical and moral well-being of student athletes above desires and pressures to win.
o The coach will stress the importance of education beyond basic eligibility standards and work with faculty and parents to help student athletes set and achieve the highest academic goals.
Teamwork
o The coach will provide a challenging, enjoyable and successful experience for athletes by maintaining a sports environment that is physically and emotionally safe.
o The coach will maintain confidentiality, when appropriate, and avoid situations that would potentially create a conflict of interest or exploit the student athlete.
Responsibility
o The coach will be mindful of the high visibility and great influence that he or she has as a leader in our community.
o The coach will promote the entire interscholastic program and direct his or her program in harmony with the total district program.
Dedication
o The coach will place student athletes' needs and interests before their own professional/coaching needs and interests
o The coach will share in the education of student athletes about the dangers of unhealthy and
illegal substances including alcohol, tobacco and recreational or performance-enhancing drug.
Professionalism
o The coach will be a positive role-model and will conduct himself or herself in a manner appropriate for the athletic classroom.
o The coach, through high ethical and moral conduct, will uphold the honor and dignity of the profession in all interactions with student athletes, parents, officials, media and the public.
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Running
where both feet come off the ground at the same time. A fast walking action
Mr Crocodile RUN
Don't get caught by the crocodile, RUN, RUN.
Equipment:
Markers.
Where to play:
Outdoors
Age: Preschoolers (3 to 5 years).
What does the game look like?
KEY:
Home Base
Water
Markers
Mr Crocodile
Children
Mr Crocodile RUN
Don't get caught by the crocodile, RUN, RUN.
Step 2
Step 3
Step 4
At each end of your play area mark out a home base.
Children start at home base and sing:
Step 5
"Please Mr Crocodile, may we cross the river, if not, why not, what's your favourite colour?"
The remaining children have to try and run to home base while Mr Crocodile tries to run and catch (tip) them.
Mr Crocodile calls out a colour. Children wearing that colour are safe to run over to home base, avoiding Mr Crocodile.
EASIER: Nominate an Educator as Mr Crocodile.
HARDER: Replace colours with features such as:
blue eyes, blonde hair, long hair, short hair.
Tips:
Step 6
All children who Mr Crocodile catch become 'stuck in the river' where they were tagged and miss one round. When Mr Crocodile calls the next colour all children stuck in the river join in again.
Don't get trapped, run chicken, run.
Trap the CHICKEN
Equipment:
Parachute.
Where to play:
Outdoors
Indoors
Age:
Toddlers & Preschoolers (2 to 5 years).
What does the game look like?
KEY:
Parachute
Children
Path under parachute
Chicken
Step
Step
Don't get trapped, run chicken, run.
Trap the CHICKEN
Organise children to stand in a circle around the outside of the open parachute. Ask children to hold the parachute above their heads, lifting it in the air together.
Step
Step
Call out a child's name. This child becomes the chicken and must run underneath the parachute to the other side.
Whilst the chicken is running underneath the parachute, children on the outside SLOWLY lower the parachute to the ground to try and trap the chicken singing the chicken song: "Run chicken, run! Don't get trapped, run chicken, run."
Step
Each chicken rejoins the circle after their turn, even if they were trapped.
Educator continues to call out names, with each child having a turn of being the chicken.
EASIER: Remove the song.
HARDER: If a chicken is caught they start on the outside
of the circle in the next game and when a child's name is called they have to run around the outside of the circle before finding their place again.
Tips:
Coming CAPTAIN'S
Aye, Aye, Starboard, port, bow and stern. the Captain's coming, run to his commands.
Equipment: Not required.
What does the game look like?
STARBOARD
PORT
STERN
BOW
KEY:
Captain (Educator)
Children
Boat
Where to play:
Outdoors
Age: Preschoolers (3 to 5 years).
CAPTAIN'S
Coming
Aye, Aye, Starboard, port, bow and stern. the Captain's coming, run to his commands.
Step
Step
2
Step
3
Organise children in the centre of an area and tell them that they are now on a boat.
As the Captain, teach the children ten commands and the instruction for each.
Sample Commands:
* Bow - Run to front of boat.
Call out each command for children to follow.
* Scrub the Decks - On hands and knees and pretend to scrub the decks.
* Stern - Run to back of boat.
* Starboard - Run to right of boat.
* Port - Run to left of boat.
* Captain's Coming - Stand tall, salute and shout "Aye, Aye Captain".
* Climb the Rigging - Run on the spot, pretending to climb a rope ladder.
* Sharks! - Lay on stomach with feet up in the air, pretending to swim.
* Freeze - Stop (Captain must say "Unfreeze" for game to continue).
* Captain's Wife - Curtsey (boys can bow).
* Unfreeze - Game to continue.
Tips:
EASIER: Reduce the number of commands to bow, stern, starboard and port only and point in the direction children should run. HARDER: Children who don't perform the correct command have to Climb the Rigging on the spot for one round.
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Snap! Splash!
by Jane Buxton photographs by Nic Bishop
Book Summary
In this informational text, a heron stalks a crab. Predictably, there is a happy ending for only one of the creatures – but which one will it be?
Features of the Book
* The use of onomatopoeia – "plip," "snap," and "splash."
* The use of large, bold type for effect.
* Creative placement of text for effect on page 9.
* The rhymes – "wriggle," "jiggles" and "crab," "grabs."
* The blends – "cr," "pl," "gr," "sn," "wr," "sl," and "sp."
* The use of ellipses to indicate anticipation.
* The range of verbs – "comes," "walks," "sees," "grabs," "wriggles," and "jiggles."
* The high-frequency words – "for," "look," and "out."
Purpose
Snap! Splash! can be used in a guided reading setting to introduce and reinforce the following skills and strategies:
predicting the meanings of new or unfamiliar words from the context of the story; S
hearing the individual sounds in a word; S
discussing several books that relate to the same theme; S
writing labels for a specific purpose. S
Introducing the text
Look at the photograph on the cover.
– What kind of bird is this?
– Why would it need such a long, sharp beak?
– Can you tell where this bird lives?
– What kind of food do you think it eats?
Read the title and other cover information to the group. Point out the exclamation points.
– How would you say this?
90
Reading the text
Predicting the meanings of new or unfamiliar words from the context of the story. S
Hearing the individual sounds in a word. S
Discussing several books that relate to the same theme. S
Pages 2 and 3 – Look at these two animals.
– What are they doing?
– What could they be looking for?
Pages 4 and 5
– What kinds of movements is the heron making?
– Why is it moving so carefully?
Pages 6 and 7
– What has the heron seen?
– Why is the crab upside down?
Find the word that begins like "snow."
– Why is it bigger than the other words?
Pages 8 and 9
– What is the crab doing? Why?
Pages 10 and 11
– What has happened? What sound has it made?
– What will the crab do now?
Page 12
– What might the crab be thinking now?
Children now read the book independently.
Revisiting the text
Identify some of the words in the text and ask the children to identify the root words from the modified form – "slow-ly," "grab-s," and "look-ing."
The author has used three different words for sounds in the story.
– Can you find them?
Following Up
Writing labels for a specific purpose. S
Write about some of the special features each of the creatures have and what they are for, for example, feathers and exoskeleton.
Complete the blackline master opposite. B
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PowerSchool Parent Tip Sheet
1. Creating an Account:
General Information -You will need the individual student Access ID and Password provided to you by the school. If you require this information, please contact the school and the letter with the information will be provided to you. The same Access ID and Password can be used by multiple adults, as each account is created for the individual accessing it. Multiple students can be added to an account as it is created.
Steps to Create an Account
a. Go to ps.ngps.ca and click on the Create Account Tab
b. Click Create Account
c. Complete the Parent Account Details. Choose a username and password that you will remember.
d. Link students to the account using the Access ID and Password provided. When it asks about relationship, it is asking about your relationship to the student.
e. Once all the students have been entered, scroll to the bottom and click Enter.
Your account has been created. You no longer require the Access ID and Password letter.
2. Accessing Attendance
General Information - At Whitecourt Central School, attendance is only taken in Homeroom.
Steps to Access Attendance
a. Go to ps.ngps.ca. Enter your username and password from when you created the account.
b. Click on the number under absences to see an explanation for the recorded absence for that class.
3. Accessing Assessments
Option 1 - click on the [i] to see what assessments (assignments) have been recorded by the teacher. The assignment can be expanded (and collapsed) by clicking on the blue Standards icon to show the outcomes that were assessed. Citizenship and Work Habits information can be accessed within the Homeroom Class.
Option 2 - click on the Standards Grades tab to gain further insight into what is being learned and the achievement of the student. You will be brought to a screen of the classes the student is enrolled in (or was in enrolled during the year), which can be expanded to see the outcomes and achievement.
4. Accessing Comments
Steps to take to access comments
a. click on the [i] to see what assessments (assignments) have been recorded by the teacher.
b. "View" in the far right column indicates that there is further information about the assignment. A blue speech bubble in the score box indicates that there is a comment made about the assignment for the student. Clicking view will reveal the details in a dialog box over the screen.
5. Understanding the Achievement Scale
Achievement is assessed for each individual student. The achievement scale reflects the increasing degree of independence to which a child can demonstrate their achievement of an outcome.
Acquire - Construct meaning and understanding of the requirements of a learning outcome.
Apply - Demonstrate and practise knowledge and skills associated with a learning outcome.
Adapt - Analyze, assess, reflect on, integrate or modify knowledge and skills associated with a learning outcome.
NGPS Homeroom Citizenship Grade Scale
Note: You can access a complete user guide from the sign in page at ps.ngps.ca if you would like further directions and pictures to walk you through the process or contact us at the school for support!
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Main Idea
Objective
Students will identify the main idea of paragraphs.
Materials
* Three simple texts with multiple paragraphs (a text to model, a text to use with the class, and a text for students to use in pairs)—consider texts from a basal reader, novel, trade book, or content area textbook
* Identifying the Main Idea handout
Overview
First, model the activity. Then, complete the activity as a class. Finally, assign students to work in pairs. This strategy can be used with narrative and expository text.
Activity
1. Distribute the texts and Identifying the Main Idea handout.
2. Introduce the strategy. Tell students that a main idea statement is a combination of two parts:
* The most important information about the "who" or "what"
* The most important "who" or "what" in the paragraph—the main person, place, or thing
3. Tell students that the main idea statement usually is 10 or fewer words. Model using the 10-finger rule of counting each word using the fingers of both hands.
4. Model the activity for students with your model text.
5. Complete the activity with students as a class with your second text.
6. Assign partners. In each partnership, the third text should be at the independent level for one stu dent (the student can read the text independently with ease) and at the instructional level for the other student (the student needs support to read the text).
7. Tell partners to alternate reading each paragraph in the text, completing the corresponding section of the handout after each paragraph.
8. Tell students to try to shrink down the information if their main idea statement is more than 10 words.
Adapted from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2009). Teacher reading acade mies. Austin, TX: Author.
Identifying the Main Idea
Paragraph 1
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
Paragraph 2
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
Paragraph 3
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
Paragraph 4
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
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TEACH Journal of Christian Education
Volume 4 | Issue 1
January 2010
Editorial
Lana Hibbard Avondale College, email@example.com
Follow this and additional works at: https://research.avondale.edu.au/teach
Part of the
Education Commons
Recommended Citation
Hibbard, Lana (2010) "Editorial," TEACH Journal of Christian Education: Vol. 4 : Iss. 1 , Article 1. Available at: https://research.avondale.edu.au/teach/vol4/iss1/1
This Editorial is brought to you for free and open access by ResearchOnline@Avondale. It has been accepted for inclusion in TEACH Journal of Christian Education by an authorized editor of ResearchOnline@Avondale. For more information, please contact firstname.lastname@example.org.
Article 1
EDITORIAL
Lana Hibbard
"Yipee! It's nearly Easter. Then Jesus will come and die for us again." I was quick to correct my 5-year-old's misconception but on later re. ection, I wish I had taken time to share in her excitement about Jesus' death. Where has my excitement gone? It seems all too easy to become busy, focused, or tired but these are simply 'excuses' that allow us to 'just make it through the day' rather than find delight in the day. "This is the day that the Lord has made; let us rejoice and be glad in it" (Psalm 118:24).
Delight is a feeling of pleasure, excitement and extreme satisfaction. An experience that brings delight is not only enjoyed at the time but leaves positive memories that are recalled and shared in the future. A child . nds delight in so many things: a pretty flower, a puddle, a broken butterfly wing, a spider web, the way a slater curls into a ball, ice cream cones, giving handcrafted cards, and so much more. Children are adept at noticing things that don't even register on the radar of an adult. We tend to have agendas, outcomes and schedules that place blinkers on our daily experience. The problem with this is that a typical classroom has at least twenty students who need to experience a little excitement, wonder and delight in their day.
In advance, find out who your end customers 1. [students] are, and find out what they want and expect.
Is it possible to create delightful classrooms? There is a lot we can learn from market research into what creates a delightful experience for customers; this ten-step recipe for delightful customer service can easily be applied to the classroom experience.
Understand what you have to offer them that 2. matches their wants.
Be sure that the customer [student] perceives 4. value from the experience.
Provide the goods and / or services to the 3. customers [students] in a manner that is enjoyable.
During the process, make sure that the 5. customer [student] feels important and cared for.
Ask them if they would like some more of 7. this or another product or service [activity or approach].
Study their actions, facial expressions, tone 6. of voice, hand gestures and analyse what your interaction should be.
When completed, ask them how they enjoyed 8. the experience.
Analyse their answer and "brainstorm" how to 9. make it better the next time. Everything can be made better. Think hard!
A large percentage of teachers say they chose the profession because they want to make a difference. Jesus is the perfect example of how to make a difference. He knew how to care for individuals in a crowd. John Goodman, vice chairperson of TARP Worldwide, a leading customer experience research consultancy, says that one of the primary ways to create delight in a customer is to reinforce the feeling that he or she is unique. 2 In today's world of mass production, information overload and time scarcity, your students want to know that you think they are special, that you notice them and that you care.
Be ready for the next experience. 10. 1 Jesus cared about those around Him. Jesus made people His priority. He wasn't too busy for children. He wasn't too focused to pass by Zaccheaus in the tree. He wasn't too constrained by social rules to talk to the woman at the well. He wasn't too involved with the crowd to be aware of ten lepers needing His attention. Jesus took the time to notice people and care for their needs. Jesus found delight in loving people and in caring for their needs.
An ethic of caring is pivotal to fostering delight in others. When we care, we elevate the needs and desires of others to a level where they affect our decision-making. When we care, we are in a position to more naturally foster delight, wonder and excitement, and convey the knowledge, skills and values we seek to share. TEACH
" An ethic of caring is pivotal to fostering delight in others
Endnotes
1 Johnson, M. A. (2002). What makes a good recipe for delightful customer service? Retrieved from http://www.customerdelight. com/recipe/
2 Alexander Communications Group. (2008). Delight customers and increase first call resolution by empowering reps to be adaptable when solving problems. Retrieved from http://www. customerservicegroup.com/pdf/CSN0408docs.pdf"
[Photography: Ann Stafford]
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TEACH
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Make A Career Choice
Making a career choice can be difficult since there are so many options available.
Here are 5 steps you can take to narrow down those options and make an informed career choice
Step 1: SELF-DISCOVERY
Learning more about yourself is the first and most important step in deciding on a career. Some areas to explore include: Your Skills, Interests, Values, Personality and Workplace
Preferences
Take the MyCareerPlan Assessment found on the MCCC student portal to learn more about yourself in these areas and begin to explore careers associated with your results. (Navigate to Support & Tutoring/Support/MyCareerPlan). Printed directions are available in the Student Success Center.
Step 2: RESEARCH
Create a list of careers based on the results of your assessment and begin to explore them in detail. As you learn more about each career option consider the following:
- What type of work does this career perform (e.g., construction, data analysis, etc.)?
- How does this work impact other people and society?
- What is the demand or job outlook for this career?
Visit Career One Stop at: https://www.careeronestop.org to get answers to these questions and to perform further research on different career options.
Appointments can be made through My Success Network or by contacting the Student Success Center
Make A Career Choice
Step 3: TAKE ACTION
Narrow down your career options to your top 3 choices and begin to take action to gain deeper insight and experience into the career. Some activities include:
- Informational Interviewing - Find a local organization that employs professionals in the field of your career interest and schedule an informational interview with one of their employees.
- Job Shadow - Identify an individual currently working in your career field and ask to shadow them for a day to better understand the daily responsibilities of their role.
- Volunteer - Search for opportunities to volunteer your time with an organization that employs professionals in your interested career field.
- Internship - Explore internship opportunities during the summer months to get longerterm experience working alongside professionals in your interested career field.
Create an account on MontCo's student job board College Central Network (CCN) http://collegecentralnetwork.com/mc3 to find explore these opportunities and to help you take action.
Step 4: REFLECT
Take time to reflect on your experiences through the actions taken in 'Step 3—Take Action'. Consider the following:
- What did you learn about your career?
- What aspects did you enjoy most? What aspects did you enjoy least?
Make an appointment with a Career Coach through MyMC3 or by calling the Student Success Center at 215-641-6577 to discuss answers to these questions.
Step 5: DECIDE
Choose a career then meet with your academic advisor to select the best degree option based on your career choice and to register for your courses.
Appointments can be made through My Success Network or by contacting the Student Success Center
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Write your name on the cover of the test booklet and nowhere else. Enclose this sheet with the booklet. Failure to follow these directions will cost you 1 point. The test has 100 points (to be scaled up to 160 points) and is scheduled to take 50 minutes. Therefore, expect to spend 1 minute for every 2 points. For example, a 12-point question should take 6 minutes. I cannot give extra time because some students have a class after your class.
1) (8 points each) For TWO of the following events, tell me how much GDP changes. If it does not change, then tell me why it does not. If it does change, then tell me which part of GDP changes and why you chose that part.
A) Your uncle buys $5000 worth of Exxon stock and pays $10 commission.
B) Your grandparents receive a Social Security check for $200
C) The government pays $500,000 to build a new courthouse.
D) A French woman buys an American made jacket for $200.
E) You pay $20 for a haircut.
2) (10 points) Answer EITHER Part A OR Part B.
A) Why can't we say, "When there is higher inflation, we cannot afford to buy as much. That is why inflation hurts people."? Explain your logic.
B) All statistics, especially in macroeconomics, have problems with their calculations which means the statistic is not as useful as we would want it to be. What is one problem with calculating the unemployment rate? Explain your logic.
3) (10 points) For EITHER a public good OR redistributing income, explain why it is an economic reason for having a government.
4) (10 points) Answer EITHER Part A OR Part B.
A) When there is a sales tax, why doesn't the firm pass the whole tax on to the consumers. (For example, when we draw a steep supply curve and a flat demand curve, we conclude that the firm pays most of that tax. Explain your logic.)
B) How can increasing the tax rate cause tax revenue to decrease?
5) (12 points) Answer EITHER Part A OR Part B.
A) Suppose people expected 5% inflation. At the beginning of the year the CPI was at 800 and at the end of the year it was at 832. How much was the inflation rate? Show all work. Name two groups of people hurt by the inflation. Explain how they are hurt.
B) Suppose there are 1000 people of working age in a country. 500 of them are employed. 400 are stay at home parents. 50 of them are not employed but are looking for jobs. 30 of them used to be employed, but are no longer employed and quit looking for a job. 20 people are in jail. Calculate the labor force participation rate and the unemployment rate. Show all work and briefly explain how you determined who to include and who not to include.
6) (20 points) Answer EITHER Part A OR Part B.
A) What is the long-term problem with Social Security? What are the two main causes of the problem? One possible solution to the problem is to raise the Social Security tax on everybody. Explain how this will reduce the problem. Would you use the method (either with or without other solutions) to reduce the problem? Explain your logic. B) What is the long-term problem with Social Security? What are the two main causes of the problem? One possible solution to the problem is to means test benefits Explain how this will reduce the problem. Would you use the method (either with or without other solutions) to reduce the problem? Explain your logic.
7) (22 points) For EITHER a negative externality OR a positive externality, give me an example of it. Use the S/D diagram to prove that the market will not supply the socially optimal level of production. How do economists say the problem should be solved? Use your graph to show how that solution would result in the socially optimal level of production. Explain why the curve(s) moved as drawn and explain the economics as to why the socially optimal level is achieved.
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Tinker Talk
Ramps & Runways
Side 1
Invite children to explore the contents of the "tub" without any direction other than showing respect for the materials and using them in a designated area or workspace. The question prompts (Side 2) may be used to support the curiosities, conversations, and critical thinking that rise from engagement with the materials. It is up to you the educator to select the questions which are appropriate for your children as they play.
List of Contents *
* Keva Planks
* Cardboard tubes
* Pom poms
* Cardboard ramps
* Wood balls
* Split wood balls
* Wood spools
* Wood bowls
* Wood cubes
* Brown felt squares
*Contents may vary based on availability.
All substituted materials will be suitable for successful tinkering!
FREE Download for
Ramp & Runway Images & Resources at ShopBecker.com/TinkerTubs
Additional Materials You Might Add
* Marble run pieces
* Variety of blocks and inclined planes
* Tape measure | Other measuring tools
* Variety of items that roll or slide
* Ping pong balls
ShopBecker.com | Tinker Tubs™ BSS202018
Tinker Talk
Ramps & Runways
Side 2
A ramp is a simple machine called an inclined plane. You can find ramps all around – playground slides, wheelchair ramps, and even escalators! Inclined planes can make work easier for us. Explore beginning physics concepts such as force, motion, and gravity. Investigate different ways to build ramps and runways and observe how different items roll or slide with the variety of materials in this kit.
* What kind of objects will roll down a ramp? Why do you think they will roll? What kind of objects will slide down a ramp? Why do you think they will slide? What are different ways you can make an object roll or slide?
* What could you change about the ramp to make the object roll or slide faster? What would you change to make the object roll or slide slower?
* What happens to the object if you raise your ramp?
What happens when you lower your ramp?
* What happens if you push the object down the ramp with your hand?
* Try rolling different objects down a ramp. Which object traveled the furthest distance? What tool can you use to measure the distance?
* Look for ramps in your school or in your neighborhood. How can ramps help people?
* How can you use the materials in this kit to build a ramp? Tell me about your ramp or slide design.
* Describe what it is like to go down a slide on the playground. Why are some slides faster than others? Did you ever slide down a snowy hill?
Tell a story and draw a picture about a slide adventure!
ShopBecker.com | Tinker Tubs™ BSS202018
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For two years, students and teachers from six schools in different European countries have been involved in the Project Comenius YES (Young Europe's Strategy).We have participated in the project with the purpose of getting to know better the European Institutions, their work and politics.
But we have also worked with the intention of showing our opinions and defining what young people think the UE should be like.
They have been years of working hand in hand and sharing wishes, one of them being that our proposals are heard and that our politics in the European Parliament give the young a chance for our voices and opinions to be heard.
We, the young people participating in this European educative project consider that :
Our europarliamentarians are our political representatives, not the representatives of the big economic interests. Economy is important but not the centre or the driving force in our UE; our real strength is the people.
The values of solidarity and generosity exalt people and the purely economic interest degrades and alienates them. People have the right to live with a dignity, not to live from charity and becoming somebody's debtors.
Our nature and natural resources are to be enjoyed and preserved, not expoliated or wasted.
Young people cannot resign themselves to having the flat or non-existent thought that some people attribute us, we must be propositive.
In view of all this, we ask our europarliamentarians to:
Be close to people and to take their decisions with their needs and difficulties in mind. This way they will show they are sensitive and willing to serve the citizens. Solidarity and generosity must be in the centre of their taking of decisions. Union cannot be reached if each of them defends their personal or country interests alone.
Defend with their proposals people with different religious ideas, sexual preferences, sex, origin or social background. Discrimination is not acceptable if we are fighting for equal rights for everyone.
Take urgent measures in order to solve the serious problem of unemployment (especially young people's) in many countries in the UE. Otherwise, young people will still feel undervalued and wasted.
Opt actively for the use of alternative and renewable energy sources and for the protection of nature and the environment. Our planet cannot take in our increasing and limitless consumption.
In the hope that you will take into considerations the proposals above, a group of parents, teachers and young people who do not want to be a generation without a future sign this document and greet you sincerely.
Agrupamento Vertical de Escolas de Castelo de Paiva – Castelo de Paiva (Portugal)
Berlage Lyceum –Amsterdam(The Netherlands)
Colegio Carmelitas-Sagrado Corazón Carmelitas Ikastetxea – Vitoria-Gasteiz(Spain)
Lycée Professionnel des Monts du Lyonnais – Chazelles-sur-Lyon (France)
Manisa Anadolu Öğretmen Lisesi – Manisa (Turkey)
Súkromná hotelová akadémia ESO EUROSKOLA – Prešov (Slovakia)
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A destiny turns out from modesty:
About any turn on the human run it is common that a human boy or girl is destined to do something different from others and when the boy or girl is himself or herself make a different wing from others it become a center stage in other's eyes. So that in case of Kartik who eventually passed his childhood with disability phenomena. After a youth feeling among him he missed the wishes as he could not make a difference from others as he was different by self. But at last he found a wing to prove his ability behind each disability.
Kartik makes a weak journey suffering from fever in early childhood which illuminated his health to close his eyes short and from the day he was sick. He awakes 20 days after bed rest and from those days he missed his hearing quality and suffered from disability. SNDAYP eventually found remedy with ISL and speech decorations which made kartika's debut easy to participate in different job oriented activities and the membership of disable people's organization.
Family Echo:
Kartik Moharana is the eldest son of Mr. Sarbeswar Moharan and his mother is Mrs. Kholana Moharana from Banguruba Gadadhar Pur of puri sadar in Puri District. He is 24
years old affected with not only low vision problem but have also multiple disabilities. Her father Mr. Moharana is a ____ and a family of 13 members survived with a single income. But the livelihood condition of the family was better.
A person under challenge:
Kartika is a very moody child with his family members. He loved to travel new places and had money for enjoying with friends. Most of the time, he was irritated on his family members without any reason and angry on his friends. But his behavior with neighbor was good.
According to his parents, he fell in fever for some days after his born. The parents of kartika, took him to hospital and consult with doctor who gave medicine to Kartik but there wasn't any changes in his health condition. Whereas his eyes were became very small. Therefore most of the time he could not open his eyes and after 20 days he opened his eyes slowly. His parents understood the situation of their son. They also consulted with the doctors about their child but doctor said that due to disability he suffers like this in weakness.
Organized intervention:
In 2012 "SNDAYP" started working on person with disabled supported by Deaf Child Worldwide (DCW), UK and under this project the organization worked in 26 th grampanchayat of sadar block of Puri district. The CBRW found Kartika in the year 2013 at survey for disability data collection. Kartik was considered to provide support in this programme. He was given support of education in ISL and daily counseling for his parents. His education level was very poor and he didn't like to go school. But he was provided home based education.
Appropriate to destiny:
Now he can write his address, do some additions and subtractions, and also present some noun words in sign language. After observing his development the family members were happy and they encouraged their son to attend the centre regularly. And Kartika was also interested of his own to take education and also attended every training program. He gets pension (Madhu Babu prnsion Yojana) and his parents are the members of Disabled People's Organization (DPO).
Conclusion:
As it is obvious that a youth survives his correlation with family members in organized way to avoid the challenges he has physically. At the end he enjoyed with the family following success being come over the disability as a major problem. The other note on this youth is not complicated as he survives the challenges rapidly getting major problem into minor. The growth is important when he started observing to learn something from the staffs of SNDAYP and from that point the youth started confronting his ability to restore all his presentation physically of his own. He was rather happy and grows within his family and friends than the humiliated spheres.
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STUDENT WELLBEING
Anti-Racism Policy
To effectively counter racism, anti-racism education strategies are implemented across the full range of a school's activities. Under the Department's Anti-Racism Policy, principals are responsible for including anti-racism education strategies in their school plans and reporting on their implementation in Annual School Reports. Under the policy, the nomination and training of an Anti-Racism Contact Officer (ARCO), is also the responsibility of the principal.
INDICATORS OF RACISM
Recognising racism in schools may be difficult, as racism manifests itself in a range of ways, some more clearly discernible than others. Some indicators of racism include the following:
- hostility or lack of co-operation between groups
- appearance of racist graffiti
- promotion of racist propaganda
- display of racist behaviour, including comments, ridicule or abuse, cyber racism, as well as physical harassment and assault
- existence of discriminatory practices, including:
* low expectations for some groups of students
* non-inclusive policies, curriculum and pedagogy denying certain groups access to a wide curriculum.
COMPLAINTS HANDLING
The ARCO supports the handling of complaints of racism in a number of ways by:
- managing complaints of racism made by students against other students in accordance with the Behaviour Code for Students (see Appendix A) and the school's discipline and wellbeing procedures
- referring complaints of racism made by staff and community members to appropriate executive staff members
- providing advice on the complaints handling process to students, staff and community members
- supporting the complainant during the complaints handling process
- providing advice to the principal and/or nominated complaints manager.
The ARCO will follow the Managing complaints of racism flowchart (see Appendix Q).
APPENDIX Q
STUDENT WELLBEING
MANAGING STUDENT COMPLAINTS OF RACISM
Complaint of racism.
Student/s sent to Office immediately.
Staff member records complaint onto SENTRAL and marks as 'Further Action Required'.
Senior Executive investigate the incident.
ARCO/s notified and intervention occurs at the earliest possible time.
Can the complaint be handled informally?
Yes
No
Resolve the complaint to the satisfaction of the complainant.
Assist the complainant to write the complaint if required.
Updating SENTRAL and inform parents where necessary.
Refer to Senior Executive.
Is it about a person?
Yes
No
Is the complaint serious?
Remedy and systems improvement procedures apply.
Yes
No
Investigation procedure applies.
Negotiation procedure applies.
Inform complainant of procedures and rights.
Senior Executive in consultation with the ARCO and Principal to seek a formal resolution or make decisions regarding complaints. Senior executive/ ARCO to update incident onto Sentral. Parents of complainant as well as perpetrator contacted where necessary.
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Growing Fruits Indoors
Summer harvest can bring fresh, vibrant vegetables and fruits to the insides of your kitchen, but when colder weather hits, it can take away those fresh harvests and leave you needing to visit the grocery store to purchase over-priced produce.
That doesn't have to be the case. By growing fruits inside, you can keep your kitchen counters stocked with delicious, fresh options all winter long. Indoor growing is also a great method for those who may live in an apartment or an area with limited outdoor space. Indoor growing allows gardeners to have more options when it comes to the fruits of their labor.
Growing fruits indoors isn't the easiest way to produce a crop though, and the harvestable yields won't be as abundant as they would be if you grew the plants outside. The biggest challenges to growing fruits indoors is due to low light, as well as the lack of pollinating insects that a garden has.
That being said, there are positives to growing fruits indoors, too, such as complete control over the water, soil and fertility. Although you are growing them indoors, pests still may become a problem. However, since the plants will be under a watchful eye, it is easy to take preventative measures so no long-term damage occurs.
Fruit seeds and plants available at ufseeds.com
However, with proper care and pruning, even tree fruits can be grown indoors.
What fruits to grow indoors:
Strawberries are an excellent choice because they can fit in pots and be placed on a sunny windowsill. Grapes are also an indoor fruit growing possibility, although it is suggested that you keep only two buds in the winter to keep a manageable indoor vineyard. Grape vines can be trained to grow up the walls and across a ceiling. Grapes will grow best in a conservatory-type room, but the gardener must take preventative measures to ensure the grapes don't develop mildew and ensure they have proper ventilation.
A good place to grow fruits inside would be in a sunroom or an area with abundant amounts of light. One main challenge to growing fruits inside is many fruits grow on trees, which can take up lots of space.
A good place to grow fruits inside would be in a sunroom or an area with abundant amounts of light. One main challenge to growing fruits inside is many fruits grow on trees, which can take up lots of space.
How to grow fruits indoors:
Copyright 2018 © Urban Farmer. All rights reserved.
However, with proper care and pruning, even tree fruits can be grown indoors.
Growing lemon trees indoors also is popular. Growing options like the above-listed fruits indoors can not only provide you with a fresh selection, but it also can brighten up the interior of your home.
When choosing what types of fruits to grow indoors, since most fruits grow on trees, you will need to pick a container with adequate drainage but also one that is deep enough to house the tree roots. This depth will vary depending on which type of fruit you grow, but a depth of at least one foot should be considered. When planting, place a soil-based compost over drainable material at the bottom of the pot, such as pebbles. Fertilize and water the fruit plants regularly.
Fruit seeds and plants available at ufseeds.com
Check out our fruit seeds and plants at ufseeds.com!
Copyright 2018 © Urban Farmer. All rights reserved.
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How to reduce flooding in your garden:
Watering your flowers and vegetables is good and helps them grow, but too much water can cause a problem for your plants. If you garden floods easily, or if there is constantly puddles of standing water in your garden area, it can be detrimental to what you are trying to grow. Sometimes, flooding can cause more problems than a drought because unless you utilize container gardening, you can't easily move your plants out of a flooded area. The only thing to do in the moment is wait until the flooding recedes. Here are some tips on how to reduce flooding problems in the garden.
Causes of flooding:
Sometimes, the cause of the flooding is something simple, like clogged gutters or a clogged drain. Make sure all the rain water has a place to go by clearing out your gutters and your drains.
Other causes of flooding include your garden not being absorbent enough. To increase the absorbency, you can add organic mulch to your garden. Mulch also helps preserve moisture, so it's a good solution to drought problems as well.
Another problem that can cause flooding is if your ground is not aerated, making it very hard and compacted. This prevents the water from being absorbed by the soil. Aerate your yard or garden with a garden fork or an aerator.
More difficult problems:
put long-term solutions in place so you can avoid flooding in the future.
One example of a long-term solution is to minimize hard surfaces, like concrete, around your garden. When laying a patio, use smaller bricks or slabs and lay them using sand to improve drainage.
Another example is leveling areas that may flood frequently. This means that if the garden slopes, water will then collect in one area, which will increase the likelihood of flooding. Use top soil to level the area.
Some causes of flooding aren't so simple to fix. Long-term solutions to flooding may be required, then. There are several ways to
Another way to solve flooding for the long term is to create a run-off area. Run-off areas are idea for gardens that are at a high risk for flooding. Creating a run-off area will divert the water to a less problematic area, or an area that has better absorbency to help prevent garden flooding.
Copyright 2018 © Urban Farmer. All rights reserved.
Finally, another long-term solution would be to add drains near your garden. This allows the water to travel away from your garden and into a sewage system instead, but it is a drastic measure since you have to dig up parts of your garden to lay the drains. You also will be required to receive permission from city officials before laying drains, so it can be a lengthy process.
Garden seeds available at ufseeds.com
Copyright 2018 © Urban Farmer. All rights reserved.
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Ankle Injuries and Exercises
Matthew P. Melander, DO
Ankle sprains are a very common ankle injury, caused by the ankle turning in.
Types of Injuries
First Degree. This is the most common in which a ligament(s) is stretched but not torn. An injury like this results in little swelling and no instability. With this injury a person can expect to return to activity within a couple weeks.
Second Degree. Here ankle ligaments are partially torn, causing the ankle to swell immediately. This type of injury may require 3-6weeks rest before returning to activity
Third Degree. Is a more serious tear of ligaments, but rarely requires surgery, but may require 8-12 months for the ligament to heal.
Causes:
- Previous Injury - Worn-out shoes
-Uneven Surface - Overweight
-Family History
-Inappropriate/worn-out shoes
- Weak/Imbalanced muscles
Saint Charles Orthopedic Assoc.
9323 Phoenix Village Parkway
O'Fallon, MO 63368
(636) 62 - SPORT
Treatment
Stage 1 (up to 72hrs): Reduce pain and swelling by applying ice and compression 60 minutes every 2 hours while elevating the affected leg. Apply tape or splint to immobilize ankle depending on severity of injury.
Stage 2 (1 st week): Begin walking as tolerated, using pain as a guide to determine how much activity is enough. Since the ankle will get stiff it is important to maintain full range of motion of your ankle; begin the stretching and range of motion exercises below.
Calf Stretch
While in a seated position, hook a towel under your foot and pull your ankle back until a stretch is felt on your calf area.
Ankle ABC's
While in a seated position, write out the alphabet in the air with your big toe.
While seated, use a towel and slide it with your foot across the floor in an inward direction.
While seated, use a towel and slide it with your foot across the floor in an outward direction.
Be sure to keep your heel in contact with the floor the entire time.
Be sure to keep your heel in contact with the floor the entire time.
Stage 3 (2 week or longer): The crucial part of the treatment is a rehabilitation program to regain ankle flexibility and to strengthen supporting muscles; because the ankle must be strong before your return to activity. The other side of this pamphlet contains instructions and exercises to prepare you and test your readiness to return to activity.
Seated Calf Raise
Start with your entire foot on the ground. Lift heel completely off ground
Reps 10 Sets 3
Ankle Eversion Tubing
Using an elastic band attached to your foot, hook it under your opposite foot and up to your hand.
Reps 10 Sets 3
Balance and Reach
Stand on one leg and maintain your balance while reaching up and out.
Reps 10 Sets3
Single Leg Stance
Stand on one leg and maintain your balance.
Hold 30 sec
Ankle Planterflexion Tubing
Standing Calf Raise
While seated, use an elastic band attached to your foot and press your foot downward.
While standing, raise up on your toes as you lift your heels off the ground.
Reps 10 Sets 3
Reps 10 Sets 3
Five Star Balance/Reach
Place 5 cones in a semi circle. Stand in the middle of the semi circle. Now, while standing on one foot, reach with the opposite hand down towards the ground to touch a cone.
Continue standing on one foot and touch all 5 cones to complete one cycle. Reps 10 Sets 3
For questions call Dr. Melander at (636) 62-SPORT
Ankle Inversion Tubing
While seated, cross your legs and using an elastic band attached to your foot, hook it under your opposite foot and up to your hand.
Reps 10 Sets 3
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Use evidence-based practice decision-making
Unique Perspectives & Contexts
• Program context
• Family perspective
• Your perspective
Integrate
Decision
Family and practitioner recommendations
Evidence
• Research
• Policies
• Evidence-based knowledge
• Program context
• Family perspective
• Your perspective
• Research
• Policies
• Evidence-based knowledge
Name
Date
Instructions
Use the framework below to come to an evidence-based practice decision about the use of intentional transition practices for Tamiya. Summarize sources of evidence, consider that evidence in light of different perspectives and contexts, and make a recommendation for the answerable question you posed in Step 2.
1. Summarize Step 3: Evidence
a. List the major points from Handout 2.8: Research Summary on Transition Practices in Early Childhood to summarize the best available research on transition practices:
b. List the major points from C: Policies reflecting the field's views on transition practices:
Unique Perspectives & Contexts
* Program context
* Family perspective
* Your perspective
Integrate
Decision
Family and practitioner recommendations
Evidence
* Research
* Policies
* Evidence-based knowledge
https://www.connectmodules.dec-sped.org/
Activity 2.12a
c. List the major points from families and practitioners on transition practices in D: Experience-Based Knowledge:
2. Consider the context
Summarize your answers from Activity 2.11a: Consider the unique contexts.
3. Integrate the evidence and context to make a decision
Recall the answerable question: For children like Tamiya, who are transitioning from early intervention to preschool (P), do intentional transition activities/practices (I) support continued learning and development (short-term outcome) and later school success (long-term outcome)?
Weigh the evidence in light of the context to come to a decision. What is your recommendation? What practices should be used and how should they be modified given the unique contexts? Be prepared to discuss.
https://www.connectmodules.dec-sped.org/
Page 2
CONNECT – 2010
2. Consider the context
Summarize your answers from Activity 2.11a: Consider the unique contexts.
3. Integrate the evidence and context to make a decision
Recall the answerable question: For children like Tamiya, who are transitioning from early intervention to preschool (P), do intentional transition activities/practices (I) support continued learning and development (short-term outcome) and later school success (long-term outcome)?
Weigh the evidence in light of the context to come to a decision. What is your recommendation? What practices should be used and how should they be modified given the unique contexts? Be prepared to discuss.
Hints
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Playground Expectations
Respect and Responsibility
When I Follow the Playground Expectations, I Am Able to…
* Have fun
* Be safe
* Show Respect and Responsibility for myself, others, for property, and for learning
When Leaving the School Building, I Will…
* Line up at the classroom door
* Wait quietly until I am dismissed – make sure to keep my hands and feet to myself
* Walk down the hallway, making sure to stay on the correct side
* Keep my hands and feet to myself
* Remember to not touch teacher and student work that is hanging up in the hallway
* Find my boots and put them on, being careful not to push or shove
* Be patient and take turns
* Use my inside voice
* Walk on the sidewalk to my play area
* Remember to play in the area that is assigned to my grade level
When Playing Outside….
There are rules that I need to follow.
These rules allow myself and others to:
* Be safe
* Have fun
* Show respect and responsibility
When Using the Swings, I Will Remember to…
* Sit on the swings
* Swing forward and backward only
* Not run between the swings
* Play away from the swings
* Watch carefully when others are on the swings so I don't get hit by a moving swing
* Remain on the swing until it stops moving
* Stop the swing before getting off
When Playing Soccer, I Will Remember to…
* Keep my hands to myself
* Be careful around others by:
- watching where I am running and kicking
- not pushing and shoving
* Play fair
* Follow the rules of the game
* Be a good sport, even if my team doesn't win
* Bring the equipment in when the bell rings to come inside
* Use appropriate language
When Using the Slide, I Will Remember to…
* Sit down
* Go down the slide feet first
* Wait until everyone is away from the bottom of the slide before sliding down
When Playing Snow Forts, I Will Remember to…
* Not bother other people at their snow forts
* Only take snow blocks that don't belong to someone else
* Ask nicely if I want to play in someone's snow fort. If they don't want me to play in their fort, I will find something else to play.
* Use snow blocks for building, not for throwing
* Be respectful of other peoples' snow forts and not try to wreck them
When Playing on the Equipment, I Will Remember to…
* Play games that are safe (no blind tag)
* Be careful around others by not pushing or shoving
* Take turns climbing up onto the equipment
* Climb down rather than jumping off the equipment
* Hang from my hands, not my feet or legs
* Not climb on top of the equipment
When Using Balls and Skipping Ropes, I Will Remember to…
* Use the equipment properly
* Take care of the equipment
* Bring the equipment inside when the bell rings
* Tell a supervisor if the ball rolls out into the street
* Only use the equipment from my classroom, and not borrow from other classrooms
* Bring in all found equipment
* Tell my teacher if the equipment is broken
When Playing With Others, I Will Remember to…
* Take turns
* Share the equipment
*
Play safe
* Use equipment safely
* Tell, don't tattle
* Play nicely and include others
* Use nice words
* Play games that avoid rough contact (keep my hands and feet to myself)
* Stay in my grade area
* Listen to the supervisor
* Be helpful, not hurtful
* Include others
* Play inside the school boundaries
When the Bell Rings to Come Inside, I Will Remember to…
* Come in quickly
* Walk down the hallway on the correct side
* Take my boots off and put them on the boot rack where they belong, being careful not to push or shove
* Be patient and take turns
* Use my inside voice
In the Winter, I Will Remember to…
* Be careful by not playing on icy patches
* Never throw snowballs
* Be respectful of other people's snow forts by not destroying other forts or taking snow blocks that don't belong to me
* Dress warmly so I can have fun and be safe
* Use equipment carefully because it may be slippery
In the Spring, I Will Remember to…
* Play away from the puddles
* Wear rubber boots and splash pants
* Play where it is dry and not muddy
* Be careful not to splash anyone
* Listen to and obey the Grade 5 puddle patrollers when I am reminded to stay out of the water
* Take my boots off carefully in the boot room so I don't make a mess
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Lesson Four – Jesus and the Multitudes
Most human societies are divided between the elites and the masses.
The elites represent around 5-8% at the top – they have and hoard the most money, weapons, power, influence and opportunities. They make the rules and usually rig the game to protect their interests. The also forge alliances across sectors – government, businesses, religions, media, arts, sciences and the military. As a result, they have loyal allies across all sectors of a society and they reward those allies to keep them loyal.
Then we have the masses – at the bottom – commonly called the "multitudes" in the gospels. They provide cheap labour in the system run by the elites. They work with little pay, little security, little prestige and little notice. Their houses are usually located in socially distant areas.
So to the elites, the multitudes can remain surprisingly invisible and insignificant most of the time.
In between these two groups there are the loyal allies who function as mediators between those above and those below. They may make more money than the masses and often live in hope that they or their children will be able to climb up the pyramid, closer to the elites. But the elites don't like competition.
This is what society was in Jesus' day. In His parables, He constantly praised people from the multitudes – the labourers, farmers, women working in the home, slaves and children.
He challenged those in middle management – stewards, tax collectors who robbed the powerless so they could serve the greedy at the top of the pyramid.
Jesus constantly turned the normal dominance pyramid on its head, confusing the disciples.
Read: Luke 5:17-32.
Why do you think the Pharisees were angry at Jesus in this healing miracle?
There are many more examples of Jesus 'turning the world upside down.' Here are just another two:
- Jesus healing someone on the Sabbath (Luke 14:1-6)
- Jesus healing a blind man along the road (Mark 10:46-52)
The Pharisees were pious, fastidious and religiously knowledgeable. They maintained a close association with the "scribes" or religious scholars. Today, you may call them "hyper-orthodox" or "fundamentalist." But back then, most would have considered them pure and faithful people, the moral backbone of society.
From the start, the Pharisees seemed strangely fascinated with Jesus, even when Jesus claimed that His disciples needed a moral rightness that surpassed their own – this unsettled the Pharisees and religious leaders.
During His ministry, Jesus proposed that basic human kindness and compassion are more absolute than religious rules and laws.
Notice the contrast between how Jesus sees the multitudes and how the Pharisees see them. The Pharisees once said of the multitudes – this crowd don't know the Scriptures – they should be damned. (John 7:49).
When Jesus looked at the multitudes He had compassion for them, because they were harassed and helpless, like sheep without a shepherd (Matthew 9:36).
Read Ezekiel 34:1-31 In this chapter God condemns the shepherd-rules of Israel for neglecting their duties and exploiting their human flock. Heaven will not remain silent at this injustice. A change is coming – this change is Jesus.
Now, although the Pharisees in the gospels are depicted as cruel and unjust, they bear no resemblance to the honourable and wise Pharisees depicted in Jewish history from the historical period just after the gospels were written. Whether or not the gospel portraits were accurate, many in in later centuries used their negative depiction of the Pharisees to stereotype and vilify all Jewish people. The consequences were horrible beyond words.
There are always multitudes at the bottom being marginalized, scapegoated, shunned, ignored and forgotten by elites at the top. And there are always those in the middle torn between the two.
To be alive in the adventure of Jesus is to stand with the multitudes, even if doing so means being marginalized, criticized and misunderstood right along with them.
Engage:
- What one thought or idea from today's lesson intrigued, provoked, disturbed, challenged, encouraged, warmed, warned, helped or surprised you?
- Have you ever felt like one of the multitude?
- Have you ever behaved like of the Pharisees?
Activate:
Make an opportunity this week to spend time with some member of "the multitude."
Meditate:
Think of some group of people you normally turn away from. Imagine them, in silence and repeat these words:
They are harassed and helpless, like sheep without a shepherd.
Notice what happens to your heart as you do so.
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The Arts in Every Classroom: A Workshop for Elementary School Teachers Reading
Parade
In May 1917, a collaboration among famous artists from various disciplines resulted in a unique ballet entitled Parade. The scenario was written by Jean Cocteau, the music was created by Erik Satie, costumes were designed by Pablo Picasso, and the choreography was created by Léonide Massine.
"Parade," according to a French dictionary, is a "comic act, put on at the entrance of a traveling theatre to attract a crowd." Therefore, the play is based on the idea of a traveling theatre troupe whose "Parade" is mistaken by the crowd for the real circus act. The managers and performers try to get the crowd to enter the circus tent, but no one enters.
Characters in the work include a Chinese magician, a little American girl, acrobats, three managers, and a horse.
Audiences of 1917 hated Parade, but it is remembered today as one of the first surrealist productions. After studying Parade, you will notice many similarities to Quidam, which many call a contemporary surrealist performance.
Parade followed this simple story line, written by Cocteau:
The set represents a street in front of several houses in Paris on a Sunday. A traveling theatre troupe, the Théâtre Forain, is present on the street performing three music hall acts — the Chinese Magician, Acrobats, and the Little American Dancing Girl. Together, the acts are called a Parade. Three managers of the theatre troupe organize the publicity. They communicate in their extraordinary language that the crowd should join the Parade to see the show inside and grossly try to make the crowd understand this. No one enters. After the last act of the Parade, the exhausted managers collapse on each other. Seeing the supreme effort and the failure of the managers, the Chinese Magician, the Acrobats, and the Little American Girl try to explain to the crowd that the show takes place inside.
What was unique about this piece was the artists' nonrealistic approach to performance. A 1917 description of the performance may help.
Picasso painted a drop curtain — a Cubist depiction of a cityscape with a miniature theater at its center. The action itself began with the First Manager dressed in Picasso's 10-foot-high Cubist costume dancing to a simple repeated rhythmic theme. The American manager was dressed as a skyscraper and his movements were very accented and strict. The Third Manager performed in silence on horseback and introduced the next act, two acrobats who tumbled to the music of a fast waltz played by xylophones. The ballet ended with the Little American Girl in tears as the crowds refused to enter the circus tent.
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Location
The Restigouche River is located within the Restigouche, Madawaska and Victoria counties of New Brunswick. The river flows from the Chic-Choc Mountains, located in Québec, and continues in an easterly direction before emptying into the Baie des Chaleurs. The New Brunswick portion of the watershed is 6603 km 2 .
Physical Setting and Climate
This region is considered to have a northern temperate cool climate. The average summer temperatures are 14 to 15°C and winter temperatures average around –11 to –12 ° C. The Restigouche watershed receives about 1000 mm of precipitation annually.
Fish Community
A fish diversity study was conducted during 2002 by the University of New Brunswick Freshwater Unit. A total of 15 sites along the main stem and major tributaries of the Restigouche River were sampled. A total of 14 species were observed, with young Atlantic salmon and slimy sculpin dominating the fish community.
New Brunswick Watersheds
Land Use
Restigouche River
Environmental Reporting Series 2007
Geology
Land use in the Restigouche watershed is predominantly forested land.
Water Quality Survey (1997-2006)
The Water Quality Index (WQI) is a tool that allows water to be classified into different categories based on the CCME Guidelines for Freshwater Aquatic Life. The index is a number between 0 and 100, with zero representing poor water quality and 100 representing excellent water quality. The categories for the index are as follows:
Excellent: 95-100
Marginal:45-64
Good:80-94
Poor:0-44
Fair:65-79
The following parameters are included in the Water Quality Index: aluminum, ammonia, arsenic, chloride, copper, dissolved oxygen, iron, lead, nickel, nitrate, pH, sulphate, total phosphorus, and zinc.
The map (right) depicts the location of the sample sites within the Restigouche watershed and indicates the calculated WQI rating for each site.
Key Indicators
In addition to using the CCME Water Quality Index, four key indicators of water quality were evaluated against available guidelines. E. coli is compared to recreational use guidelines, while the other indicators are compared with freshwater aquatic life guidelines.
pH
Met the
100%
guideline meet
Community Involvement
The Restigouche River Watershed Management Council was established in 2001. It is a partnership between salmon clubs, camp owners, recreation groups, the Conservation Council, First Nations, industry, research institutions and federal, provincial and municipal governments. The council introduced a "Carry in – Carry Out" program to encourage proper management of trash.
The Restigouche River has many activities to offer the outdoor enthusiast.
Popular activities in the basin include salmon fishing, hunting, canoeing, camping, hiking, snowshoeing and snow mobiling. The Restigouche recreational salmon fishery is world renowned.
Summary
* Based on the WQI, 35 of the sample sites were found to be excellent and 10 were good.
* Of the four key indicators, E. coli did not meet the recreational use guideline in 1% of the samples. This could be an indication of the impacts of human activities on the river. All other indicators were found to be within their respective guidelines.
Additional Information
This watershed summary was based on the report by the Canadian Rivers Institute (Restigouche River Water Quality 1997-2000) submitted to the Department of Environment in 2002, as well as water quality data collected by the Department of Environment.
For additional information concerning this watershed, please contact the Department of Environment, Sciences and Reporting Branch, at ( 506) 457-4844.
Photos and maps by: Department of Environment, Department of Tourism and Parks
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Questions 99 & 100
Name ___________________________
Q99. What is the ninth commandment?
A99. You shall not give false testimony against your neighbor.
Q100. What does the ninth commandment teach you?
A100. To tell the truth.
Scripture Base: Ex. 20:16; 1 Kings 21:1-13;
Ps. 31:5; Eph. 4:25; Rev. 21:8.
Doctrine: WCF 20:4, 22
SC 76-78
Supplementary Questions
1. Who is my neighbor?
2. What does it mean to bear false witness against my neighbor?
3. Can I say things that aren't true to get myself or others out of trouble as long as I'm not hurting anyone?
Song: The Ten Commandments - Judy Rogers
Teaching Notes
Review: Q97 What is the eighth commandment? - You shall not steal. Q98. What does the eighth commandment teach you? - To be honest and industrious.
Story: Jezebel and the false witnesses, 1 Kings 21:1-13
Questions
1. Everyone is my neighbor (Q 77).
2. It means to say something about them that isn't true in order to get them into trouble (as Jezebel had the false witnesses do to Naboth).
It can also mean to say something that isn't true about them in order to get yourself out of trouble.
Or, to use the truth to try and hurt your neighbor. We are to love our neighbors as ourselves, with our words, as well as our actions and in our hearts.
3. No. God is a God of truth (Ps. 31:5). He loves the truth. God says that those who practice lying will one day be thrown into the lake of fire (Rev. 21:8).
[Cover in discussion only: When someone asks me for the truth, what should I tell them?
(i) Tell them the truth (Eph. 4:25).
(ii) Unless they intend to do something evil with the truth (Example of Rahab and the spies; Josh. 2:1-7; James 2:25).]
Gospel: Saying things that aren't true about others or using their words to hurt others is a sin as well as breaking the other commandments, and as such deserves eternal death.
The Lord will one day bring all sins to remembrance and speak the absolute truth concerning us. But, if we trust in the Lord, He will take away all our sins, give us Christ's righteousness, and when the Lord declares us to be not guilty, He will be speaking the truth because of His marvelous grace. Trust in Christ today!
Activity: Naboth, Jezebel & the worthless men picture. Worksheet 5-10 cont.
Song: 10 Commandments
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Army of sensor-equipped seals collects distant ocean data
1 June 2015
Seals have helped gather information on some of the harshest environments on the planet, using technology designed by scientists at the University of St Andrews.
The resulting data – gathered from remote, icy seas over the last decade – will be made freely available to scientists around the world as part of a new data portal launched today (Monday 1 June 2015).
The MEOP (Marine Mammals Exploring the Oceans Pole-to-pole) portal offers – for the first time – data on parts of the planet virtually inaccessible to man. By tapping into the natural habitat of seals, such as ice-bound polar regions, researchers have been able to build up a detailed picture of those areas currently very difficult for humans to visit and monitor.
Thanks to sensors designed and made at the Sea Mammal Research Unit at the University of St Andrews, teams of experts around the globe have been able to collect information on the conditions of the world's most remote oceans.
Since 2004, a small army of seals equipped with the sensors has produced nearly 400,000 environmental profiles, resulting in one of the world's largest oceanographic database for polar oceans.
Mike Fedak, a Professor of Biology at the University of St Andrews, said, "The fact that animals have collected the data is an interesting innovation in ocean observation. But perhaps of more general importance is that data from these remote and inaccessible places now gives us a much clearer picture of the state of the world's oceans. We have since shown that data from these far-flung locations is critical to understanding the broader state of the Global Ocean."
The sensors – or 'tags' – are non-invasive (they fall off when the animal moults) and the only devices of their kind that can be attached to animals.
The tags sent information periodically back to
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Powered by TCPDF (www.tcpdf.org)
researchers in short messages via satellites. Dr Lars Boehme, a Lecturer at the University of St Andrews, explained, "The information sent back to us gives us details about the seal's immediate physical environment. It's like tweeting."
Data was decoded and processed back in St Andrews, before being shared with the consortium. Information was also relayed to the Met office and similar bodies across the world for use in weather forecasting.
Scientists around the globe – including St Andrews in Scotland and the British Antarctic Survey - did their own individual research using the data, before making it available for other scientists and climate researchers to use via the new portal.
The St-Andrews technology forms part of a global ocean observing system – including satellites - that diving marine animals such as seals are forming an essential component of.
Dr Boehme continued, "Changes in the polar oceans have global ramifications and a significant influence on weather and climate. Sustained observations are required to detect, interpret and respond to change and a strategic system of observations combining a range of platforms is critical in maintaining the flow of information.
"The new portal will make available all the data collected by animals up to now to the wider international scientific community and will import future animal platform data as well. This development is particularly timely as an increasing number of studies now focus on the importance of data from these remote and inaccessible parts of the sea."
Provided by University of St Andrews
APA citation: Army of sensor-equipped seals collects distant ocean data (2015, June 1) retrieved 27 November 2020 from https://phys.org/news/2015-06-army-sensor-equipped-distant-ocean.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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112TH CONGRESS 1ST SESSION
S. RES.
ll
Expressing the sense of the Senate relating to the 150th anniversary of the admittance of the State of Kansas to the United States as the 34th State.
IN THE SENATE OF THE UNITED STATES
llllllllll
llllllllllsubmitted the following resolution; which was referred
to the Committee onllllllllll
RESOLUTION
Expressing the sense of the Senate relating to the 150th anniversary of the admittance of the State of Kansas to the United States as the 34th State.
Whereas January 29, 2011, marks the 150th anniversary of the admittance to the State of Kansas to the United States as the 34th State;
Whereas the sesquicentennial of the statehood of the State of Kansas is cause for celebration and reflection;
Whereas the name Kansas is derived from the Kansa Indians who, among many other Indian tribes, have inhabited the plains of the United States for centuries;
Whereas Kansas received official recognition as a territory in 1854;
Whereas the territorial years of Kansas, commonly known as ''Bleeding Kansas'', were marked by violence and bloodshed over whether Kansas would join the United States as a State that permitted slavery;
Whereas the territorial population of Kansas was committed to the ideals of personal freedom and individual liberty, which led to armed conflict with neighboring regions;
Whereas the battle between pro-freedom and pro-slavery interests over the future of Kansas were fought politically and violently in both Kansas and Washington, District of Columbia;
Whereas Kansas was admitted to the United States as a free State on January 29, 1861, under President James Buchanan following a debate that served as a factor in the outbreak of the Civil War;
Whereas the legislature of the State of Kansas convened for the first time in March 1861, only a month prior to the commencement of the Civil War with the firing on Fort Sumter in the State of South Carolina in April 1861;
Whereas two-thirds of the able-bodied males in the State of Kansas served in the Union Army over the course of the Civil War;
Whereas the State of Kansas was born in the midst of blood and battle, has established itself as a national leader in agriculture and aviation, and is a key contributor to the culture of the United States;
Whereas Kansas agricultural producers produce food, fuel, and fiber that is used throughout the United States and exported across the globe;
Whereas Kansas aircraft manufacturers have led the world in producing quality aircraft since the early days of aviation;
Whereas throughout the State and across generations, the people of the State of Kansas employ a work ethic and sense of duty befitting the American Dream, none better exemplify this than President Dwight D. Eisenhower, the boy who rose from humble beginnings to lead as Supreme Allied Commander in World War II and later serve as the 34th President of the United States;
Whereas from the days of the ''Bleeding Kansas'' border wars through the current deployments in the Middle East, patriotic people of the State of Kansas have answered the call of duty to fight for the United States and the cause of liberty, including Senator Bob Dole who was wounded as a young infantry officer in World War II and later served as Senate Majority Leader and the Republican Nominee for President of the United States in 1996;
Whereas the State of Kansas continues its proud military tradition by supporting troops and their families in the National Guard in towns across the State and at Fort Riley, McConnell Air Force Base, and the Army Staff and Command College in Leavenworth; and
Whereas the motto of the State of Kansas, ''Ad Astra per Aspera,'' which means ''To the Stars through Difficulty,'' pays respect to the turbulent past of the State of Kansas, while remaining hopeful about the future: Now, therefore, be it
1
Resolved,
That—
2
(1) it is the sense of the Senate that
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Compliments of
FROM THE GROUND UP
Unique Garden Centre & Landscaping has been busy this season! Check out some of our projects and new initiatives!
Container Garden Design
Market Garden
Our "Spotlight On" page provides information on a different tree, shrub and perennial in each addition of "From the Ground Up"
White Garden Phlox
Phlox paniculata 'David'
This tall perennial has bright white clusters of fragrant blooms in July and August and is very attractive to butterflies. Growing to a height of 3' (1m) and spreading 24" (60cm), it is also resistant to powdery mildew. It prefers full sun and evenly moist soil conditions. This perennial is hardy to zone 3.
My Monet Weigela
Weigela florida 'Verwig'
A dense multi-stemmed shrub, this Weigela is covered in rose colored trumpet shaped flowers. It has attractive white and green variegated foliage with hints of pink that turns brick red in the fall. Its height and spread is about 18." It prefers full sun and should not be allowed to dry out. Placed in a protected position in is hardy to Zone 3.
Austrian Pine
Pinus nigra
This tall evergreen has long dense green needles and an upright spreading habit of growth. It is tolerant of poor soils or dry sites. This tree prefers full sun and will grow to a height of 60' and spread 40' wide. It is hardy to zone 3.
Understanding Hardiness Zones
We receive many questions regarding a plant's hardiness here. The Canadian hardiness zone map is a good starting point but many other site conditions can affect a plant's ability to survive. Here are some tips to help you determine how your conditions affect your zoning. Below are the corresponding minimum temperatures for some of the zones.
Regina area is considered zone 3.
Zone 2 (-45C)
Zone 3 (-45C to -40C)
Zone 4 (-40C)
Although the Canadian plant hardiness map is primarily determined by temperatures, it does take into consideration the length of frost free period, moisture, winds, etc. The hardiness map does not take into consideration microclimates that may be naturally present or created by human intervention. Natural microclimates occur as a result of things such as a body of water, hills and valleys. Humans create microclimates through construction and landscaping etc.
Factors that may increase plant hardiness
- Moisture conditions during the summer go a long way to helping a plant through the winter. A plant that struggles all summer is weak in the fall and often dead in the spring.
- Good snow cover acts like a blanket protecting the plant roots from thawing on a warm day with a rapid refreeze at night. This is especially important for perennials as their upper growth dies off anyways.
Factors that may decrease plant hardiness
- Poor plant health going into winter
- Improper moisture levels in the soil at freeze up (most plants like to be relatively moist when the ground freezes, but some like to be almost soggy and some like to be drier).
- Compacted soil
- Poor snow cover
- No wind protection
- Freeze thaw cycles in mid to later winter
Fall Garden Chores
1. Remove any weeds which may have germinated late in the season and invaded the soil near or over top a perennial. Left unchecked, robust weeds can kill the perennial underneath.
2. Surround each perennial or shrub with a generous supply of compost. This adds organic matter to the soil and assists in promoting a healthy environment for beneficial soil microorganisms. You may also want to add bonemeal or a high phosphorus fertilizer.
3. Trees, shrubs and perennials can all be planted in the fall.
4. Transplanting and dividing plants is ideally done in the fall. The soil is generally easy to work with and the active root growth of the plant will quickly repair any root injury which occurs during the digging process.
5. Bulbs can be planted as you divide and transplant perennials. Consider the flowering time and colour of the perennial and plant a bulb which would be a good companion. For example ornamental onions are a perfect companion to artemesia or crocus & daffodils with evening primrose.
CHECK OUT THE OPENING OF THE NEW GIFT SHOP ON OCTOBER 7!!
$5.00 (on a $50.00 purchase)
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Obama's Background
Eighty six-year-old Sarah Obama, the US Democratic president Barack Obama's grandmother seems to be his biggest supporter. A day after the Illinois senator formally accepted his party's nomination the elated grandma said she would visit him if he was elected as the President of United States. "It is about give and take if you want to win a battle," the 86-year-old said in her native Luo language. "I stayed up late on Thursday night watching clips of the convention," she added. Sarah Obama was the third wife of Obama's paternal grandfather Hussein Onyango Obama. Although not a blood relation, Obama often refers to her as his grandmother.
Obama's candidature has already stirred excitement in Kenya. Kenyan Prime Minister saying his ascent was good for Africa. The Prime Minister is an ethnic Luo, as was Obama's late father. Barack Obama, who was born in the United States, barely knew his Kenyan father who returned to his homeland when Barack was a young boy. However, Obama was given a hero's welcome during his last visit to the rural village in 2006 when he visited his grandmother. Barack Obama's life story has been unconventional from the start. His biography — white mother, African father, a childhood spent in Hawaii and Indonesia, working in one of the nation's poorest communities, studying and teaching at some of America's most prestigious universities — was unlike that of any other presidential candidate.
If his eclectic background has fuelled his extraordinary rise, his foreign-sounding name and race also made his candidacy a tough sell in some corners of America. He has fended off countless rumours that he's Muslim (he's Christian) and this summer, he told the crowd at a Missouri fundraiser that he knew it was "a leap" electing a black man with his name.
1. Comprehension exercises (2 points)
1.a. According to the text (0.5 points)
a. Obama was born in Indonesia.
b. His father didn't know him.
c. Obama's father was Kenyan and returned to Kenya being young.
1.b. According to the text (0.5 points)
a. His background has been good for his career.
b. His background has been tough for his career.
c. His background, race and name have been good for his career.
```
1.c. Sarah Obama is Obama's real grandmother. (Answer 'True' or 'False' AND write the sentence supporting this idea) (0.5 points)
```
-
1.d. His life has been absolutely different from any other candidate's. (Answer 'True' or 'False' AND write the sentence supporting this idea) (0.5 points)
-
2. Do the following grammar exercises according to the instructions given (2 points)
2.a. Complete the second sentence using 'likely' so that it has a similar meaning to the first one. (0.5 points)
- It will probably rain tomorrow.
-
2.b. Turn the two sentences into a clause containing 'as well as' (0.5 points)
- I'm interested in mountaineering. I'm interested in running.
-
2.c. Complete the second sentence using 'used to' so that it has a similar meaning to the first one (0.5 points)
- Oliver liked collecting stamps when he was a child.
- Oliver
2.d. Write the appropriate verb form of the verb in brackets (0.5 points)
- This time tomorrow
(to lie) in the sun.
3. Identify ONLY FOUR words from their definitions (1 point)
- A person who backs a politician or a team.
- Exultantly proud and joyful.
- The fluid that is pumped by the heart.
- By a small margin.
- Unfortunate or hard to bear.
- A sudden and decisive increase.
4. Write a summary of the text of about 30 – 45 words using your own words (2 points)
5. Write a composition of about 100 – 150 words on ONLY ONE of the following topics (3 points)
5.a. Write a story about something frightening that happened to you or somebody you know.
5.b. Discuss the advantages and disadvantages of being famous today.
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Welcome back to The Very Clever Caterpillars!
We hope you all had a good summer break and we are looking forward to getting to know you and your child over the next year. Below you will find some useful information about our class.
Class Team
Our class team consists of Miss Wood and Miss Miller. As you will probably be aware all teaching staff have half a day non-teaching time to plan and resource lessons. This year that time will be on a Thursday afternoon and Miss Matthews will be covering the class. Mrs Beard (from the other Year 2 class) will help to support her during this afternoon. Please feel free to speak to any member of staff should you have any concerns or queries.
Our Topic
Our topic this half term is 'Charlie and the Fitness Factory'. We will be learning about our bodies and different aspects of keeping healthy – healthy eating, fitness, sleep. We will also be investigating healthy food and planning our own healthy snacks.
The children will be learning about hygiene and discover how hospitals have changed over by learning about Florence Nightingale, Mary Seacole and Edith Cavell. We will also be locating different places linked to Florence and where different foods come from and plotting them on a map.
Reading and Rewards
All children in Key Stage 1 are encouraged to read regularly at home. Lease support your child by reading with them for a short time each day. A signature and/or comment in the Reading Diary would be a great help. Each child who reads at home on a given day will receive healthy 'reading treats' as a way to motivate them. Regular, short reading sessions really do make a huge difference to your child's progress, just a few minutes a day would be really helpful.
Your child will be reading daily on an individual or group basis during Shared Reading. They should also have their Reading Eggs log in for the following website – www.readingeggs.com If you do not have your child's log in details or are new to the school please speak to a member of the team.
Spellings
Children will be practising spelling patterns, phonics and handwriting on a daily basis. A copy of the Year 2 common exception words are attached and are the words we will be focusing on throughout the year.
Maths
Our Maths focus this half term will be on Place Value. We will be learning to use hundreds, tens and ones. It is important that the children know their number bonds to 10 – pairs of numbers that add up to make 10 – and their times tables. This is something you could practise at home. www.mathletics.co.uk is a useful website to help too.
P.E Days
The Very Clever Caterpillars have PE on a Monday afternoon and a Wednesday morning. Please ensure your child has their PE kit in school, clearly labelled with their name.
We are really excited about the upcoming year and are looking forward to working closely with you to ensure your child reaches their full potential. If you have any worries or concerns, big or small, we would like to encourage you to come and speak to us as soon as possible. We understand that little worries can often grow in to bigger ones if left unchecked so please ask or chat to us about anything. We are here to help.
A huge thank-you for all the hard work you have put in over the summer holidays with reading and homework.
Miss Wood and Miss Miller.
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Fluoride
For decades, fluoride has been held in high regard by the dental community as an important mineral that strengthens tooth enamel, which thereby helps to prevent decay of tooth structures.
Water fluoridation is endorsed by nearly every major health and safetyrelated organization in the world. Communities make it a common practice to "fluoridate" their drinking supplies in order for the general population to benefit from this inexpensive and effective preventative treatment.
According to the American Dental Association, more than 144 million U.S. residents in more than 10,000 communities drink fluoridated water, most from public water supplies with sodium fluoride added artificially.
Bottled water, home water treatment systems, and fluoride exposure
Can the consistent use of bottled water result in individuals missing the benefits of optimally fluoridated water? Can home water treatment systems (e.g., water filters) affect optimally fluoridated water supplies? The answer is yes to both. Read how you can avoid some of the pitfalls that may be preventing you from getting the maximum value of fluoride, in this article from the American Dental Association.
ADA statement on FDA toothpaste warning labels
The American Dental Association`s Council on Scientific Affairs believes that one part of the warning now required on fluoride toothpastes by the Food and Drug Administration (FDA) could unnecessarily frighten parents and children, and that the label greatly overstates any demonstrated or potential danger posed by fluoride toothpastes. The label language, "If you accidentally swallow more than used for brushing, seek professional help or contact a poison control center immediately," is now required on all fluoride toothpastes. But the ADA, in a letter sent to the FDA last year, pointed out that a child could not absorb enough fluoride from toothpaste to cause a serious problem and that the excellent safety record on fluoride toothpaste argues against any unnecessary regulation.
Enamel fluorosis
According to the American Academy of Pediatric Dentistry, a child may face a condition called enamel fluorosis if he or she receives too much fluoride during the years of tooth development. Too much fluoride can result in defects in tooth enamel.
CDC web site provides information on community water fluoridation
People seeking information on whether their water system is fluoridated, can now find out by visiting a new Web site at the Centers for Disease Control and Prevention (CDC). The new feature, "My Water`s Fluoride," allows consumers in participating states to check out basic information about their water system, including the number of people served by the system and the target fluoridation level. Optimal levels recommended by the U.S. Public Health Service and CDC for drinking water range from 0.7 parts per million (ppm) for warmer climates, to 1.2 ppm for cooler climates accounting for the tendency to drink more water in warmer climates. States that are currently participating include Arizona, Colorado, Delaware, Florida, Georgia, Illinois, Indiana, Iowa, Maine, Massachusetts, Michigan, Minnesota, Nebraska, New Hampshire, Nevada, North Dakota, Oklahoma, Pennsylvania, and Wisconsin.
Family Dentistry Associates
677 Commerce Street, Thornwood, NY 10594 (914) 741-1296 1040 Hempstead Tpk, Suite 10, Franklin Square, NY 11010 (516) 565-6622 Fax/Voicemail (866) 424-2201 www.FamilyDentistryAssociates.net
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Saint Francis Care's e-waste initiatives save environment, costs
Discarded computers comprise part of the fastest growing portion of our nation's waste stream – almost three times faster than our overall municipal waste.
According to the EPA, more than 2 million tons of electronic waste, or "e-waste," is disposed into landfills each year. Moreover, a significant amount of e-waste is hauled away from American businesses, only to be exported to third-world
countries, where it is often dismantled for valuable components under less-than-safe conditions.
Electronic waste contains toxins such as lead, mercury, and cadmium, which can cause long-term damage to our health and environment when improperly managed and disposed.
In recent years, some U.S. hospitals have taken proactive measures to minimize or eliminate the impact of hazardous e-waste on our nation's environment.
Hartford, CT-based Saint Francis Care, the largest Catholic hospital in New England, recently began an e-waste management and recycling program that's not only saving the environment, but valuable dollars as well.
"Back in 2002, we did an environmental audit and discovered that we were disposing of a lot of things that contained heavy metals," said Robert Falaguerra, vice president for Facilities, Support Services and Construction for the 617-bed medical center. "We knew there was a problem."
Falaguerra said the facility's Information Services department would remove the circuit boards of computer equipment; and either disposed of the boards and shells as universal waste or recycled them when feasible. The costliest component of the process was the labor involved in removing the circuit boards, he said.
After extensively studying the process, Saint Francis entered into an agreement in 2005 with WeRecycle! Inc., a company that provides environmentally sound recycling services for computers, electronics, light bulbs, batteries, and a variety of other items.
In September 2005, the company signed the Electronics Recycler's Pledge of True Stewardship, which affirmed its commitment to provide the highest environmental and social standards possible for dismantling and recycling of used computers and other electronic devices. Members of the Computer TakeBack Campaign, including the Basel Action Network (BAN), and the Silicon Valley Toxics Coalition (SVTC), created the pledge. Pledge signers agree not to allow hazardous e-waste, as defined internationally, to
be sent to solid waste landfills, incinerators, prison recycling operations or developing countries. WeRecycle! Also maintains a no export policy of hazardous e-waste to nonOECD (Organization for Economic Co-operation and Development) member countries.
"The company provides services at a very reasonable fee or free," Falaguerra said, adding that Saint Francis expects to save as much as $20,000 a year in disposal and labor costs.
Return to:
GreenLink newsletter
Green Corner home page for more success stories
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TS
Presentation to be shown to learners before they work on Tons of teeth
The text in the right-hand boxes (but not italics) should be read to learners. You can use your own words, or provide additional explanation of contexts, if necessary. However, if you are using this as an assessment item, no help must be given with the numeracy that is to be assessed.
Slide 1
Reasoning in the classroom
Tons of teeth
(Keep this slide on the screen until you are ready to start the presentation.)
Slide 2
Slide 3
Shhh . . . I wonder what is sleeping inside this cot? It's a baby . . .
. . . dragon! And what a beautiful dragon it is too. It has just been born and already it has two teeth.
Of course, dragons need a lot of teeth so that they can eat all the nasty things that dragons eat. But just like we do, dragons get more teeth as they grow.
And, just like we do, dragons lose some teeth as they grow, to make room for the new teeth coming through. Let's find out more.
Slide 4
Slide 5
2
Every month, fall out but
6
more grow
1 month old
6
teeth months old
2
teeth?
TS
How strange! Every month exactly the same thing happens. Two teeth fall out, but six more grow.
The baby dragon has two teeth now. How many teeth will it have in one month's time? That's right, it will have six teeth because these two teeth will fall out but six new ones will grow.
So when the baby dragon is one month old it will have six teeth. Talk with the person next to you. How many teeth will it have when it is two months old?
(Allow discussion and then agree the dragon will have 10 teeth because two of the six teeth will fall out, leaving four teeth, but another six will grow, and four and six equals 10. If learners mention number patterns do not seek to develop their ideas as this will influence the assessment that follows.)
So, every month the same thing happens. It's a good job that dragons have such large mouths!
Now you are going to answer some questions about dragons and their teeth.
Remember to show your working so that someone else can understand what you are doing and why.
(If you are using this item for assessment purposes, you may wish to limit the time available, e.g. 10 minutes.)
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Year Four Core Reading Skills
I can easily read and explain words with root words, prefixes and suffixes.
I can read more exception words with unusual spellings.
I can retell some fairy tales or traditional tales orally.
I notice different themes and features in books.
I can perform plays and poems aloud with expression and actions.
I can listen to and discuss different fiction/poetry/plays/non-fiction/ reference and text books.
I can use a dictionary to check the meanings of words.
I can check that a text makes sense, including explaining the meaning of words as I read them.
I can find and summarise the main ideas drawn from more than one paragraph.
I can draw inferences about characters feelings, thoughts and motives.
I can give examples to justify inferences.
I can discuss words and phrases which capture my interest.
I notice how language contributes to meaning.
I can explain how structure and presentation contribute to meaning.
I can find and record information from non-fiction texts.
Year Four Key Writing Skills
I can spell all the words from the Year3/4 word list.
I can write simple sentences dictated by the teacher with words and punctuation I have been taught so far.
I can use a dictionary to check a spelling.
I can use the correct handwriting joins, including choosing unjoined letters.
I can use the features of texts I know to shape my own writing.
I can make sentences with different words and structures.
I can organise paragraphs around a theme.
I can add details of characters, settings and plot in stories.
I can use headings and sub-headings to help organise my writing.
I can say how to improve my grammar and vocabulary.
I can re- read my own work for spelling and punctuation mistakes.
I can use 'a' or 'an' correctly.
I can use different conjunctions to extend my sentences with more than one clause.
I can choose the correct pronoun or noun to help my writing flow.
I can use conjunctions, adverbs and prepositions to express time, cause and place.
I can use fronted adverbials.
I know the difference between plural and possessive '-s'
I can use Standard English instead of local spoken forms of verbs.
I can use extended noun phrases, including with prepositions.
I can use and punctuate direct speech correctly.
Year Four Key Maths Skills
I can count in multiples of six, seven, nine, 25 and 1,000.
I can count backwards through zero to include negative numbers.
I am able to order and compare numbers beyond 1,000.
I can round any number to the nearest 10, 100 or 1,000.
I can solve addition and subtraction two-step problems in real situations, deciding which operations and methods to use and why.
I am able to recall multiplication and division facts for multiplication tables up to 12 x 12.
I am able to recognise and show, using diagrams, families of common equivalent fractions.
I can count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10.
I can rounds decimals with one decimal place to the nearest whole number.
I am able to solve simple measure and money problems involving fractions and decimals to two decimal places.
I can convert between different units of measure eg kilometre to metre; hour to minute.
I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
I am able to identify lines of symmetry in 2D shapes presented in different orientations.
I can plot specified points and draw sides to complete a given polygon.
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
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Name_______________________________ Date__________ Period_______
Biology Honors Sample Genetics Quiz
1. In one experiment, Mendel crossed a pea plant that bred true for green pods with a pea plant that bred true for yellow pods. All the F1 plants had green pods. Which is the recessive trait? Explain your answer.
Recessive trait is____________
2. What are the genotype and phenotype ratios that result from the cross of two pea plants heterozygous for green pods? Use a Punnett square to demonstrate your answer
Genotype ratio: ____________
Phenotype ratio: ____________
3. Tall is a dominant allele in pea plants (T). If two tall plants are crossed, some of the offspring are short. What are the possible genotypes of the parents?
Possible genotypes_______________
4. In carnations, flower color shows lack of dominance. If plants with red flowers are crossed with plants with white flowers, all the F1 plants have pink flowers. Is it possible for the pink-flowered plants to breed true? Explain using a diagram
True-breeding pink ___________
5. List the possible gametes produced by a pea plant that is heterozygous for the tall trait (T) and heterozygous for the smooth pod (N) trait.
______________ ______________ ______________ ______________
6. What are the genotype and phenotype ratios for the cross between pea plants heterozygous for the tall trait but homozygous for the constricted pod trait?
Genotype ratio:____________
Phenotype ratio:____________
7. In mice the allele for colored fur (F) is dominant to the allele for albinism (f) and the allele for running behavior (R) is dominant to the allele for waltzing behavior (r). Predict the phenotype ratio for the offspring of a heterozygous colored heterozygous running mouse with a white waltzing mouse.
Phenotype ratio:______________
8. In mice the allele for colored fur (F) is dominant to the allele for albinism (f) and the allele for running behavior (R) is dominant to the allele for waltzing behavior (r). Predict the phenotype ratio for the offspring of a homozygous colored heterozygous running mouse with a white waltzing mouse.
Phenotype ratio:______________
9. In Labrador retrievers coat color is determined by 2 genes that sort independently: melanin production (B for black is dominant to b for brown) melanin deposition (E for deposition is dominant to e for no deposition)
Yellow Labrador retrievers may be homozygous dominant or heterozygous for pigment production but are homozygous recessive for melanin deposition. Chocolate Labrador retrievers are homozygous recessive for melanin production but may be homozygous dominant or heterozygous for melanin deposition. Black Labrador retrievers may be homozygous dominant or heterozygous for melanin production and for melanin production.
Write all possible genotypes for yellow, chocolate, and black Labrador retrievers:
Yellow__________________
Chocolate__________________
Black___________________
10. Male and female chocolate Labrador retrievers were mated and had a litter of 12 puppies. Two of the puppies were yellow.
What were the genotypes of the parents?
Parent genotypes______________
How many of the other puppies were chocolate and how many were black? (Please show your work!)
Chocolate________________
Black________________
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Acces 4.0 Database
When you start Acces (PISD Apps\Administrative Tools), you will see a list of databases from which to choose. The databases available will depend on your grade level and school.
Selecting Problems (Math)
In the Database Browser, double-click one of the modules to open it. Continue opening categories or topics until you see a problem or question appear on the right side of the screen.
- When you see a problem you like, double-click the problem to add it to your document. Problems will be displayed on the lower half of the screen as you add them.
- Repeat this process to add more problems. To return to a different category, press the "up" button in the top left. ( )
- To remove an item from your document, click on it and then press Delete on your keyboard.
Selecting Problems (Reading)
In the Database Browser, double-click one of the modules to open it. You will notice that the categories for Reading (and the old math databases) are not based on the TEKS. Each grade level at your school should have manuals that show all of the reading passages and problems using these categories.
Once you double-click a question to select it, you will get a message about the associated passage. The recommended action has already been selected for you. Click OK.
Editing questions
On the bottom part of the screen, right-click a question and select Edit Problem. A text editor will appear for you to make changes. Click OK when you are done.
Formatting Your Document
From the Format menu, you will see a list of options for selecting document types and changing the appearance of the document.
1. The first group of options in the Format menu is for changing the overall layout, such as number of columns, font size, and headers and footers.
2. The second group of options is for further customization and for changing the layout of individual problems or parts in your document. (For instance, you can format the test so that multiple choice answers do not appear.)
Document Type
There are several different types of documents that you can create with this program—Test/Worksheet, Flash Cards, Overheads, and Calendars (Weekly or Monthly).
From the Format menu, select Document Setup. From the Type drop-down menu, select the type of document you want to create.
On the following pages, you will see some of the types of documents. Please note that the monthly calendar can only handle problems that can fit into a small square. Therefore, problems with large graphics will not work with a monthly calendar.
Calendars – Weekly & Monthly
Flashcards – with and without multiple choice answers
Test/Worksheet
Formatting options can allow for answer selections to be shown in vertical format giving more room for students to show work. Headers and Footers can be added to the document with many different formats available. From the Format menu, select Headers & Footers and scroll through the available formats (see red arrows).
Test/Worksheet (with Reading Passage)
Here is an example of a worksheet for Reading. If you only want to print the reading passage, first preview the document to determine the number of pages for the passage. Then, set your print options to print only the pages for the reading passage.
Previewing and Printing
- Preview what your document looks like by going to the File menu and choosing Print Preview. Use the buttons at the top of Print Preview to navigate through the pages.
- If you are satisfied with the way your document looks, press the Print button at the top left. (Notice that you can also convert your document to PDF format.
- If you want to add more problems or change the way your document is formatted, press the Close button at the top right. You will return to the Acces4 main screen where you can make further changes.
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NUISANCE ANIMALS: SQUIRRELS
Squirrels can be a great source of entertainment and a beautiful part of nature, but when they invade our homes and garage, it can quickly become a different story.
If you want to have some fun with squirrels try this trick! If you have a deck and a fishing pole and some peanuts in a shell you'll be set. Tie the peanut to the fishing line (make sure there are no hooks or anchors on the line) and using the fishing pole, dangle it over the edge of your deck, the squirrels love it, and it can provide hours of entertainment to watch them go after the peanut.
FACTS
There are over 365 species of squirrels in seven families. The most common in Orono are tree, grey or red squirrels.
Health Issues / Concerns
Carriers of fleas and parasites.
Can and will bite humans! Never try to feed them by holding food between your fingers.
Activity
Squirrels are most active in the winter when the mating season begins. Babies are then born in the early spring; a second litter can occur in mid‐summer.
They are most active 2‐3 hours after sunrise and 2 hours before sunset. Squirrels do sleep at night.
What Attracts Squirrels?
- Garbage
- Garbage cans
- Pet food
- Bird food
- Warm places like garages or attics
Squirrels Have Been Known to Nest in These Places
- Automobiles
- Chimneys
- BBQ Grills
- Under Porches
- Attics
- Garages
NUISANCE ANIMALS: SQUIRRELS
TIPS
The best form of squirrel control is prevention! This includes proper sanitation and maintenance of your home and yard.
Long Term Solutions
- Purchase feeders or nest boxes for the squirrels.
- Move bird feeders 20+' from the house.
- Close all garbage cans; enclose if possible.
- Keep BBQ grills clean and covered.
- Place grids on your flower pots.
- Cage all vegetable plants.
- Fix any exposed wires or rubber hoses; they like to chew on them.
- Close or seal off any holes, openings or cracks in your home or foundation.
- Remove any branches overhanging your home.
Short Term Solutions
All of these solutions work, but once the squirrel figures out that it can tolerate these methods, they no longer work.
- Moth Balls
- Squirrel Repellent Sprays
- High Frequency Sound Emitters
і "Squirrel Place", Squirrel Place Website, Squirrel Control.
Nuisance Animals: Squirrels
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Kate (Kit) Flux
Born: 1891 White Horse Inn, Hambrook. Died 1980
Lived: Walton Farm, Hambrook
School: Whiteshill School, Hambrook
Colston's Girls Secondary School, Bristol
Parents: Alfred William Flux
Emily Flux (sister to Albert Hill )
Brothers: Albert Thomas. 1889 - 1915
Alfred Ernest. 1893 – 1918
Francis Charles. 1895 - 1981
Sister: Mabel Emily. 1897 – 198?
Occupation: Land Girl in the Great War
This is Kit, probably with her sister Mabel delivering the milk on the cart from their own farm. Tom, the eldest brother stayed at home to run the farm whilst his two brothers and his Hill cousins went off to war.
After being taken ill in the fields at hay making Tom died of peritonitis or blood poisoning in a local hospital on August 10th. 1915 aged 26. This would have left the two girls to run the family farm for most of the war.
Like so many, Kit is thought to have lost a sweetheart in the War and never married.
Here is Kit Flux with her School class in Whiteshill School about 1900.
Her big brother Tom Flux is behind her in the back row, second boy from the left.
Kit Flux stands second child in, in the third row.
Arthur Hill the first boy in the back row is her cousin.
Charlie Flux is in the front row fourth boy from the left in the middle.
Arthur's sister Winnie Hill, is third girl from the left in the second row.
More of the Hill children are there too.
This is Walton Farm with Kit and her brother Charlie in the 1960's.
The Family lived here at Walton Farm until it was bulldozed to make way for the ring road in the 1960's. It stood where the Hambrook traffic lights are now. The house had been built and owned by the same family for over 100 years.
Links
http://www.frenchaymuseumarchives.co.uk/
http://www.frenchaymuseumarchives.co.uk/arch_parish_mags.htm
Google street view http://www.southglos.gov.uk/leisure-and-culture/tourism-and-travel/museums-andgalleries/ww1-museums-and-galleries/
http://www.southglos.gov.uk/documents/War%20memorial%20sites.pdf
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What is meningococcal meningitis?
Meningococcal Meningitis is an infection that is spread by direct contact with secretions from the nose and mouth of an infected person. The infection can be in the blood (meningococcemia) or in the lining of the brain and spinal cord (meningitis)
Who Can Get Bacterial Meningitis?
Anyone can get bacterial meningitis. It is spread by direct contact with secretions from the nose and mouth through activities such as kissing, sharing food, drinks, water bottles, toothbrushes, eating utensils or cigarettes.
What are the Symptoms?
Symptoms may include:
- fever
- headache
- change in the level of alertness and/or altered mental state
- stiff neck
- rash (that spreads rapidly and begins as reddish/purplish spots that don't disappear when pressed)
- nausea
- vomiting
- increased sensitivity to light
Anyone with these symptoms should seek prompt medical attention.
What should I do if I think I have symptoms?
Anyone with severe symptoms should go to an emergency department or call 911. If unsure, call 811 for advice in Nova Scotia or similar service in other provinces.
If you require further information, or if you are concerned that you may have been directly exposed, please contact Public Health at 1-844-468-6805 (toll-free in North America).
What is the Treatment?
Bacterial meningitis can be treated with antibiotics. Early diagnosis and treatment are important. If symptoms occur, contact your family doctor or visit the nearest emergency department to you immediately.
Health Services -Dairy Building Monday – Friday / 830-430pm
How Can Bacterial Meningitis be Prevented?
- Individuals should reduce direct contact and exposure to discharges from the nose and mouth.
- Do not share eating utensils, drinking glasses, water bottles, tooth brushes, or any other object that transfers saliva or mucus.
- Follow hand washing and hygiene practices by using plain or antimicrobial soap with running water or an alcohol-based hand sanitizer.
- Limit exposure to overcrowded spaces
- Immunize following the Nova Scotia Immunization Schedule
How do I know if I was immunized against meningitis?
You can check with your family doctor or Public Health who would have immunization records. Nova Scotia began immunizing 12-month-olds and Grade 4 children against meningitis C in 2005, then switched ( from Grade 4) to Grade 7 in 2007. This fall, we are switching to the quadravalent vaccine which includes strains A, C, Y and W. The vaccine is free for Nova Scotians through the childhood and school vaccination programs (ie, babies at 12 months and Grade 7 students).
If you are from another province, you can check their public health website for recommended immunization schedules.
What If I Have Contact With Someone Who Has Been Diagnosed With Bacterial Meningitis?
Only those who have had close contact with someone diagnosed with bacterial meningitis needs further assessment. A close contact may be defined as:
- Household contact with the patient
- Someone who shares a sleeping arrangements with the patient
- People who have direct contamination of their nose or mouth with the oral/nasal secretions of the patient (i.e. kissing on the mouth, shared cigarettes, shared drinking bottles, etc.)
- Health care workers (HCWs) who have had intensive unprotected contact (without wearing a mask) with the patient (i.e. intubating, resuscitating or closely examining the oropharynx)
Bacterial meningitis is not spread by sitting next to someone, talking with someone, being in the same room with someone who has the illness or by simply breathing the air in a room where the person has been.
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Grades 3-5 Mathematics
Framework for FORMATIVE/CLASSROOM Instruction and Assessment Productive Domains of Speaking and Writing
Pennsylvania English Language Proficiency Standard 3
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.
Pennsylvania Core Standards
Speaking and Listening
CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
CC.1.5.5.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
Mathematics
CC.2.1.3.C.1 Explore and develop an understanding of fractions as numbers.
M03.A‐F.1.1.1, M03.A‐F.1.1.2, M03.A‐F.1.1.3, M03.A‐F.1.1.4, M03.A‐F.1.1.5
CC.2.1.4.C.1 Extend the understanding of fractions to show equivalence and ordering.
M04.A‐F.1.1.1, M04.A‐F.1.1.2
CC.2.1.5.C.1 Use the understanding of equivalency to add and subtract fractions.
M05.A‐F.1.1.1
The PA ELL Overlays for English Language Arts and Mathematics assist educators in developing instructional units, lessons, or activities that are meaningful and comprehensible for English language learners. They illustrate the dynamic process of adapting instruction and assessment based on the English language proficiency of students. The PA ELL Overlays for English Language Arts and Mathematics are models that exemplify adaptations for a select instructional context and provide resources to extend this process to other instructional units.
Speaking Model Performance Indicator (MPI)
Classroom Context: Understand and explain fractions and fraction problems.
Cognitive Function: Students at all levels of English proficiency will UNDERSTAND and EXPLAIN fractions and fraction problems.
Writing Model Performance Indicator (MPI)
Classroom Context: Understand and explain fractions and fraction problems.
Cognitive Function: Students at all levels of English proficiency will UNDERSTAND and EXPLAIN fractions and fraction problems.
Building Productive Model Performance Indicators (MPI) to differentiate and scaffold instruction per English language proficiency level by adjusting the language function and support.
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5 Ways to Find Career Ideas
Many high school students feel that they need to have their whole lives planned out before graduation. That's a lot of pressure to take on, and it really isn't practical because your goals and desires change over time. At this point, the best way to prepare for the process of career planning is to take some steps to get to know more about yourself.
Start by considering your options. You can take many paths, and you may discover new talents and passions in the process of exploring. The quick exercises below can help lead you in the right direction.
1. Think About What You Love
What classes have you found especially inspiring? What activities keep you so absorbed that you don't even notice how much time has passed? Listing 10 things you love can help reveal possible paths.
Can you make connections between elements on your list? Are a group of items related to the arts or social activities or technology? What can you build by combining your passions?
Many people work in a few different jobs before choosing a career path.
2. Identify Defining Experiences
Think about three experiences that taught you something about yourself. Choose the one that gave you the greatest sense of satisfaction and write a sentence that explains why that was so. If you can pinpoint what makes you happy, you can aim toward a career that will provide those types of experiences.
3. Create a Self-Portrait
Are you friendly, creative, impatient, funny, organized? Try writing down a list of 10 qualities you feel describe your personality. Ask your friends and family to name some of your qualities — sometimes other people see us more clearly than we see ourselves. Add their suggestions to your list. Now think about what sort of career fits the person your list describes.
4. Consider Your Strengths and Weaknesses
Make a list of your five top strengths and weaknesses. What sorts of employers would be interested in your strengths? If you're a good public speaker, for example, explore what types of careers call for that skill.
Your weaknesses can also tell you a lot about where you might go. You can either steer away from careers that require skills you're not confident about or work to improve weaknesses that may keep you from your goals.
5. Explore Careers
What do actuaries or archaeologists really do? What sorts of opportunities will there be in the future for architects or art directors? Imagine yourself in different roles as you explore Major & Career Profiles. You can find information on more than 300 careers here, which range from air traffic controller to wildlife technician.
Remember, even if you know someone who has been planning to be a doctor since the age of seven, most young people don't know what they want to do or be. Many adults actually work in a few different jobs before selecting a career path. You have time to get to know yourself and find a career that suits you.
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SESSION : 2024-25 WORKSHEET
CHAPTER:- 7 SUB :- Civics
CLASS: VIIDATE :-
Multiple-Choice Questions (MCQs)
1. What is a local market called where fruits, vegetables, and daily essentials are sold?
a) Supermarket b) Wholesale market c) Retail market d) Weekly market
2. Which type of market involves buying and selling in bulk quantities for resale?
a) Retail market b) Wholesale market c) Flea market d) Night market
3. What is the term for markets that are set up on specific days of the week in different locations?
a) Retail market b) Online market c) Weekly market d) Seasonal market
4. Which market involves the sale of goods directly from producers to consumers?
a) Flea market b) Retail market c) Farmers' market d) Wholesale market
5. What is the name of a market where used goods are sold, often in an open-air environment?
a) Supermarket b) Flea market c) Wholesale market d) Online market
One-Word Answer Questions
1. What is the term for a system where goods and services are exchanged without using money?
2. What is a place called where goods are stored before they are sold in the market?
3. What term is used for the sale of goods to the public in relatively small quantities?
4. Name the market type that operates over the internet.
5. What term describes the act of buying and selling goods and services?
CHAPTER:- 8 SUB :- Civics
CLASS: VII DATE :-
Multiple-Choice Questions (MCQs)
1. What is the primary source of cotton for making a shirt?
a) Jute b) Silk c) Cotton plants d) Wool
2. What is the process of turning cotton fibers into fabric called?
a) Weaving b) Spinning c) Dyeing d) Stitching
3. Which country is one of the largest producers of cotton in the world?
a) Brazil b) India c) Australia d) Canada
4. What term is used for people who work in the cotton fields?
a) Farmers b) Miners c) Weavers d) Artisans
5. What is the main market for selling cotton fabric in India?
a) Wholesale market b) Retail market c) Export market d) Street market
One-Word Answer Questions
1. What is the term for the removal of seeds from cotton fibers?
2. What machine is used to weave cotton threads into fabric?
3. What process involves coloring the fabric?
4. Name the final step of making a shirt, where fabric pieces are put together.
5. What is the main crop used for making cotton fabric?
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EatRight Ontario
FoodChoices
When Money isTight
PLANNING HEALTHY MEALS
Planning meals for my family is hard when money is tight. How can I make it easier?
Planning your meals and snacks ahead of time is a good way to make sure you eat well and save money.
* Start by planning your main meals for the week. Choose some favourite meals.
Try these tips to help stretch your food dollar when you plan your menu:
* Find new recipe ideas in cookbooks, magazines or on the web. Go to the library or swap recipes with friends. Choose low cost recipes that use only a few ingredients and are easy to prepare.
* Next, make a list of breakfast and other meal and snack ideas.
* Write your meal ideas on a calendar or on a chart.
* Make a shopping list that includes the items you need for your meal ideas.
* Check food supplies in your fridge, freezer and cupboard to see what you can use in your menu.
* Check flyers for foods that are on sale. Plan meals around good buys.
* Plan meals that have less meat and more dried beans, peas, lentils, vegetables and grain products. For example try stir-fries, pastas, egg dishes, soups, casseroles and bean dishes.
* Cook your own meals at home when you can. Buy less prepared food.
* Make larger amounts of food and plan to use leftovers for lunches or suppers the next day. Add leftover vegetables, meats, fish, or poultry to salads, pastas, soups or spaghetti sauces.
Eat
Right
Ontario
When
Money
is
Tight
Food
Choices
My family is busy. We spend a lot of money on restaurant meals and take out and prepared foods. What can we do to save money and time?
* Prepare your meals at home more often. Get the whole family involved in planning, shopping, preparing and clean up.
* Bring lunches to work or school. Pack lunches the night before.
* Check to see if there is a nutrition program at your child's school. These programs can help with breakfast, lunch or snacks.
* Bring a thermos of coffee or tea from home instead of going to coffee shops.
* Pack healthy snacks when you go out. For example,try fruit, nuts, granola bars, homemade muffins, crackers and cheese.
Questions to ask your community service provider OR contact EatRight Ontario
* What are some ways to save money at the grocery store?
* What are some family-friendly, healthy and low-cost meal ideas?
Create your own menu plan on the EatRight Ontario web site at http://www.eatrightontario.ca/en/MenuPlanner
To find answers to your healthy eating questions or get more Food Choices When Money is Tight factsheets speak to a Registered Dietitian at EatRight Ontario at 1-877-510-510-2 (in Ontario) or visit www.eatrightontario.ca/en/budget
Factsheet distributed by:
©Dietitians of Canada, 2011. All rights reserved. Permission to reprint in its entirety. For non-commercial use only.
EatRight Ontario
When Money isTight
FoodChoices
PLANNING HEALTHY MEALS OUR MENU
Main Meal
Sunday
Homemade stew and whole grain rolls
Monday
Baked cabbage roll skillet supper*
Tuesday
Muffin tin meatloaf & vegetable quinoa salad
Wednesday
Sweet chili tofu stir-fry and vermicelli*
Thursday
Leftover sweet chilli tofu stir-fry and vermicelli*
Friday
Tandoori haddock with mixed frozen vegetables and rice*
Saturday
Leftover tandoori haddock with mixed frozen vegetables and rice
*Look for these recipes at http://www.eatrightontario.ca/en/recipes
Other Meals and Snacks
Lunches
Leftover stew and whole grain rolls
Leftover cabbage rolls
Egg salad dip with pita and raw vegetables
Snacks
Air-popped popcorn
Mixed dry whole grain cereal and banana
Carrot-apple salad
Eat
Right
Ontario
When
Money
is
Tight
Food
Choices
PLANNING HEALTHY MEALS
OUR MENU
Our Main Meal
Other Meals and Snacks
Breakfasts
Lunches
Snacks
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
To find answers to your healthy eating questions or get more Food Choices When Money is Tight factsheets speak to a Registered Dietitian at EatRight Ontario at 1-877-510-510-2 (in Ontario) or visit www.eatrightontario.ca/en/budget
Factsheet distributed by:
©Dietitians of Canada, 2011. All rights reserved. Permission to reprint in its entirety. For non-commercial use only.
Write your meal and snack ideas on this chart.
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Dear Parents and Carers
Screen Time – Impacts on Education and Wellbeing
The Parliamentary Education Committee has recently published its report "Screen time: impacts on education and wellbeing".
The report includes some interesting, if not surprising statistics. Screen use has been found to start as early as six months of age. One in five children aged between three and four years old have their own mobile phone, increasing to one in four children by age eight and to almost all children by age 12.
A more concerning excerpt from the report states: Research by the Children's Commissioner for England found that 79% of children had encountered violent pornography before the age of 18, with the average age that children first see pornography as being 13 years old.
It is difficult, if not impossible, to prevent children viewing pornography whether intentionally or (as is often the case) by accident and so we all have a duty to inform and educate children. It is normal and natural for children to be curious, but they need to understand what is healthy and what is not.
At Cranbury College, we cover the themes of Healthy Relationships and Online Safety within our Personal Development lessons. We specifically deliver lessons on the Consequences of Viewing Pornography in Year 11 as part of our curriculum.
We understand that the idea of talking to your child about pornography is awkward and embarrassing and something you would really rather not do. But it is also important that they hear these messages from the people who love them most. You don't need to sit them down for a big conversation it could be via message, in the car or whilst walking the dog. And you should acknowledge how awkward it is. An opener could be "I had a letter from school about pornography and…"
Some key messages for children are:
* Bodies in pornography are often altered.
* Pornography is staged to look a specific way.
* Pornography is not a private encounter.
* The sex in porn is usually rough and without intimacy.
* Most male porn actors are well-muscled.
* Most female porn characters are slender and curvaceous.
* Most female porn characters do what they are told without regard to comfort or their consent.
Cranbury Road, Reading, RG30 2TS
0118 937 6847
email@example.com
www.cranburycollege.co.uk
@CranburyCollege
12 June 2024
* Most sex in pornography does not include safe sex precautions, such as birth control methods.
The following websites all offer useful advice on how to start these and other difficult conversations:
Action for Children: How do I talk to my teenager about healthy relationships and consent? Brook: Important things to know about porn
How to Talk to Your Children About Pornography
NSPCC: Talking to your child about online safety
For more advice and information or to discuss anything you are concerned about please do not hesitate to contact me on 0118 9376847.
Yours sincerely
Charlotte Baggley
Assistant Headteacher – Behaviour, Personal Development and Wellbeing
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UN: Change Land Use To Avoid A Hungry Future
If global warming isn't personal enough to scare you to death, the UN trots out the rabid notion that you are going to starve to death as a result of it. Coupled with rising sea levels and shortages of drinking water, mankind has no future unless… it adopts Sustainable Development. ⁃ TN Editor
Human-caused climate change is dramatically degrading the Earth's land and the way people use the land is making global warming worse, a new United Nations scientific report says. That creates a vicious cycle which is already making food more expensive, scarcer and less nutritious.
"The cycle is accelerating," said NASA climate scientist Cynthia Rosenzweig, a co-author of the report. "The threat of climate change affecting people's food on their dinner table is increasing."
But if people change the way they eat, grow food and manage forests, it could help save the planet from a far warmer future, scientists said.
Earth's land masses, which are only 30% of the globe, are warming twice as fast as the planet as a whole. While heat-trapping gases are causing problems in the atmosphere, the land has been less talked about as part of climate change. A special report, written by more than 100 scientists and unanimously approved by diplomats from nations around the world Thursday at a meeting in Geneva, proposed possible fixes and made more dire warnings.
"The way we use land is both part of the problem and also part of the solution," said Valerie Masson-Delmotte, a French climate scientist who co-chairs one of the panel's working groups. "Sustainable land management can help secure a future that is comfortable."
Scientists at Thursday's press conference emphasized both the seriousness of the problem and the need to make societal changes soon.
"We don't want a message of despair," said science panel official Jim Skea, a professor at Imperial College London. "We want to get across the message that every action makes a difference."
Still the stark message hit home hard for some of the authors.
"I've lost a lot of sleep about what the science is saying. As a person, it's pretty scary," Koko Warner, a manager in the U.N. Climate Change secretariat who helped write a report chapter on risk management and decision-making, told The Associated Press after the report was presented at the World Meteorological Organization headquarters in Geneva. "We need to act urgently."
The report said climate change already has worsened land degradation, caused deserts to grow, permafrost to thaw and made forests more vulnerable to drought, fire, pests and disease. That's happened even as much of the globe has gotten greener because of extra carbon dioxide in the air. Climate change has also added to the forces that have reduced the number of species on Earth.
"Climate change is really slamming the land," said World Resources Institute researcher Kelly Levin, who wasn't part of the study.
And the future could be worse.
"The stability of food supply is projected to decrease as the magnitude and frequency of extreme weather events that disrupt food chains increases," the report said.
In the worst-case scenario, food security problems change from moderate to high risk with just a few more tenths of a degree of warming from now. They go from high to "very high" risk with just another 1.8 degrees Fahrenheit (1 degree Celsius) of warming from now.
"The potential risk of multi-breadbasket failure is increasing," NASA's Rosenzweig said. "Just to give examples, the crop yields were effected in Europe just in the last two weeks."
Scientists had long thought one of the few benefits of higher levels of carbon dioxide, the major heat-trapping gas, was that it made plants grow more and the world greener, Rosenzweig said. But numerous studies show that the high levels of carbon dioxide reduce protein and nutrients in many crops.
For example, high levels of carbon in the air in experiments show wheat has 6% to 13% less protein, 4% to 7% less zinc and 5% to 8% less iron, she said.
But better farming practices — such as no-till agricultural and better targeted fertilizer applications — have the potential to fight global warming too, reducing carbon pollution up to 18% of current emissions levels by 2050, the report said.
If people change their diets, reducing red meat and increasing plantbased foods, such as fruits, vegetables and seeds, the world can save as much as another 15% of current emissions by mid-century. It would also make people more healthy, Rosenzweig said.
The science panel said they aren't telling people what to eat because that's a personal choice.
Read full story here…
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Statement of Intent
DT offers children the chance to use critical thinking and creativity with a defined purpose and a tangible outcome. Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in a process of designing and making. They work in a range of contexts through our topic-based approach which allows for cross-curricular links to be made.
Children will:
* develop the creative, technical and practical expertise needed to perform everyday tasks confidently and participate successfully in an increasingly technological world
* build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
* critique, evaluate and test their ideas and products and the work of others
* understand and apply the principles of nutrition and learn how to cook
DT at Boxgrove
BIG IDEAS
Children realise that DT incorporates a range of skills using a variety of materials.
Children at Boxgrove are provided with opportunities to use DT to express themselves.
Children recognise that DT is not just a creative process but also a practical one. It is all around us and an important component in everyday life.
Children in EYFS have access to clearly-labelled construction materials at all times. This includes: lego, blocks, outdoor tyres, scissors, glue etc.
CONTENT & SEQUENCING
Throughout their DT journey children should:
* Master practical techniques This concept involves developing the skills needed to make high-quality products.
* Take inspiration from design
This concept involves appreciating the design process that has influenced the products we use in everyday life.
This concept involves developing the process of design thinking and seeing design as an iterative
* Design, make, evaluate and improve process
Concepts should be enhanced by the following knowledge categories:
Across the school the breadth of experience includes:
Food
Textiles
Mechanics
Materials
Construction
Electricals and Electronics
LINKS WITH ENGLISH & MATHS
MATHS
* Number
* Weight and measure (using scales, using rulers, estimating)
* Fractions and proportion
* Shape and space
* Geometry (angles)
ENGLISH
* Imperatives
* Instructional texts
* Explanations
* Writing an evaluation (discursive)
* Advertising (persuasive)
RETRIEVAL PRACTICE
Recalling skills used for previous creations.
Retrieval happens throughout the DT process as children: think, make, break, repeat.
PROGRESS
Through the milestones progress is measured through the increasing complexity of skills and knowledge required to complete a task.
SUPPORT
Practical support handling materials and equipment for younger children.
Develop fine motor skills.
Lots of opportunities to 'have a go'/test/trial equipment. This is known as 'finger fluency'
Safety: modelling is vital especially when equipment such as saws or hot ovens are being used.
Moderate/adapt equipment for those with physical needs.
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Hooke's Law
PURPOSE
To investigate the response of a hanging spring as mass is added.
BACKGROUND
Robert Hooke proposed that the stretch of a spring is proportional to the force applied to the spring. This is commonly written as
where F is the force applied, k is the constant of proportionality, or spring constant, and ∆x is the amount of stretch caused by the force. The negative sign indicates the spring force is a restoring force; in other words, the spring is always trying to oppose any forces applied to it.
MATERIALS
slotted mass set physics stand ruler / meter stick springs
pendulum clamp
PROCEDURE
1. Set up lab station so that the spring is hanging from the pendulum clamp and your ruler (or meter stick) is also positioned in such a way that you will easily be able to read the displacements caused by the forces that you are applying to the spring. (see fig. 1)
2. Note the equilibrium position (no force added) of the spring and note this in your data table.
3. Your slotted mass set adds up to total of 250 g (± 2 g). Starting with just the base (50 g), slowly add mass to the spring until you have added all 250 g. After every addition of mass, stop and record the amount of stretch in the spring.
4. After all data have been recorded, repeat steps 1 – 3 with a different spring.
DATA
ANALYSIS
1. Construct a graph for each spring showing the force vs. displacement of the spring. Show your trend line (with equation) and R 2 value clearly on your graph. You may put both graphs on one piece of paper as long as each graph is a full ½ page. (I recommend using Excel or Logger Pro.)
2. What is the value of the slope for each spring? What does this slope represent?
3. Compare the spring constants of the two springs. As the spring constant increases, what changes? In other words, if two springs have different k-values, how is their behavior different?
APPLICATION QUESTIONS
4. A load of unknown mass is place in the rear of an 18-wheeler truck. The trucks rear shocks are instantly compressed 10.0cm. Consider the shocks acting as springs with a spring constant, k = 50,000N/m. What is the mass of the load the 18-wheeler just picked up?
5. Earlier today, I performed our experiment with a different spring. I obtained the data below. Does the spring I used obey Hooke's Law? Be specific in your explanation.
6. Relate Hooke's law to the stress-strain relationship we've been studying in class. You may refer back to your class notes. Please relate each corresponding variable for the two relationships.
7. Consider body tissue instead of a spring. Which equation would you use if you were now depicting body tissue with a known surface area, instead of a spring? What characteristics of the tissue would be represented by the constant (k or E)? Which constant would you use?
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The Internet contains more information than any standard library, so it is no surprise that students gravitate towards it as they work to gather information on a topic. Unfortunately, not all of the information on the Internet is reliable, and it is your responsibility to confirm the credibility of the sources used for your project.
Why Isn't the Internet Reliable?
Anyone who has a computer — from professors to grade-school children — can publish on the Internet.
The Internet is an anonymous space in which people can claim false credentials. It is also widely used as a space in which people can pursue their hobbies; having a casual interest in something is very different from being an expert.
Because the Internet reaches a wide audience, many people use it as a way to further their own political agendas. These people might post things that are not true — simply to support their cause.
How to Use the Internet for Research:
As a student of SHSU, you have access to a large variety of online databases; check out the "Databases" area on the Newton Gresham Library website. These are collections of major journal, newspaper, and magazine articles, which are generally peer-reviewed (edited by an outside source who is an expert in the field). Try searching for information on your topic in databases like EBSCOhost, LexisNexis, or JSTOR. When you find an article that is relevant to your research, check out the bibliography: this could lead you to other valuable sources. Google Scholar is another highly accessible engine that can be used to find sources.
A Word About Wikipedia:
Since Wikipedia allows volunteers to submit content to their website, you cannot be sure that their information is correct. If you find something on Wikipedia that you like, try to confirm that information in another source. Use Wikipedia only as a launching point; there are links at the bottom of their pages that could help you find a more reliable source.
Last updated by RU
on 7/6/2010
Tips for Using Internet Sources
If your professor tells you not to use Internet sources, do not use Internet sources.
Does the source list a person or organization as the author? If not, be wary of the source's credibility. If so, what does a Google search reveal about that person or organization?
Look at the website's extension: .edu refers to an educational institution. These are frequently — but not always — credible sites. .gov refers to a government website. These are often good resources for statistical information. .org extensions mostly refer to non-profit organizations. These organizations are often trying to further an agenda, so do your best to gauge the organization's objectivity. .com is the extension for most commercial websites. Many .com websites are well put together and accurate, and many are not — it is up to you, the researcher, to determine whether or not the information is accurate.
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Strategies to promote the participation & Empowerment of children (Child Safe Standard 7)
Strategies to promote the participation and empowerment of children
Description
Sunbury West Primary School ensures children feel safe and comfortable in reporting concerns or allegations of abuse. We have implanted a simple and accessible processes that help children understand what to do if they want to report abuse, inappropriate behaviour or concerns for their safety. All staff at Sunbury West Primary School will have an awareness of children's rights and adults' responsibilities regarding child abuse.
Rationale
Children often do not report abuse because they feel uncomfortable, or they do not know how to raise their concerns or allegations of abuse. Some organisations do not have simple and accessible processes assisting children to understand their rights and how to report concerns regarding their safety.
Sunbury West Primary School will implement this standard by:
* Providing children with child-appropriate and accessible information about what child abuse is, their rights to make decisions about their body and their privacy, that no one has a right to injure them, and how they can raise concerns about abuse. Information can be included in our welcome packs, information sessions and posters, as well as on the school website.
* Ensuring information and processes for reporting concerns are accessible to all children. Sunbury West Primary School has policies and procedures that are able to be accessed and understood by children with a disability.
* Ensuring information and processes for reporting concerns are culturally appropriate for Aboriginal children. A way to help ensure this could include engaging with parents of Aboriginal children, local Aboriginal communities or an Aboriginal community-controlled organisation to review information and processes.
* Considering access and culturally appropriate language, photographs and artwork for Aboriginal children, children from culturally and/or linguistically diverse backgrounds and children with a disability when drafting communications materials.
* Translating school information (including information about children's rights, child safe policies, statements of commitment and reporting and response procedures) into relevant community languages, including relevant Aboriginal languages if appropriate.
* Gathering feedback from children, for example through surveys, focus groups, story time and social media, about whether they would feel safe and taken seriously if they were to raise concerns, and implement improvements based on this feedback.
* Enabling children to express their views and make suggestions on what child safety means to them, and on child safe policies, reporting and response procedures, and acknowledge and act upon these where possible. For example, views could be gathered through suggestion boxes and feedback sessions
* Ensuring services are accessible for people with a disability, for example provide appropriate communication aids such as hearing loops if required.
* Training relevant staff and volunteers on methods of empowering children and encouraging children's participation.
* Ensuring Aboriginal children are accepted when identifying as Aboriginal, and that staff and volunteers understand appropriate responses to children identifying as Aboriginal.
* Encourage participation and empowerment of children in other school activities, such as decision making.
* Raising awareness in the community about children's rights, for example through staff conversations with families and communications such as websites and newsletters.
We aim to successfully implement this standard so that Sunbury West Primary School is a school in which:
* reporting procedures for when a child feels unsafe are accessible for all children
* children understand what child abuse is, and their rights (age appropriate)
* children understand how to report an allegation of abuse or concern for their safety to the organisation, a trusted adult and external bodies (for example, the police)
* children feel safe, empowered and taken seriously if they raise concerns
* children feel empowered to contribute to the school's understanding and treatment of child safety
* children's reports of concern are responded to appropriately
* all staff understand how to empower children and encourage their participation
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ONTARIO ATHLETIC THERAPIST ASSOCIATION
ROWAN'S LAW NUMBERS AND FACTS
Concussion in numbers in the USA
* In the United States, traumatic brain injury (TBI) is a serious public health concern that results in death and disability for thousands of people each year.
* Between 1.7 and 3 million sports- and recreation-related concussions happen each year. Around 300,000 are football-related.
* 5 of 10 concussions go unreported or undetected.
* 2 in 10 high-school athletes who play contact sports — including soccer and lacrosse — will suffer a concussion this year.
* Girls' soccer sees the second-most concussions of all high school sports. Girls' basketball sees the third most.
* The UPMC Sports Medicine Concussion Program sees more than 17,000 patients each year:
* 30 percent are from outside the state of Pennsylvania.
* About 70 percent are high school-aged.
Concussion in numbers in Canada
* For children and youth 5 to 19 years, brain injuries made up 80% of emergency department visits, out of all head injuries from sports and recreation.
* For boys and girls 5 to 9 years, brain injuries were most common in ice hockey, compared to all types of injuries in this sport.
* For children and youth 10 to 14 years: for boys, brain injuries were most common in ice hockey, out of all types of injuries in this sport; for girls, brain injuries were most common in ringette, out of all types of injuries in this sport.
* For children and youth 15 to 19 years: for boys, brain injuries were most common in rugby, out of all types of injuries in this sport; for girls, brain injuries were most common in ringette, out of all types of injuries in this sport.
* The National Ambulatory Care Reporting System also collects information from hospitals. In 2016-2017, 46,000 children aged 5 to 19 had a concussion: boys: 26,000 (54%) and girls: 20,000 (45%).
Why we need to create awareness:
Public opinion research with parents, coaches, athletes, school staff and health professionals shows that:
* 1 in 2 have little or no knowledge
* 1 in 4 do not know how concussion is treated
* 15% can identify the best ways to treat concussion
* 4 in 10 know how to find information and other resources
Public opinion research with youth, ages 5-19, shows that:
* 9 in 10 understand that someone does not have to pass out to have a concussion
* 8 in 10 have little or no knowledge of concussion
* 7 in 10 identify that a concussion is a hit to the head that causes headache or blurry sight
* Canadian youth know very little about where to obtain concussion information or who is responsible for identifying a concussion and how to treat it.
* 7 in 10 incorrectly believe wearing a helmet will prevent a concussion
* 6 in 10 believe a harder blow results in a more severe concussion
* 4 in 10 think they should stop taking pain relief medication if they suffered a concussion
Concussion Facts
* Concussions are complex injuries with a wide range of outcomes.
* Because every case is different, there is no simple timetable for recovery. Some people recover in days, others require weeks or months and some may endure long-term effects.
* Any level of a concussion can be a serious medical issue that requires prompt care by a health professional trained in managing concussions.
* To avoid repeat injury, it's crucial to manage concussions until complete recovery.
Rowan's Law:
* Rowan's Law, a joint effort from MacLeod, Liberal John Fraser and New Democrat Catherine Fife, passed in 2018 and established what MacLeod said is the first law of its kind Canada.
* The law establishes removal-from-sport and return-to-sport protocols for players to ensure they are taken out of a game if they are suspected of having a concussion.
* Starting July 1, 2019, athletes, parents, coaches and officials will be required to review concussion awareness resources and a concussion code of conduct that sets out rules of behaviour to minimize concussions while playing sports.
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Before reading
* Look at the cover and read the title.
* Possible discussion questions: "What is Danny doing? By looking at his face, can you tell how Danny is feeling? Where do you think Abby is?"
Danny Looks for Abby
Level E / 120 words / fiction
High frequency words:
come, could, did, find, her, one, saw, she, there, with
* Literal comprehension: The answers are in the text. Ask, "Where were some of the places Danny looked for Abby? How did Danny feel when he couldn't find Abby? Where was Abby?" Have students read the pages that support their answers.
Look through all the pictures
* Using the language in the story, discuss each photograph in the book. Notice details in the pictures and use that information to better understand the text.
* Help the children find any tricky words in the text: because, behind, gone, and garbage. Discuss meaning, word structure, and sounds you expect to hear in those words. Have children clap and count the syllables.
Reading the text
* Have the children read the text independently. While they're reading, listen to each student and prompt them to use meaning, structure, and visual information to monitor and self-correct reading.
* Children should be able to read without using their finger to track words, except at point of difficulty.
After reading
* Discuss the meaning, structure, and letter cues that you notice students using correctly.
FUN FACT
* Inferential comprehension: The answers are in your head. Ask, "Where would you have looked for Abby? How do you feel when you've lost something that is important to you?"
Word work
* Have the students locate the high-frequency words in the text and practice writing them.
* Find and discuss the words with the /ar/ phoneme: yard, barked, and garbage. Using magnetic letters, make other words with the same sound and pattern (art, farm, jar, card).
* Help the students find the words with the sh digraph: bushes, shed, and she.
Rereading for fluency
* Have the child(ren) read the story again aloud, listening for phrased, fluent oral reading that includes appropriate pausing and intonation.
* Reread to solve words or think about ideas, then resume a good rate of reading.
Writing activity
Not only is hide-and-seek a fun children's game, it also can teach important life skills such as how to track, mindful observation, and the ability to stay silent.
* Have each student copy the following sentence: "I could not find Abby because she was at my gate." Then have the students draw a picture that corresponds to what they have written.
Teaching Points: Introducing new words; Finding and clapping multisyllabic words; Practicing the /ar/ phoneme; Practicing words with the sh digraph.
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Forms of Contamination
Activity: The Allergen Story
Activity Description: Learners identify common food allergens by listening to a story about them.
Activity Profile
s s Active
t t Passive
s s Somatic
t t Auditory
t t Visual
s s Intellectual
s s Individual
s s Partners/teams
t t Whole class
t t Instructor-led
s s Learner-led
Class time5 minutes
Materials The Allergen Story, instrumental music, flip chart or white board, markers
During Class
1 Tell learners that you are going to tell them a story that will help them learn or remember the Big Eight food allergens. Tell them that they will be able to recall these allergens after this activity.
2 Tell learners to focus on the places that they will go in the story, imagining what the places will look and smell like. It is also important to focus on the products that they will be dropping off.
3 Ask the class to relax, close their eyes if they wish, and get ready for the story they are about to hear. If possible, play some relaxing instrumental music in the background.
4 Read the story to the class in a calm and soothing voice. Exaggerate where possible to make the story come to life. Place special emphasis on the bolded words in the story.
5 Have the class pair up, discuss the story, and identify the common allergens.
6 Ask the class to identify the common allergens, which you then write on a flip chart. Redirect wrong answers.
Answers Big Eight Allergens:
* • Milk
* • Eggs
* • Soy
* • Fish, such as bass, flounder, and cod
* • Tree nuts, such as almonds, walnuts, and pecans
* • Peanuts
* • Crustacean shellfish, such as crab, lobster, and shrimp
* • Wheat
Imagine you are Charlie, a delivery driver for Daydreams Foodservice. Your company's motto is, "You Need It? We Got It!" It is a great place to work because you deliver anything and everything that a restaurant could need. On this particular day, you have six stops to make. But in this job, it's not the food but the destinations that are the fun.
Your first stop is Shake It, home of the best shakes in town. At Shake It, the shakes are so thick you can hardly get them through the straw. Only once you get a sip, it's heaven on earth. You drop off a ton of milk, and on your way out you buy yourself the Milk Monster, your favorite, 32-ounce vanilla milk shake. Considering it's such a hot day, that milk shake sure hits the spot.
Your next stop is Sunny Side Up, a breakfast diner. No one in the area goes anywhere else for eggs. They make your eggs, eggsactly the way you want them—over easy, scrambled, poached, fried; and if you feel like Rocky Balboa that day, they'll even serve them to you raw. You drop off several cases of eggs. Because the owner believes that there is no eggscuse for going away hungry, he asks you to try his new egg salad sandwich on the way out.
Your next stop is Here Fishy, Fishy, Fishy; a fish and shellfish joint. Even though the name of the place sounds a little fishy, this is one of the hippest and most popular restaurants in town. You are bringing them fish and shellfish that have been flown in by Daydreams Foodservice just this morning. Before you leave, you make reservations for two, because your significant other loves mussels.
Your next stop is part of your family's tradition, Wheat's Bakery. Wheat's has supplied your family with cakes, breads, and pastries for the last 50 years. Your birthday cakes and your mother's birthday cakes have all been made by Wheat's. Today, Old Man Wheat is milling around the bakery, still going strong. Mr. Wheat swears that the wheat in the flour you deliver is the secret to his success. As you leave, you catch a whiff of some wheat bread just coming out of the oven. Hey, where's the butter?
The next stop on your route is Tofu's, an up-and-coming vegan bistro. Their motto is "Everything is soy good!" Being a steak-and-potatoes person, you never knew that so many tasty dishes could be made out of soy and soy products. You drop off six cases of tofu, grab a take-out menu for later, and then you're on your way!
Your last stop of the day is The Nut House, and I don't mean the psychiatric ward, but a specialty house that makes every possible edible product out of nuts. Today's load is heavy—you've got 75 pounds of peanuts, 50 pounds of pecans, and 25 pounds of walnuts. That's enough nuts to feed all the elephants in the circus! You buy a slice of pecan pie on the way out, and it's soooooo good!
Now on your way back to the warehouse, you think back on your day; the Milk Monster, the egg salad sandwich, how happy your significant other will be when he or she gets the mussels at Here, Fishy, Fishy, Fishy, the aroma of bread at Wheat's bakery, the soy you delivered to Tofu's, and the peanuts and tree nuts you left at The Nut House. What a great day! But just as you pull into the warehouse driveway, you notice several bumpy, red patches of hives appearing on your arms. You hope it's not something you ate!
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Before reading
* Look at the cover and read the title.
* Possible discussion questions: "A botanist is a scientist who studies plants. What do you know about plants? Can you name a few different types of plants? How can plants be useful to people?"
Look through all the pictures
* Using the language in the story, discuss each photograph in the book. Notice details in the pictures and use that information to better understand the text.
* Help the children find any tricky words in the text: botanist, scientist, flowers, and poison. Discuss meaning, word structure, and sounds you expect to hear in those words. Have children clap and count the syllables.
Reading the text
* Have the children read the text independently. While they're reading, listen to each student and prompt them to use meaning, structure, and visual information to monitor and self-correct reading.
* Children should be able to read without using their finger to track words, except at point of difficulty.
After reading
* Discuss the meaning, structure, and letter cues that you notice students using correctly.
* Literal comprehension: The answers are in the text. Ask, "What does Danny do to the first plant he finds? What plant does Danny find next? What is the third plant Danny finds?" Have students read the pages that support their answers.
Botanist Danny
Level E / 59 words / fiction
High frequency words:
am, are, at, but, do, going, here, is, it, like, look, not, too
* Inferential comprehension: The answers are in your head. Read the poison ivy poem in the book. Ask, "What do you think this poem means? What could happen if you touched poison ivy?"
Word work
* Have the students locate the high-frequency words in the text and practice writing them.
* Find the rhyming words in the poison ivy warning, "Leaves of three, leave them be." The words leaves (more than one leaf) and leaves (to go away) are homophones, two words that sound the same, but mean two different things.
Rereading for fluency
* Have the child(ren) read the story again aloud, listening for phrased, fluent oral reading that includes appropriate pausing and intonation.
* Reread to solve words or think about ideas, then resume a good rate of reading.
Writing activity
* Write: "Leaves of three will not touch ________!" on the board. Ask the students to write and complete the new poison ivy warning rhyme. Then have them draw a picture that corresponds to what they have written.
FUN FACT
Plants make life on Earth possible. They help regulate the water cycle, provide oxygen to breathe, and are the basis of the food chain that keeps all life on Earth supported. Hooray for plants!
Teaching Points: Introducing new words; Practicing rhyming words; Finding and clapping multisyllabic words; Introducing homophones; Sequencing.
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Law Day 2013 Women's Suffrage
The First Women's Rights Convention was held in Seneca Falls, NY in July 1848. Although the convention was supposed to be for women only, men were not turned away. Ultimately, 42 men
suf•frage [sŭf'rĭj]
noun
were part of the 300-member assembly. James Mott, an advocate for women's rights and the husband of one of the day's speakers, Lucretia Mott, even chaired the event. w M
1. the right to vote esp in public elections; franchise
2. casting a vote
On the fi rst day, in addition to Lucretia Mott's speech, Elizabeth Cady Stanton read her Declaration of Sentiments, symbolically modeled after the Declaration of Independence and included these words: C m w
"We hold these truths to be selfevident: that all men and women are created equal; that they are endowed e c by their Creator with certain inalienable rights..."
The convention was just the beginning of the fi ght for the right to vote. There were rallies and parades that included large numbers of supporters and individual acts to challenge the status quo. One
such act was when Susan B. Anthony attempted to vote for Ulysses S. Grant in the presidential election of 1872. She was arrested and brought to trial in Rochester, found
Newspaper Activity:
Protests and their Effects
The struggle for American women to gain the right the vote was a lifelong fi ght which eventually led to the ratifi cation of the 19th Amendment. Look for news about current protests. What happened as a result? What do you think could be the long-term effects of protests going on today?
guilty and fi ned $100 for breaking the law. She never paid the fi ne and never served jail time.
Women's Suffrage Parade, New York City 1913
In 1915, a referendum was held in New York State on the suffrage issue. Despite rallies, parades, speeches, and broadsides, the amendment was defeated. However, in 1917 New York State granted women the right to vote – one of the fi rst states to do so. It came three years before the ratifi cation of the 19th Amendment to the Constitution giving women the vote in national elections. The 1917 result followed nearly 50 years of marching,
Student Assessment:
What one new thing did you learn from this activity?
fund-raising and rallies. The triumph was achieved despite fears of antisuffragists that when a woman received the right to vote, "... political gossip would cause her to neglect the home, forget to mend our clothes and burn the biscuits.''
Next installment: Equal Opportunity
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Cephalopod
* Cephalopod fossils resemble a mummy's finger.
* Cephalopods wore a cone-shaped shell, which was either straight or coiled.
* Cephalopods are the ancestors of today's squid and octopus.
* Fun Fact: Cave of the Mounds has a six -foot-long cephalopod fossil.
Crinoid
* Crinoid fossils resemble a screw, or stack of small disks.
* Crinoids are commonly known as sea lilies, though they are animals, not plants.
* Crinoids are closely related to today's sea stars, sea urchins, and brittle stars.
* Fun Fact: the longest crinoid stem fossil ever found was 130 feet long.
Gastropod
* Gastropod fossils resemble a cinnamon bun.
* "Gastropod" means "stomach-foot" as this creature moved around on its stomach.
* Gastropods are one of the few species that live in the ocean, freshwater and land.
* Fun Fact: Many species of Gastropods, such as the snail, are still living today.
Brachiopod
* Brachiopod fossils resemble a clam shell.
* Brachiopods may look like clams, but they are actually distinct creatures that were very common millions of years ago.
* Fun Fact: Today, Brachipods can be found deep in the water of the polar regions.
Goniatite
* Goniatite fossils resemble a small squished spiral.
* This creature belonged to the ammonoid family, and was closely related to the cephalopods and gastropods.
* Fun Fact: Scientists believe that they were not great swimmers.
Shark Teeth
* Shark teeth fossils resembles brown/tan/black teeth.
* Shark teeth become buried in the sea floor, then sediments filled in the pore spaces turning them into fossils.
* Fun Fact: Sharks shed thousands of teeth in their lifetime.
Petrified Wood
* Petrified wood fossils resemble bark, trees, and firewood.
* When plant material is protected from decaying, over time minerals replace the organic matter, turning it to stone.
* Fun Fact: Oak and Pine trees are common petrified wood fossils.
Did you find something in your collection that is not on this chart? What a great opportunity for you to become a paleontologist! Ask your teachers for some resources they recommend to help solve the mystery.
Fossil
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Natural Gas, Hydraulic Fracturing, and Water
There's more to the story than just pouring water down a (rat)hole
Hydraulic fracturing of rock to release natural gas uses a lot of water, right? It's common knowledge now that drilling a natural gas well and fracturing the rock uses about 5 million gallons of water, and the best estimates for how much stays in the well are about 80 percent. Do the math and you conclude that 4 million gallons of water end up thousands of feet below the surface for each well drilled.
If you're having flashbacks to high school chemistry class, you're not alone. In words, the equation says that one molecule of methane (CH4) reacts with two molecules of oxygen (O2) to produce one molecule of carbon dioxide (CO2) plus two water molecules (H2O), plus a release of heat.
But did you know that burning methane, by far the largest component in natural gas, creates water? It's true. Here's the chemical equation for the combustion of methane:
We don't often measure methane by the molecule preferring to refer to billions of cubic feet (bcf). So how much water (in gallons) do you get if you burn a billion cubic feet of methane? (If you aren't interested in more high school chemistry, skip the blue section and go right to the dramatic conclusion.)
CH4 (gas) + 2 O2(gas) => CO2(gas) + 2 H2O(gas) plus heat
Looking at just the methane and water in the equation, and ignoring the rest…
1 mole CH4 => 2 moles H2O(1 mole is 6.022 x10 23 molecules)
Multiply both sides of the partial equation by the molecular weight to change moles into grams. The molecular weight of CH4 is 16g/mole, H2O is 18g/mole, so:
16 grams CH4 => 36 grams H2O
Now it's a simple conversion of units of measure. Let's convert grams of methane to cubic feet. The density of CH4 is .6556 grams per liter, so:
16 grams (1 liter/.6556 grams) = 24.4 liters.
3
Since 1 liter = .0353 ft
24.4 liters (.0353ft 3 /liter) = .862 ft 3 .
That's the left side.
Let's now convert grams of H2O to gallons…
1 gal H2O = 3785 grams, so:
36 grams (1 gal/3785grams) = .00951 gal.
That's the right side.
Our partial chemical reaction now looks like:
.862 ft 3 methane => .00951 gal water.
Divide both sides by .862 and you get:
3
1 ft methane => .01103 gal water.
Multiply both sides by 1 billion and you get:
1 bcf methane => 11.03 million gallons of water.
Burning one billion cubic feet of methane produces just over eleven million gallons of water.
Earlier we said that estimates for the amount of water stranded underground were about 4 million gallons per well. If the well only produced 1bcf of natural gas, we would still produce almost three times as much water when we burned that gas as we trapped underground producing it. But, in fact, the average estimate of the amount of gas eventually recovered from a well is closer to 7bcf, meaning burning the methane from a single well puts 77 million gallons of water back into the atmosphere in the form of water vapor—almost twenty times the amount we used the frack the well.
77 million gallons of water is difficult to visualize, so we'll put it in terms we've used before: inches of rainfall. 5 million gallons of water is about 2.3 inches of rainfall over eighty acres. So 77 million gallons of water is 35.4 inches of rain over the same eighty acres. According to the website www.findthedata.org, that's only two inches less than the average annual rainfall in Pittsburgh over the last 30 years.
Muhlenkamp & Company, Inc.
5000 Stonewood Drive, Suite 300
Wexford, PA 15090
We're not the only ones to walk through the chemistry and come to this conclusion. Tom Shepstone wrote a similar article in April of 2012, which you can find at: http://eidmarcellus.org/marcellus-shale/turning-natural-gas-intowater-hydraulic-fracturing-doesnt-deplete-water-supplies/7713/
Our conclusion is that the argument that fracking consumes precious water supplies doesn't hold water.
As an aside, what if we viewed the water as the desirable output of a natural gas well, and the heat as a byproduct? From that perspective, a well that cost us $5million to drill and frack produces a net 71 million gallons of water. The cost per gallon, (excluding the costs associated with condensing the water and transporting it), is about 7 cents—and the energy is free.
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PUBLISHING SENSITIVE IMAGES
Description
Students will look at the photo printed by the New York Post of a man who had been pushed in front of an oncoming subway and discuss whether a newspaper should print such pictures. Then, students will examine editorials and blogs about the same situation.
Objectives
* Students will consider the ethical ramifications of publishing photos of tragic moments.
* Students will understand key times when ethically questionable photos were published.
Common Core State Standards
CCSS.ELA-Literacy.RI.9-10.8
Length
45 minutes
Resources
Class set: Rubric — publishing photos
Link: NY Post cover on December 4, 2012
Link: Should NY Post have published photo of a man about to die?
Link: The NY Post defends its indefensible photo
Link: Outrage over NY Times front page photo
Class sets of articles/blogs/editorials about the controversial photo published in the New York Post of the man who was pushed in front of an oncoming subway
Note: This lesson covers sensitive topics (death and impending death), and we suggest having a good sense of your classroom personalities before proceeding.
NPR has a great resource on this called, "Documenting Tragedy: The Ethics of Photojournalism." Their usage policy for K-12 educators is: "K-12 teachers may make up to 30 copies of transcripts of NPR content for one-time classroom use. NPR's copyright notice must be legible." According to their policy, K-12 teachers may NOT use audio without appealing for prior consent.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Lesson step-by-step
1. Building background — 15 minutes
Have students work with a partner or small group to answer the following question: Is it appropriate for a newspaper to publish a picture of a person who is about to die?
a. Once students have spent time discussing that question, put a copy of the original picture up on a screen for students to see (I would try to show the original picture WITHOUT the original New York Post headline/front page art—you can use the link provided to create a screenshot without the headline). Ask them to discuss again. What about this picture? Should this specific picture be published?
b. Again, once they have discussed and shared out their perspective, show them a picture of the photo exactly as it appeared on the front page of the Post, with the giant headline "Doomed" and everything. How does the design and the headline treatment change or strengthen your opinion of this photo's appropriateness?
2. Discussion — 25 minutes
Pass out any of the linked articles that discuss the appropriateness of printing this picture. Give students time to read, then ask students to discuss some questions in small groups. (Based on the specific article you use, you can adjust or change these questions).
a. What is the author's perspective of the printing of this picture? What evidence does the author provide to back up that opinion?
b. What specific arguments does the author make that you think are effective? Are there any specific arguments the author makes that you think are not effective?
c. Overall, is this article effective in convincing you of the author's opinion? Why or why not?
3. Homework/Assessment — 5 minutes
Students should find an example of an ethically questionable photo that a newspaper published. They should print off a copy of the photo and write a paragraph that summarizes who published it, why it was ethically questionable, and the student's opinion of whether or not the photo should be published.
Differentiation
For a group of students who are strong readers, you can give them a pair of articles (instead of a single article) and they can discuss/answer the questions by comparing the arguments that each author uses.
For students who struggle academically, teachers can give them examples and/or web addresses that point students to specific controversial photos and explanations (such as this article at the NY Times Lens Blog).
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Writing
Narrative Writing Informative Writing Persuasive Writing Poetry Research Report Writing Process Writing Conventions
4th Grade Refrigerator Curriculum
Social Studies
Geography - Regions, Colonial America - Reasons for Conflict American History - Starting a New Government Economics
Science
Quarter 1: In this unit students will answer the following: How can maps help locate different land and water features, and how do they change over time? What are some changes that affect Earth's landforms? How can we use science and engineering design to protect ourselves from earthquakes?
Quarter 2: In this unit students will answer the following: What is energy? How are speed and energy related? How does energy move from place to place?
Quarter 3: In this unit students will answer the following: What are waves (energy)? What kinds of waves are there? How do we measure waves?
Quarter 4: In this unit students will answer the following: What do organisms need in their habitat to survive and how can adaptations aid in surviving in their habitat? How does an organism's structure help it survive? What are different ways animals use their senses and structures in their environment?
Math - Major Work of 4th grade:
Unit 1: Students model multiplication situations with arrays. They will use arrays to find factors and identify prime and composite numbers. Students gain familiarity with factors and multiples by using what they know about numbers within 100.
Unit 2: Students record, organize, and represent data, including measuring and comparing the heights of first and fourth graders. They use line plots, other representations, and summary descriptions to model what their data show.
Unit 3: Students solve multiplication problems with small 2-digit numbers by breaking the numbers apart and representing their solutions with arrays.
Unit 4: Students estimate and measure length in U.S. Standard and metric units and convert measurements from larger to smaller units. They measure the perimeter of shapes and use generalizable methods to determine the perimeter of rectangles.
Unit 5: Students study place value and the operation of addition as they solve addition problems fluently. They compare different types of addition strategies, including the U.S. standard algorithm, and discuss the meaning of a generalizable algorithm.
Unit 6: Students find fractional parts of the areas of rectangles and identify equivalent fractions. Students are introduced to decimal notation and represent and identify tenths and hundredths.
Unit 7: Students estimate products and practice strategies for solving multiplication problems with 2-digit factors. This includes solving measurement conversion problems.
Unit 8: Students use tables, arithmetic, expressions, and symbolic notation to represent, describe, and compare the relationships between two quantities.
Reading
Unit 1: Informational text: author's purpose, analyze main ideas and details, analyze text structure, analyze text features, use text evidence, generate questions, confirm and correct predictions, and summarize text.
Unit 2: Informational text, fiction, and poetry: analyze main ideas and details, analyze text structures, analyze plot and sequence, analyze descriptive language and the elements of poetry, synthesize information, confirm and correct predictions, and use text evidence.
4th Grade Refrigerator Curriculum
Unit 3: Realistic fiction, poetry, and autobiography: analyze character, plot, and setting; explain the author's purpose, compare and contrast points of view, analyze poetic elements, generate questions, visualize to understand, make connections, and make inferences about characters.
Unit 4: Folk tales, drama, historical fiction, and myths: analyze characters, infer theme, explain elements of a drama, analyze myths, synthesize information, summarize literary text, and make connections.
Unit 5: Informational text and argumentative text: analyze text features, analyze argument, analyze main idea and details, explain ideas, compare and contrast accounts, make inferences, monitor comprehension, and use textual evidence.
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GEOLOGY 111 EXAM 3 STUDY QUESTIONS
Covers lectures and readings Nov 16 –Dec 13
What does it mean that the earth has an GAD magnetic field? What is the G, A and D in GAD? What does it mean that the field "reverses"?
What is secular variation? Does the geographical pole wander? Does the magnetic pole wander?
What is a magnetic anomaly? How do they arise? Why do anomalies over the ocean floor occur as bands? Are there stripes on the ocean floor?
What is paramagnetic behavior? What is ferromagnetic behavior? What kind of materials are paramagentic? What materials are ferromagnetic? How does a rock become permanently magnetized? What is the "Curie temperature"?
What kind of structures are produced at a rifting continent?
What rock sequences are produced during the rift phase of continental divergence? During the drift phase?
Why can't continents remain a part of an active divergent boundary?
What is the difference between a mountain belt and an orogenic belt?
What kind of structures are produced during continental collision? What kind of rocks are drawn into continental collision zones? What kind of rocks are produced in continental collision zones?
The origin of granites is linked to the development of metamorphism in orogenic belts. How?
Can you draw an idealized cross section of an orogenic belt? Which rocks were once part of the down going plate? Which rocks were once part of the over-riding plate? How would we recognize the "suture" between the two? What would you see in the "core" of the orogenic belt?
What is the most abundant volcanism on earth?
How is oceanic crust made at divergent boundaries? Why is it considered a "chemical derivative" of the mantle?
What are the rocks and igneous structures that make up an ophiolite?
How does the lithosphere mature as it moves away from a mid-ocean ridge?
How does a transform boundary between two ridge segments work? What is the bathymetric expression of a transform boundary between two ridge segments?
The bathymetric expression of a transform boundary can commonly be seen many 100's of km away from related mid-ocean ridges. Why? Why is the transform only seismically active between the ridge segment and not away from the ridge?
What are fracture zones? Are they active faults?
What is the bathymetric expression of a subduction zone?
Why do volcanic arcs form where the subducting plate reaches 100 km depth?
Why don't subducting plates melt? If they don't melt, where does the magma in the arc come from?
If the parent magma below an arc is basaltic (and it is!) why are andesites so common in arcs? Why is a volcanic arc called an arc?
What types of igneous rocks are common in an arc built on ocean crust? What types are common in an arc built on a continent? How and why do they differ?
What is an accretionary wedge? What kind of rocks are found in an accretionary wedge? What is a melange?
What is a hot spot? Name three presently active hot spots. What kind of igneous rocks are made at hot spots.
Can you name the most common setting or settings of formation for each of the six main types of igneous rocks (basalt, gabbro, andesite, diorite, rhyolite and granite)?
Where would you go on earth today to find each of the following features: divergent plate boundary; rifting continent; convergent plate boundary with ocean crust on the over-riding plate (an island arc); convergent plate boundary with continental crust on the over-riding plate (a continental arc); continental collision?
Do you still know the names of the periods of the Geologic Time Scale (in order) and the dates (in Ma) of the major (era) time boundaries?
How are fracture zones and magnetic anomalies used to determine paleo-spreading rates for midocean ridges?
What can we learn about plate kinematics from hot-spot tracks?
How do continental margins form? What is the continental shelf? Continental slope? Continental rise?
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Solutions is a newsletter published by ESS for parents, guardians and caretakers. Each issue highlights an important topic related to children's mental health and provides practical applications for parents in the home environment.
Paving the Road to Recovery with Self Care
As summer approaches, Americans are awakening from our collective nightmare. COVID-19 infection rates and hospitalizations are dramatically reduced; businesses and schools, restaurants and theaters, and all types of recreational venues have begun to move toward normalized schedules.
So, why aren't we feeling better? Despite the remarkable efficacy of vaccines, the easing of social distancing and mask-wearing requirements, and the ability to return to many of life's simple pleasures, many are still feeling uneasy, and are struggling to "reenter" their lives. Some are still reeling from unrecoverable losses: lost loved ones, financial ruin, or long-term health consequences from COVID. Many more, after living in a state of fear and uncertainty for 16 months, are feeling stagnant and empty.
The process of recovery from a prolonged state of fight-or-flight will be gradual, and this summer is the ideal time for students and their families to focus on self-care. Parents of school-age children have had some of the highest stress levels since the beginning of the pandemic. The usual recommendations to eat healthy, get plenty of sleep, and exercise regularly are a good place to start. Take a vacation if possible. But here are some other ideas for parents to consider:
[x] At least once a week, shake up your routine. Try a new food, learn a new song, take a different route home when on a walk or out for a drive.
[x] Make a list of friends and family members with whom you've been out of touch. Contact one or two people each week to re-establish connections.
[x] Organize one thing each day – a drawer, a briefcase, a handbag – to re-establish a sense of order and control.
[x] Create a daily "do not disturb" break – allow yourself to be unavailable, for example, between 3 and 3:15 each day.
[x] Take technology breaks, shutting down all screens for an hour or more each day. Turn off notifications on your phone so that you feel more in control about when to respond to messages. Create "phone-free" zones, e.g., the dining table and the bedroom. Use an alarm clock rather than relying on the phone's alarm. Journal, stretch, take your cup of coffee outside, before reaching for your phone each morning.
[x] Create a list of self-soothing activities to draw from if anxiety emerges: make a cup of tea, take a shower, dance to your favorite song, call a friend, spray on some perfume or cologne, put on a cozy or loved article of clothing, work on a puzzle, practice paced breathing, etc.
[x] Get outside: Psychologists who study positive psychology find that being out in nature can create a state of awe or wonder, and that this in turn can facilitate both gratitude and calm.
[x] Notice self-critical thoughts and beliefs, and actively practice more balanced perspectives. Replace "I'm not doing enough, I'm lazy", etc. with "I'm doing the best that I can, it's normal to feel depleted and unmotivated". Challenge your own black/white, allor-none thinking. Remind yourself of what you've accomplished despite the pandemic.
[x] Pick a regular time each week for your family to give thanks, each sharing 3 things from the week for which you are grateful.
[x] Extend an unexpected kindness – hold a door, send someone a handwritten note or small gift, smile and say "hello" to a stranger in line or in an elevator.
[x] ASK FOR HELP. If sad or anxious feelings or other mental health symptoms persist or worsen, consider starting or resuming mental health counseling, and see your PCP or a psychiatrist to explore medications if appropriate.
Resources:
Feeling Blah During the Pandemic? It's Called Languishing - The New York Times
We Have All Hit A Wall – New York Times
121 Chanlon Road, New Providence, NJ • 973-299-9954 • www.effectiveschoolsolutions.com
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GYC101 Greening Your Curriculum
Rosen, Introduction to Dramatic Literature, LIT 218
Has "Gas" Ever Been Sustainable? An analysis and contextualization of Georg Kaiser's Gas Trilogy
Course End Competencies:
B. Describe the organization of a plot: including crisis, climax, denouement, etc.
A. Define and give examples of major types of drama: tragedy, comedy, farce, melodrama, etc.
C. Identify use of literary techniques in plays: rhyme, rhythm, meter, irony, alliteration, etc.
D. Compare and contrast styles of dramatic writing from ancient Greece to present day.
Assignment Competencies:
A. Identify genre and structure of the Gas trilogy by Georg Kaiser
B. Draw parallels of theme to contemporary society
C. Contextualize historical and sociopolitical aspects of the Gas trilogy
D. Consider contemporary concerns regarding sustainability, using Kaiser's trilogy as a parable
Students will use critical thinking skills as they read Georg Kaiser's Gas trilogy (Gas I, Gas II, The Coral). Gas, written during WW I, revolves around an industrialist and his family who run a factory that produces gas. Eventually the factory workers (Think of the mechanized world of Fritz Lang's Metropolis) are presented with the option of continuing their mundane existence or move to world full of natural wonder. The workers cannot make the sacrifices that would lead to change and decide to continue their life as is. Ultimately the hero's son finds out that the gas being produced is poisonous and blows up the factory in order to save the world.
The students will read the trilogy in the context of a parable for the audience in 1917-1920, as well as today's audience. Research, writing, and discussion will be a major part of the assessment as well. A creative component might require students to "update" the script using today's corporate environment as a context.
Assignment Guidelines:
Each student will read the three plays that make up Georg Kaiser's Gas trilogy, and then research and write about one of the following topics (assigned at random):
- Sustainability and business
- Sustainability and workforce
- Sustainability and environment
- Sustainability and family
- Sustainability and war
The paper must be 5-7 pages in length (thoroughly cited) and take into account Kaiser's perspective. Once you demonstrate your understanding of Kaiser's society, take the next step and relate it to our own.
Make sure your research focuses on aspects of the dramatic literature AND sustainability. Ask yourself if society learned any lessons from Kaiser and how it would be relevant today. Consider updating portions of the text to make them suitable for an audience in 2013. Don't forget to take into account the style (Expressionism) and consider the reason the playwright chose this style to best communicate his point.
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ARRANGING COMMUNITY ENGAGEMENT WITHIN A LARGE TOWN
PARTNERS: Love Your Clothes and Brighton Fashion Week
APPLICABLE TO:
Communities, charities, fashion events, universities, colleges and schools.
OVERVIEW
In partnership with Brighton Fashion Week and Cancer Research UK, Love Your Clothes deposited a tonne of clothing in a public location and encouraged local fashion students, school groups and the general public to take part in a range of activities focused on second hand clothing.
THE ISSUE
Every 2 minutes UK consumers throw away more than one tonne of clothes. Around one third of these clothes go to landfill, despite the fact that all textiles should be recycled or donated to charity.
WHAT WE DID
Brighton Fashion Week is a platform for new fashion design talent. It's SUSTAIN event has become a successful around the social and environmental impact of clothing.
in Brighton. This 'disturbance' showcased a fraction of the the UK.
part of the week, aimed at increasing consumer awareness Love Your Clothes collaborated with Brighton Fashion Week by depositing a tonne of clothing at the Open Market 300,000 tonnes of clothing that goes to landfill each year in
Local fashion students and groups were invited to see the tonne of clothing and were set a Fashion Salvage challenge. With the help of skilled upcyclers, participants were encouraged to rummage through the tonne to create new items and outfits. School groups (secondary and primary), were invited to participate in educational talks exploring the journey of clothing from raw material to waste.
Running over three days, the event highlighted the environmental issues of clothing waste and the benefits of second hand and upcycled clothing.
Free practical demonstrations and skills sessions were held for the general public at the weekend, including hand and machine sewing skills, repair, alteration and breaking down a garment and remaking it. They provided attendees with a host of sustainability tips and guidance.
Find out more about this event: https://storify.com/ loveyourclothes/tonne-of-clothes-at-brighton-fashion-week
SEE ACTION PLAN
www.loveyourclothes.org.uk facebook twitter ✉
11
ARRANGING COMMUNITY ENGAGEMENT WITHIN A LARGE TOWN
IMPACT
* This was a time intensive event to set up and plan but offered an extremely high level of return on investment for driving consumer behaviour change. Over three days the Love Your Clothes team distributed 8,000 tips leaflets and facilitated 316 workshop places covering everything from sewing on a button to creating a catwalk creation. The event achieved a 4.5 million social reach and over £200,000 in advertising value media coverage.
SEE ACTION PLAN
www.loveyourclothes.org.uk facebook twitter ✉
11
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2001-2010 warmest decade on record: WMO
March 23 2012
Paul Lavers salvages the laundry from his flooded backyard after heavy rains caused flash flooding across Sydney on March 8. The UN weather agency noted that during the decade, "numerous weather and climate extremes affected almost every part of the globe with flooding, droughts, cyclones, heat waves and cold waves."
Climate change has accelerated in the past decade, the UN weather agency said Friday, releasing data showing that 2001 to 2010 was the warmest decade on record.
The 10-year period was also marked by extreme levels of rain or snowfall, leading to significant flooding on all continents, while droughts affected parts of East Africa and North America.
"The decade 2001-2010 was the warmest since records began in 1850, with global land and sea surface temperatures estimated at 0.46 degrees
1/3
Celsius above the long term average of 14.0 degrees Celsius (57.2 degrees Fahrenheit)," said the World Meteorological Organisation.
Nine of the 10 years also counted among the 10 warmest on record, it added, noting that "climate change accelerated" during the first decade of the 21st century.
The trend continued in 2011, which was the warmest year on record despite La Nina -- a weather pattern which has a cooling effect.
The average temperature in 2011 was 0.40 degrees Celsius above the long term average, said the WMO.
"This 2011 annual assessment confirms the findings of the previous WMO annual statements that climate change is happening now and is not some distant future threat," said WMO Secretary-General Michel Jarraud.
"The world is warming because of human activities and this is resulting in far-reaching and potentially irreversible impacts on our Earth, atmosphere and oceans," he added.
The UN weather agency noted that during the decade, "numerous weather and climate extremes affected almost every part of the globe with flooding, droughts, cyclones, heat waves and cold waves."
Historical floods hit Eastern Europe in 2001 and 2005, Africa in 2008, Asia and Australia in 2010.Global precipitation -- including rain or snow -- reached the second highest average since 1901. The highest average was recorded for the decade 1951-1960.
Meanwhile for the North Atlantic basin, the 10 years marked the highest level of tropical cyclone activity, including Hurricane Katrina which
2/3
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struck the United States in 2005 and Cyclone Nargis which hit Myanmar in 2008.
(c) 2012 AFP
Citation: 2001-2010 warmest decade on record: WMO (2012, March 23) retrieved 5 February 2023 from https://phys.org/news/2012-03-warmest-decade-wmo.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3
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Feeding Our Youngest
4 Months
Your baby is growing and changing — and these changes tell us it will soon be time to begin some gradual changes in her diet. Although there are no hard and fast rules about when to add solid foods to baby's diet, a gradual start, beginning around age 6 months, is recommended. It is best to let your baby take the lead.
For now, your baby is getting all the nutrition he or she needs from breast milk (or infant formula). You may wonder "How will I know when it is time for my baby to start solid food?" It is better for your baby to wait to start solid foods until she is ready for them. Look for these signs of readiness:
* Sits up with support.
* Opens mouth for spoon.
* Holds head steady.
* Keeps most food in her mouth and swallows.
At age 4 to 5 months, your baby's mouth is developing beyond just sucking — she now is beginning a swallowing pattern. This will help her move food to the back of the tongue and swallow without choking. So very soon will be the right time to gradually introduce first solid foods, such as infant cereal, to baby's diet. Talk to your doctor before starting your baby on solid foods.
Building Blocks: Will solid foods help my baby sleep through the night?
This question is the reason many parents first think
about introducing solid foods to their baby. But the answer is no — it is not solid food, but your baby's growth and development that will gradually allow her to sleep for longer stretches. Often these two milestones occur at about the same time, but adding solid food doesn't help baby to sleep longer.
Research shows that sleeping through the night is associated with mental development, not a full tummy. Infants 2 to 12 months sleep
13 to 14 hours per day — but not all at once. Your 4-month-old is developing a more regular sleeping pattern but expect her to wake 2 to 3 times at night to eat. These nighttime feedings of breast milk (or infant formula) are important for your baby's growth and development.
Thinking about new foods and allergies
You may be concerned about allergic reactions when your baby starts solid food. Current research says there is no need to delay possible allergenic foods when your baby is ready for solids. New studies have shown that waiting to start potentially allergenic foods may, in fact, set your baby up for allergies. Visit with your healthcare provider or WIC (Women, Infants and Children) clinic for more information about the new feeding guidelines.
Enjoy the ease of feeding your youngest!
Publications from Kansas State University are available at: www.bookstore.ksre.ksu.edu
Date shown is that of publication or last revision.
Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Sandy Procter, Ph.D., RD/LD, and Lisa Martin, MPH, RD/LD, Feeding Our Youngest: 4 Months, Kansas State University, August 2021.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Director of K-State Research and Extension, Kansas State University, County Extension Councils, Extension Districts.
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Bridgeport Public Schools Special Education Department Paul de Regt, PT, DPT -- Physical Therapist Physical Therapy Home Activity Program
Seated Arm & Leg Activities
Student:
DOB:
School:
Date:
General instructions: Please see video link, below.
1. Parent should ensure the student is securely seated and parent should be with student at all times when doing these activities.
2. Student should be reminded to pay attention to the activity for better movements and for safety.
3. Tell the student what you are going to do before starting each activity.
4. Move slowly and carefully.
5. Do not push against any resistance.
6. Try each activity and pick several to do each day.
8. Stop if student shows any signs of falling, illness, pain, shortness of breath, or any discomfort.
9. Please see activity illustrations.
10. Do each of these activities once per day, Monday through Friday.
11. Try to spend at least 5-10 minutes each day doing these activities, so the student is able to spend about 30 minutes per week on these activities.
12. Contact your physical therapist with any questions about these activities.
7. Work up to doing all the activities during each week.
13. Be safe and be gentle.
Goal: Student will be able to have safe supervised and assisted mobility in school and be able to participate as fully as possible in the school curriculum.
Video of seated exercises (Bridgeport Public Schools Microsoft Streams website): You can watch the physical therapist performing these seated exercises. https://web.microsoftstream.com/video/15f9d56d-8b84-4cc4-b98c-aea50e5d15a5
Activity 1: Seated Leg Activities
1. Knee Raises: Lift each knee up & down; parent may assist with moving leg if necessary; alternate left & right legs; do each leg 10 times.
2. Straighten Leg: Straighten each knee, moving foot up and down; parent may assist with moving leg if necessary; alternate left & right legs; do each leg 10 times.
3. Seated kicking: Work on a game of kicking a slowly moving light 7" ball. Roll the ball forward slowly. Work on kicking carefully at least times in a row without missing and without falling.
Activity 2: Seated Arm Activities
1. Seated Finger to Nose: Do this sitting in a chair; lift arms out to the side, touch nose with each hand, alternating; parent may assist with moving arms if necessary; do this 10 times.
2. Seated Arm Circles: Do this sitting in a chair; raise arms out to the side, up & down; parent may assist with moving arms if necessary; do this 10 times.
3. Seated throw and catch: Work on a game of throw and catch with a light 7" ball. Work on at least 10 cycles in a row.
4. Seated Reach-and-Touch: Assist the student to use left and/or right arms, as student is able, to reach and touch an object of interest, such as an iPad, musical toy, or other favorite object. Help the student to do as much as possible. Hold the object at different points around the student to make it challenging, but possible to touch. Do at least 10 touches with each hand, if possible.
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7th Edition
Abstract and Keywords Guide
NOTE: Abstracts and keywords are not typically required for student papers. Students should consult their instructor or institution to determine whether to include an abstract and/or keywords.
ABSTRACT: The abstract needs to provide a brief but comprehensive summary of the contents of your paper. It provides an overview of the paper and helps readers decide whether to read the full text. Limit your abstract to 250 words. 1
Abstract Content
Abstract Format
The abstract addresses the following (usually 1–2 sentences per topic):
* key aspects of the literature review
* problem under investigation or research question(s)
* clearly stated hypothesis or hypotheses
* methods used (including brief descriptions of the study design, sample, and sample size)
* study results
* implications (i.e., why this study is important, applications of the results or findings)
* recommended fonts: 11-point Calibri, 11-point Arial, 10-point Lucida Sans Unicode, 12-point Times New Roman, 11-point Georgia, or 10-point Computer Modern 2
* 1-in. margins on all sides
* placement: second page of the paper
* section label: "Abstract"
* centered and in bold
* written on the first line of the page
* text:
* one line below the section label
* not indented and written as a single paragraph
* double-spaced
1 Unless requested otherwise; consult your instructor for appropriate formatting guidelines. In academic journals, abstracts typically are limited to no more than 250 words. However, some instructors or journals have different abstract length and formatting requirements.
2 Other fonts are also acceptable so long as they are legible and widely available.
KEY WORDS: Keywords need to be descriptive and capture the most important aspects of your paper. They are used for indexing in databases and as search terms for readers. Include three to five words, phrases, or acronyms as keywords.
Keywords Content
Keywords Format
Keywords address essential paper elements, such as the following:
* research topic
* population
* method
* application of results or findings
* recommended fonts: 11-point Calibri, 11-point Arial, 10-point Lucida Sans Unicode, 12-point Times New Roman, 11-point Georgia, or 10-point Computer Modern (see Footnote 2)
* placement: second page of paper
* written one line below the abstract
* label: "Keywords:"
* indented (like a regular paragraph)
* italic (but not bold)
* text:
* written on the same line as and one space after the label
* lowercased (but capitalize proper nouns)
* not italic or bold
* each keyword separated by a comma and a space
* no ending punctuation after the final keyword
* listed in any order (not necessarily alphabetical)
* if the keywords run onto a second line, double-space the two lines and do not indent the second line
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How to: Care for your garden in the winter
Many gardeners will visit and working their garden daily during the hot summer months by preparing the garden, weeding, caring for the young crops, watering and harvesting, but it's very important that you don't just visit your garden during the vegetables' growth seasons. By providing the correct winter care, you can keep your garden healthy all year long and better prepare it for its prime season.
Protecting plants:
Some plants may not die off and instead, go dormant during the winter season. It is important to prepare these plants correctly for the colder months so you will be able to enjoy them again in the next year. This includes plants like roses, bulbs and more. For perennials, the easiest to care for during the winter, most times gardeners just need to cut them back a tad and add a thick layer of mulch to protect the bulbs under the surface for the coming cold months. Depending on the type of perennial you grow in the garden may determine the amount of protection it needs, so be sure to do your research.
For annuals, you may want to collect the seeds of your favorite plants since the cold will end up killing them. Once a killing frost has hit, pull up the dead annuals and discard of them or compost them. Sometimes, annuals drop self-sown seeds so to be safe, add a thick layer of mulch if you think your annuals will self-sow and germinate again in the spring.
For bulbs, oftentimes you will need to dig them up and store them during the cold
months so you can plant them again when it gets warmer. Dig them up and brush off excess dirt. Then, mulch the bulb beds anyway so the soil doesn't shift too much during the winter. Store the bulbs in a breathable container like cardboard. Do not store them in plastic. Then, place the bulbs in a cool, dry area until you are ready to plant them again.
Beautifying the garden:
During the winter, or mostly in the early but chilly months, make sure you remove debris and any dead plants from your garden so they don't serve as a house for unwanted pests. By removing rotted and dead plants, you will be taking care of your garden by preventing the spread of fungus, disease and pests. Make sure you dispose of the spent plants correctly because sometimes, placing them in your compost pile can spread potential disease even more.
Copyright 2018 © Urban Farmer. All rights reserved.
Pruning:
For the plants that stay, make sure you prune out the dead or diseased branches before the winter season hits. Don't remove any branches that are necessary for the structure, but adequate pruning can help your plant go dormant for the winter season.
At Urban Farmer, we have everything you need for your garden at ufseeds.com!
Everything you need for your garden at ufseeds.com
Copyright 2018 © Urban Farmer. All rights reserved.
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250748 Flight Lieutenant William Ellis Newton
VC, No. 22 Squadron, RAAF
KIA 29 March 1943
Photograph: P02134.001
Today we remember and pay tribute to Flight Lieutenant William Ellis Newton.
Bill Newton was born in St Kilda, Melbourne, on the 8th of June 1919. He attended the Melbourne Church of England Grammar School and went on to work in a silk warehouse. Newton was a popular sportsman who represented his school in swimming, was vice-captain of the school football team, and eventually played cricket for the Victorian second 11. He enlisted in the Royal Australian Air Force in early February 1940. On receiving his commission Newton spent time as a flying instructor before being posted to No. 22 Squadron in 1942, flying Boston light bombers from Port Moresby.
Newton flew 52 operational sorties during his career. Most of these were "against difficult targets under intense tropical weather conditions and under enemy fire". He was known to be a "well-balanced, all round and highly trained and developed" officer with a "cheerful, natural and infectious personality".
Newton also possessed remarkable courage as a pilot. On at least three occasions he dived through intense anti-aircraft fire to drop bombs on his target. On the 16th of March 1943, while he and his crew of two were leading an attack on Salamaua through intense shell-fire from the ground, their Boston bomber was hit repeatedly by the enemy. Their aircraft suffered bad tears to its fuselage and wings; it had a hole in its petrol tank, its engines were badly damaged, and one tyre was burst. Nevertheless, Newton continued the attack, flew nearly 200 miles back to base and, despite the flat tyre, made a safe landing.
Two days later he attempted an attack on the same location. This time his aircraft, hit by flak, burst into flames. Newton flew along the shore and brought his plane safely down on the water. Sergeant Basil Eastwood was killed in the crash, but Newton and Sergeant John Lyon escaped, swimming to shore.
The following day Newton and Lyon were captured by a company of the Imperial Japanese Navy. They were taken to Lae, where Sergeant Lyon was executed by bayonet. Newton was returned to
Salamaua and beheaded by the Japanese on the 29th of March 1943. He was 23.
William Ellis Newton was posthumously awarded the Victoria Cross for his "great valour and devotion to duty". His was the only Victoria Cross awarded to a member of the RAAF in the Pacific theatre.
The Royal Australian Air Force press release following Newton's award in October 1943 read
The story of his brave deeds will become a legend in the Royal Australian Air Force and will be read with pride by those who serve in that Force for years to come.
On his last home leave William Newton had mentioned to his mother that he didn't think she would see him again. He said: "If you hear – when you hear – there's a bottle of sherry on the mantelpiece. Have a drink for me, will you? Don't make a fuss." His body was later recovered and now lies in Lae Cemetery.
The name of Flight Lieutenant William Ellis Newton is listed on the Roll of Honour on my left, along with those of around 40,000 men and women who died in the Second World War. His photograph is displayed today beside the Pool of Reflection
This is one of the many stories of service and sacrifice told here at the Australian War Memorial. We now remember Flight
Lieutenant William Ellis Newton and all of those Australians who have given their lives in the service of our nation.
___________________________________________________________
________
Dr Meleah Hampton Historian, Military History Section
590 words
Sources:
- Australian Dictionary of Biography.
- National Archives of Australia, service record, William Ellis Newton.
- "Murder of a hero", The Sun, 29 March 1953.
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Teachers' Survey Report
June 2021
Respondents:
Our annual end-of-school-year survey was completed by 3185 teachers between 24 May and 1 June 2021. Answering each question was optional.
Group description:
Qualitative feedback:
High school science teacher, Pennsylvania, USA:
* What did you think of the website? I LOVED the website! It was easy to use, love the videos that go along with the articles. Also, I created vocab lessons based on the glossary. The Check-your-understanding section had great questions that really made sure students understood the content.
* How did you structure your lesson? Monday - watch and discuss the videos that went along with the article. Then, we took a look at the glossary of new terms. Tuesday we would go through the article together as a class. Wednesday the students would complete the check your understanding section. (Due to virtual, I always put the questions in a google doc.) Friday, the students would have the opportunity to go over answers and review the topic.
* How did the students like the activity? They mostly enjoyed the health science, specifically the ones about the pandemic and getting flu shots. They really related to the ones about covid shots as well.
Middle school science teacher, California, USA:
Your articles are presented just like actual scientific articles and research. I modeled this to my students, explained all parts. Taught them how to find meaning in what they were reading. And then asked them to replicate the format for their own end-of-the-year investigation and presentations. They loved it. Said it was like being "a real scientist." Your site is amazing. I appreciate being able to access it especially during this past year and a half of distance learning.
AP Biology teacher, USA:
* What did you think of the website? The filters that are provided are very useful to narrow down my searches for articles.
* How did you structure your lesson? I use the content as skills practice. Students read the articles and determine the claim made by the author. Then they support that with evidence from the article and reasoning that connects the two.
* How did the students like the activity? They like learning about the studies and enjoy developing this science literacy skill.
Wish list for next school year:
Available options:
* Audio versions of our articles (for auditory learners or visually impaired students)
* TWO reading levels for each article (for differentiated instruction)
* Lesson activities based on our articles
* Meet-a-scientist interviews with researchers (esp. featuring women in STEM)
* NGSS alignment for each article
* Articles translated into Spanish
Overall impressions:
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MyMaths references
Login: Brimsham
password: prime
The following MyMaths paths & Hegarty clips will help you prepare for your AS level mathematics course:
| | | Mymaths | | |
|---|---|---|---|---|
| Indices | | | Number-> Powers and Integers-> Indices part 1 | 103-110 |
| | | | Number-> Powers and Integers-> Indices part 2 | 173-175 |
| Factorising | | | Algebra-> Use of Symbols->Simplifying 2 | 168-171 |
| | | | Algebra-> Use of Symbols->Factorising linear | |
| | | | equations | |
| Algebraic Fractions | | | Algebra-> Use of Symbols->Cancelling algebraic | |
| | | | fractions | |
| | | | Algebra-> Use of Symbols->Adding algebraic | |
| | | | fractions | |
| | | | Algebra-> Use of Symbols-> Multiplying | |
| | | | algebraic fractions | |
| | Changing the | | Algebra-> Formulae-> Rearranging 1 | |
| | subject of a formula | | Algebra-> Formulae-> Rearranging 2 | |
| Quadratic Equations | Quadratic | | Algebra-> Quadratics->Quadratic equations | |
| | Equations | | Algebra-> Quadratics->Quadratic formula | |
| | | | Algebra-> Quadratics->Completing the square | |
| Simultaneous Equations | | | Algebra-> Simultaneous equations- | |
| | | | >Simultaneous equations 2 | |
| | | | Algebra-> Simultaneous equations- | |
| | | | >Simultaneous equations 3 | |
| | | | Algebra-> Simultaneous equations->Quadratic | |
| | | | simultaneous equations | |
Skills for success
Be organised - keep your notes and work in clearly labelled folders. Make sure you know where everything is and that you can find it easily.
Make sure your notes are clear and detailed - not everything of use will be written on the board. Listen carefully to what the teacher says and note down any useful hints or tips. Your teacher will model the best way to approach problems or apply skills so you need to make sure your notes show clearly what you were doing. Annotate any handouts that you are given. Read through your notes to check you understand them and that nothing is missing.
Be precise with your notation - Look at the way the teacher models each technique and answer and try to do things in the same way. The way your answers are set out at AS level is very important.
Be accurate with your answers - AS level questions often have several joined parts where one answer feeds into the next. You will need to be accurate so that the answers make sense. A wrong answer could lead to more difficult work in the next part. Learn the quick checks that your teacher uses to check accuracy of calculations.
Plan your time effectively - You will be taught a number of new skills and you will not become fluent in these unless you practise them. It is not enough to understand the technique; you must practise to become confident in it. Make sure you have organised your time to do the homework set for the deadline you are given.
Be prepared to change the way you do things - GCSE methods are not always the quickest or most efficient way of doing things. Skills previously learned may need to be refined or changed.
Get help from as many places as possible - it is vitally important that you understand the work as you go along. Be honest with yourself when you do not understand something and seek help. You can get some help from your peers, the text book or your teacher. The important thing is not to allow a technique or skill pass by without understanding.
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What's the difference between Coronavirus, Common Cold, Seasonal Flu, and Allergy symptoms?
Coronavirus, or COVID-19, can have similar symptoms to the common cold, seasonal flu and allergies. Coronavirus symptoms can appear 2-14 days after exposure. It is important to know the difference between symptoms to determine if medical attention is necessary.
Figure 1: Comparison of Symptoms for Coronavirus, Common Cold, Seasonal Flu, and Allergies 1
| Symptom | | Coronavirus Symptoms range from mild to severe | | Common Cold Gradual onset of symptoms | | Seasonal Flu Abrupt onset of symptoms | | Allergies |
|---|---|---|---|---|---|---|---|---|
| | | | | | | | | Symptoms may improve |
| | | | | | | | | or worsen depending on |
| | | | | | | | | environment |
| Fever/Chills | | Common | | Sometimes | | Common | | |
| | Shortness of | Common | | No | | No | | |
| | breath | | | | | | | |
| Cough | | Common (usually dry) | | Common | | Common (usually dry) | | |
| | Sneezing | | No | | Common | | No | Common |
| | Aches and Pains | Common | | Sometimes | | Common | | |
| | Runny or stuffy | Sometimes | | Sometimes | | Sometimes | | |
| | nose | | | | | | | |
| Sore Throat | | Sometimes | | Common | | Sometimes | | |
| | Headaches | | Sometimes | | No | | Sometimes | No |
If you or someone you know is exhibiting these symptoms, seek emergency medical care immediately:
- Trouble breathing
- Persistent pain or pressure in the chest
- New confusion
- Inability to wake or stay awake
- Blue tint to the face or lips
*This is not a list of all possible symptoms. If other symptoms are severe or concerning, seek medical attention.
Version 1.0 – 16JUN2020
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Grade 11 Tier 2 - Emerging
An eleventh-grade Tier 2 student performing at the Emerging Level solves routine problems and demonstrates a progressing academic awareness of some of the basic skills and concepts outlined by the Alternate Eligible Content in at least one of the Pennsylvania Science Reporting Categories.
Students performing at this level demonstrate these abilities by
identifying the structure and functions of different plants and animals
recognizing familiar technologies and their uses
Grade 11 Tier 2 - Novice
An eleventh-grade Tier 2 student performing at the Novice Level solves routine as well as simple multistep problems and demonstrates a developing understanding of some of the basic skills, concepts and vocabulary outlined by the Alternate Eligible Content in at least two Pennsylvania Science Reporting Categories.
In addition to the skills demonstrated by students performing at the Emerging Level, students performing at this level demonstrate these abilities by
comparing and contrasting earth's climates including the characteristics of the animals and plants that inhabit each
linking human activity to its impact on the environment
recognizing the results of natural disasters on environments
Grade 11 Tier 2 - Proficient
An eleventh-grade Tier 2 student performing at the Proficient Level solves multi-step problems and demonstrates a fundamental academic awareness of most of the basic as well as some complex skills, concepts and vocabulary outlined by the Alternate Eligible Content in at least three of the Pennsylvania Science Reporting Categories.
In addition to the skills demonstrated by students performing at the Novice Level, students performing at this level demonstrate these abilities by
identifying factors which result in specific changes in outcome
completing a pattern or sequence
making short-term predictions
discriminating between methods, instruments, and scales for making scientific observations
selecting the variable that causes a specific change in a system
identifying the impact of resource use on the environment
analyzing data to predict weather events
Grade 11 Tier 2 - Advanced
An eleventh-grade Tier 2 student performing at the Advanced Level solves multi-step problems and demonstrates advanced academic awareness of most of the basic and complex skills, concepts, and vocabulary outlined by the Alternate Eligible Content in all four Pennsylvania Science Reporting Categories.
In addition to the skills demonstrated by students performing at the Novice and Proficient Levels, students performing at this level demonstrate these abilities by
recognizing outcomes of experiments and what the experiment was designed to measure
understanding that a model can be used to represent abstract concepts
using a chart, graph, pictures or model to make predictions or draw conclusions
interpreting tables and graphs to determine the relative speed, distance, and time of objects
identifying representations of biological concepts such as symbiosis, mutualism, competition, and predation
recognizing the processes that change the earth's surface over time such as sedimentation, erosion, and weathering
predicting the outcomes of common situations using an understanding of forces
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`Teacher Guidance for Fantastic Places Poster
As The Fantastic Places assessment is likely to be the students' first Key Stage Three assessment it is designed to be compiled gradually. The poster format will enable students to piece together their final sections of writing; emphasis here is on accuracy and neatness of presentation. Students' choice of places is left open; they can use places studies in class or places that they know about from their own visits, television or films.
The assessment is designed for students to complete individually. It is assumed that students have prior experience of how to produce sketches. Their written information can be supported with appropriate writing frames.
The assessment requires students to produce an A2 poster suitable for display in a library about three 'fantastic places' for an audience of 14 year olds. The assessment is written at three different levels – four, five and six. For levels four and five students follow a plan
(Resource Sheet C) and for level six students produce their own plan; it is advisable to check level six student plans before they start their work. A guide to planning would be:
Lesson 1 Set up assessment
Lesson 2 Students research one 'fantastic place'
Homework Students research a second 'fantastic place'
Lesson 3 Students research a third 'fantastic place'
Lesson 4 Students produce 'Code of Respect' and conclusions (latter
for levels five and six only.
Homework Compilation of poster* 1
Presentation of work is of paramount importance. Word processing and digital images would help here but of more importance is care with presentation of writing and cutting out of paper and choice of colour for the backing card; taking such care improves the overall presentation. When there is so much good Geography being produced it is a shame if it does not look good! One solution to this is to only allow students to choose their backing card once their work has been produced to their best standard.
A2 paper is twice the size of A3 paper. Therefore, as a guide students work needs to be over four pieces of A4 paper in total – a page for each 'Fantastic Place,' ½ A4 for the Code of Respect and ½ A4 for a conclusion. Each will need to be trimmed down so that posters do not have empty half pages. .
Once produced, these pieces of work will make very effective displays over a large area.
Resources available for this assessment are:
Levelling Grid
For Level 4
Resource Sheet A4 - Assessment Activity
Resource Sheet B4 – Using Sources
Resource Sheet C4 – Planning for Poster
For Level 5
Resource Sheet A5 - Assessment Activity
Resource Sheet B5 – Using Sources
Resource Sheet C5 – Planning for Poster
For Level 6
Resource Sheet A6 – Assessment Activity
Resource Sheet B6 – Using Sources Resource Sheet C6 – Planning for Poster
1 The final poster compilation could be done in another lesson. This would save posters becoming damaged in transportation.
Whilst this assessment does not include assessment for Citizenship, it could with further time be included as visitors can create both a positive and negative impact which creates a lively debate.
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