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PETS AND ANIMAL PREPAREDNESS
HURRICANE PREPAREDNESS DURING COVID-19
1. Leaving a pet behind when you evacuate should not be an option; often pets are lost, injured or worst.
2. NEVER leave a pet chained outdoors during an emergency.
3. Identify shelter that allow pets and/or pet friendly hotels along your evacuation route.
4. Consider leaving your pet with a trusted neighbor, relative or friend if you cannot find suitable boarding options.
5. Locate a veterinarian or animal hospital in the area you evacuate, in case your pet needs medical care.
6. Microchip your pet and keep your contact information up-to-date; additionally, be sure to include an emergency contact.
7. Pack your pet’s medical records along with the rest of the family’s important documents.
In addition to packing an emergency kit for your family, pack the following items suggested by The Department of Homeland Security for your “Pet Kit”:
✓ Food (at least a three day supply in an airtight, waterproof container)
✓ Water (at least three days of water specifically for your pets)
✓ Medicines
✓ Medical records, proof of vaccinations, registration and adoption documents (talk to your veterinarian about microchipping)
✓ First aid kit (cotton bandage rolls, bandage tape and scissors, antibiotic ointment, flea and tick prevention, latex gloves, isopropyl alcohol, saline solution and a pet first aid reference book)
✓ Collar or harness with ID tag, rabies tag and a leash
✓ Crate or pet carrier (a sturdy, safe crate or carrier large enough for your pet to stand, turn around and lie down)
✓ Sanitation needs (litter box and litter, newspapers, paper towels, plastic trash bags and household chlorine bleach)
✓ A picture of you and your pet together to prove ownership (add species, breed, age, sex, color and distinguishing characteristics)
✓ Familiar items (treats, toys and bedding can help reduce stress for your pet)
Sources: The ASPCA (American Society for the Prevention of Cruelty to Animals), AKC (American Kennel Club), American Veterinary Medical Association, and Ready.gov
Ready.gov suggests the following tips for larger animals (i.e. horses, cattle, sheep, goats, pigs, etc.):
• Ensure all animals have some form of identification.
• Evacuate animals whenever possible. Map out primary and secondary routes in advance.
• Make available vehicles and trailers needed for transporting and supporting each type of animal. Also make available experienced handlers and drivers.
• Ensure destinations have food, water, veterinary care and handling equipment.
• If evacuation is not possible, animal owners must decide whether to move large animals to shelter or turn them outside.
• Take extra time to observe livestock, looking for early signs of disease and injury. | 1,225 | 588 | {
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As fire agencies battle wildfires in the area, there are things you can do to protect your health from the harmful pollutants filling the air due to wildfire smoke.
While the ash and smoke from wildfires are visible reminders of the pollution impacting an area, be even more cautious of the fine particles within smoke that you can’t see. These particles, which are invisible to the naked eye, bypass our body’s natural defense system and lodge in our lungs.
The ash and smoke can irritate your eyes and airways, cause coughing and/or a scratchy throat. They can also irritate your sinuses, cause headaches or a runny nose. Over the long-term, smoke can decrease lung function and make the body more susceptible to developing diseases such as asthma, bronchitis, emphysema and possibly cancer.
Here are some tips you can follow to protect yourself and your family members from unhealthy air:
- **Stay indoors.** Limit your exposure to poor air quality conditions as much as possible. Keep your windows and doors closed. Use your air conditioning system and place it on recirculation mode, if available.
- **Reduce outdoor activity.** Reducing outdoor physical activity lowers the amount of polluted air your body intakes. Shorten your involvement in outdoor activities, sports and events that require prolonged exposure or strenuous exercise.
- **Consult a physician.** If you suffer from a heart or lung ailment, or other chronic disease, talk with a doctor. Your physician can advise you on treatment or whether and when you should leave the area. Call a doctor immediately if your condition worsens.
- **Have a plan.** Keep an adequate supply of your medications (five days or more) on hand. If you suffer from asthma, have a written asthma management plan available.
- **Stay alert.** Listen to your local news, weather forecasts and air quality alerts provided by the local air district or through the Sacramento region’s Spare The Air program. If the air quality in your area worsens take necessary precautions to protect your health.
If you have air quality questions, please call your local air district:
- El Dorado County Air Quality Management District - (530) 621-7501
- Feather River Air Quality Management District (Yuba and Sutter Counties) - (530) 634-7659
- Placer County Air Pollution Control District - (530) 745-2330
- Sacramento Metropolitan Air Quality Management District - (279) 207-1122 or (800) 880-9025
- Yolo-Solano Air Quality Management District - (530) 757-3650 | 1,143 | 533 | {
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DEVELOPING AN EMERGENCY PLAN
HURRICANE PREPAREDNESS DURING COVID-19
Atlantic Hurricane Season is from June 1 to November 30, 2020. Ensure everyone in your household understands the Emergency Plan. Follow these steps from ready.gov to create an emergency plan:
STEP 1: Put a plan together by discussing the questions below with your family, friends and household to start your emergency plan
How will I receive emergency alerts and warnings?
For more information on Wireless Emergency Alerts, the Emergency Alert System and NOAA Weather Radio, please visit, ready.gov/alerts.
What is my shelter plan?
For more information on sheltering at home, mass care shelters, and sheltering in place, please visit ready.gov/shelter.
What is my evacuation route?
For more information on evacuating before, during and after an emergency, please visit ready.gov/evacuation.
Do I need to update my emergency preparedness kit?
For more information on assembling an emergency preparedness kit, maintaining your kit, and storage locations, please visit ready.gov/kit. Also, be sure to include face masks and sanitizer this year!
Check with the Centers for Disease Control (CDC) and update my emergency plans due to the Coronavirus. Get cloth face coverings (for everyone over 2 years old), disinfectants, and check your sheltering plan!!!!
STEP 2: Consider specific needs in your household
As you prepare your plan tailor your plans and supplies to your specific daily living needs and responsibilities. Discuss your needs and responsibilities and how people in your network can assist each other with communication, care of children, business, pets or specific needs like operating medical equipment. Create your own personal network for specific areas where you need assistance. Keep some of these factors in mind when developing your plan:
• Different ages of members within your household
• Responsibilities for assisting others
• Locations frequented
• Dietary needs
• Medical needs including prescriptions and equipment
• Disabilities or access and functional needs including devices and equipment
• Languages spoken
• Cultural and religious considerations
• Pets or service animals
• Households with school-aged children
STEP 3: Fill out a Family Emergency Plan
Download and fill out a family emergency plan or use it as a guide to create your own. FEMA provides an 8-page interactive emergency plan template:
https://www.ready.gov/sites/default/files/2020-03/create-your-family-emergency-communication-plan.pdf
STEP 4: Practice your plan with your family/household
ARE YOU READY? | 1,210 | 516 | {
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Buzzwords
Apiary: that south facing sweet spot with dappled sunlight where your hives live
Apiculture: the art of tending honeybees
Apitherapy: the medicinal use of honey bee products, including honey, pollen, bee bread, propolis, royal jelly and the ever potent honey bee venom
Bearding: cluster of honeybees on the outside of the hive (near the entrance) usually due to heat
Bee bread: pollen that has been processed by honey bees with the addition of various enzymes and honey, which subsequently ferments thus making it more digestible and further enriched with nutrients
Beek: commonly used abbreviation for beekeeper
Brood: developing bees in cells at various stages
Brood chamber/nest: combs consisting of primarily brood usually in the center of the hive, i.e. the nursery
Dearth: seasonal times when there is a lack of nectar to be foraged
Fanning: Bees sending a “homing signal” by revealing their Nasonov glands with the tip of their abdomen pointed upward. This is mostly done during swarming or orientation flights at a new hive.
Gangbusters: hive that is growing rapidly, producing lots of bees and honey
Hive body: woodenware that houses brood, pollen, honey, and bees
“Hot” hive: beehive that has become aggressive due to various factors
Marriage/Nuptial flight: when the Queen leaves the hive and flies far up into the ethers to mate with drones
Nectar flow: seasonal times when there is an abundance of nectar and bees are able to create honey stores
**Buzzwords cont'd**
**Newbee**: one who has recently begun stewarding bees
**Nuc**: short for nucleus, a small hive consisting of 3-5 frames of bees, brood, pollen and ideally, honey
**Orientation flight**: maidens emerge from the hive in large numbers to acquaint themselves with their surroundings (homing) before they begin their duty as foragers
**Piping**: high pitched sound a young Queen makes in swarming colonies or when confined
**Package**: 3-5 lbs of generally unrelated honeybees, often accompanied by a caged Queen
**Pollen baskets**: place where bees store pollen on hind legs en route to the hive
**Propolis**: sticky substance bees make from conifer tree sap that is used for sealing the hive and inhibiting the growth of viruses and bacteria. Commonly used in herbal and holistic medicines due to its highly anti-viral, bacterial, and fungal qualities.
**Robbing**: when foragers try to invade another hive to imbibe stored honey that does not belong to them. This can cause lethal fighting amongst neighboring hives.
**Royal jelly**: a honey bee secretion that is used to nourish larvae and adult queens
**Super**: boxes that are added on top of the brood nest for honey stores
**Swarm**: the natural means of reproduction of honey bee colonies.
**Swarm cell**: peanut-like Queen cell most often found hanging on the edge of a comb in the brood chamber of a robust hive. Bees will likely swarm around the time of this cell being capped.
**Supercedure cell**: peanut-like Queen cell usually attached to the center of the brood comb. Bees are likely plotting to overthrow the reigning Queen.
**Queen cup**: goblet-shaped open cell awaiting an egg to either build a swarm or supercedure cell. | 1,353 | 712 | {
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Parliament Guide
Parlament de les Illes Balears
The Parliament building of the Balearic Islands stands between the streets Conquistador and Palau Reial in the historic centre of the city of Palma.
Previously the home of the *Círculo Mallorquín*, an exclusive club for the Mallorcan gentry, construction began in 1848 following the design of the architect Antoni Sureda. Its current configuration dates from the major refurbishment devised by the architect Miquel Madorell that took place between 1913 and 1918.
The building became the seat of the Parliament of the Balearic Islands in 1983. Although its rooms were adapted for use by the Parliament, the building’s artistic and architectural features were painstakingly respected.
Entrance Conquistador
This is the main Parliament entrance. The lobby leads to the assembly hall.
Some of the most important artwork it contains are paintings by Rafa Forteza and Enric Riera and the sculpture *Fita de la paraula* by Josep Maria Sirvent.
Entrance Palau Reial
This is the brightest and most open space in the entire building and it leads to the majority of the rooms. Besides the original furnishings of the Círculo Mallorquín club, it contains a sculpture by Joan Costa called *Hemicicle del Diàleg* and interesting paintings by prestigious artists, such as Cerdà, Rosselló, Pizà, Ribas, Tarrassó, Maraver, Puget, Torrent and Vives Llull.
Hall of Lost Steps
This space next to the plenary chamber is used for a variety of formal events.
The large paintings are “Entrada de Jaume I a Madina Mayurqa” (Entry of King James I to Madina Mayurqa) by Ricard Anckermann and “Entrada de Carles V a la Ciutat de Mallorca” (Entry of King Charles V to the City of Mallorca) by Joan Bauzà.
The original parquet flooring dates from 1884. The Ionic columns have a gilded bronze frieze in the bottom third.
Montenegro Hall
This hall is currently used by the president of the Balearic Islands for official receptions and audiences.
The paintings, by Roberto Montenegro, are an idyllic exaltation of the people and landscape of Mallorca and they represent the agriculture and fishing industries of the island economy at the beginning of the 20th century.
The Louis XV furniture, with inlaid marquetry, comes from the Philippines.
Senate Chamber
The parliamentary assembly meets in this chamber.
Portraits of the former King and Queen of Spain and of the Presidents of the Parliament hang here.
Some of the original furnishings have been kept. The parquet floor is inlaid with ebony and mahogany. The marble fireplace is notable for its alabaster relief.
Plenary Chamber or Caryatid Room
Formerly the ballroom where the Círculo Mallorquín club held concerts and other events, it is now the plenary chamber of the Parliament of the Balearic Islands.
The paintings and other decoration are neoclassical and neo-Egyptian in style. The room takes its name from the caryatids lining its sides.
Library
This public library specialises in legal subjects and its catalogue lists over 16,000 tomes.
The furnishings are original of the time and the shelves are made of fine hardwood.
It is the only room in the building that has retained its former purpose.
Green Room
This is one of the two rooms where the parliamentary committees meet.
It is decorated with paintings depicting natural themes.
Other decoration worth highlighting is the false skylight and the modernist-style stained-glass windows and handles of the doors and windows.
www.parlamentib.es
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Fun Scavenger Hunts:
5 SENSES SCAVENGER HUNT
- Find something that makes a crunch sound.
- Find something that tastes sour.
- Find something that smells good.
- Find something smooth.
- Find 3 of the same thing.
- Find something that smells bad.
- Find something that tastes sweet.
- Find something loud.
- Find something long.
- Find something soft.
- Find something white.
- Find something quiet.
- Find something rough.
MATH SCAVENGER HUNT
- Find 2 pencils and 1 blue crayon. How many items do you have now?
- Find 5 blocks and 2 pennies. How many items do you have now? Take away 3 blocks. How many items are left?
- Find 4 socks and 2 stuffed animals. How many items do you have all together?
- Find 8 crackers. Eat 4 of them. How many are left?
- Find 3 spoons, 4 books and 1 orange crayon. How many items do you have all together?
BOOK SCAVENGER HUNT
• Find an animal in a book.
• Find the word spring in a book.
• Find someone helping someone in a book.
• Find a picture of a sun in a book.
• Find a book that makes you laugh.
• Find a bug in a book.
• Find someone sleeping in a book.
• Find a character eating in a book.
• Find a pet in a book.
• Find a cat in a book.
• Find a superhero in a book.
• Find a bike in a book.
RAINBOW SCAVENGER HUNT
🌈 Find something red.
🌈 Find something yellow.
🌈 Find something orange.
🌈 Find something green.
🌈 Find something blue.
🌈 Find something purple.
🌈 Name a fruit that is red.
🌈 Name an animal that is yellow.
🌈 Name a vegetable that is orange.
🌈 Name a plant that is green.
🌈 Name a flower that is purple.
🌈 Name something outside that is blue.
INVENTOR SCAVENGER HUNT
• Find something that you can turn.
• Find something that is bumpy.
• Find something that is metal.
• Find something you put together.
• Find 3 things that are round.
• Find something you twist.
• Find something shiny.
• Find something you can roll.
• Find a tube.
• Find 3 things that are squishy.
• Find something clear.
• Find something that can bounce.
INDOOR SCAVENGER HUNT
• Find a fork.
• Find something that is red.
• Find a tissue box.
• Find 3 things that have wheels.
• Find an orange crayon.
• Find something that is very soft.
• Find a band-aid.
• Find a key.
• Find 2 socks that match.
• Find something round.
• Find a sticker.
• Find a rubber band.
• Find a pair of glasses.
• Find an envelope. | 973 | 639 | {
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EASIEST, QUICKEST WAYS TO GET HEALTHY WITH MICHAEL MOSLEY
The mysterious rumbling waking up Mars
Science Focus
SURVIVING THE NEXT GIANT LEAP
How we’ll break through our biological limits to colonise space
ARE MICROPLASTICS HARMFUL?
THE TECH FUSING MIND AND MACHINE
CAN YOU CHANGE YOUR PERSONALITY?
IN THIS ISSUE
Health
Why you’ve been thinking about fat all wrong
Climate
Can the UK meet its ambitious targets?
Time
Could you live without clocks or natural light?
SOMETHING’S RUMBLING ON THE RED PLANET
Mounting evidence suggests Mars isn’t dead
Soothing cyborgs Robots with sympathetic gestures show promise as counsellors p21
Box of tricks Cats love sitting in boxes, even ones that aren’t there p22
Scratch that itch New wearable sensors measure eczema sufferers’ scratching p23
Volcanoes on Mars could’ve erupted as recently as 50,000 years ago, a study carried out by researchers at the University of Arizona using data from satellites orbiting the planet has found.
Previous studies have suggested that most of Mars’s volcanic activity occurred between three and four billion years ago, with some outlying eruptions continuing in isolated locations until about three million years ago.
“This may be the youngest volcanic deposit yet documented on Mars,” said lead author Dr David Horvath, who worked on the study as a postdoctoral researcher at the University of Arizona and is now a research scientist at the Planetary Science Institute. “If we were to compress Mars’s geologic history into a single day, this would have occurred in the very last second.”
The volcanic deposit was found in Elysium Planitia, a smooth, flat plain located just north of the equator. The eruption produced an 11km-wide, smooth, dark deposit surrounding a 32km-long volcanic fissure, and could have spewed ash and rock up to 10km into the Martian atmosphere. The composition and distribution of the material deposited is similar to what would be expected for a pyroclastic eruption – an explosive eruption of magma driven by expanding gases, similar to what happens when you open a bottle of sparkling wine.
Some hallmarks of the volcanic deposit also raise the possibility of there being conditions capable of supporting microbial life below the surface of Mars.
“The interaction of ascending magma and the icy substrate of this region could have provided favourable conditions for microbial life fairly recently and raises the possibility of extant life in this region,” Horvath said.
The site of the eruption is around 1,600km from NASA’s InSight lander, which has been studying seismic activity on Mars since 2018.
Further study is required to determine the exact nature of the eruption, but two marsquakes (the Martian equivalent of earthquakes) were found to originate around the Cerberus Fossae system of fissures in Elysium Planitia. Recent work has suggested the fissures could be due to movement of magma deep underground.
“The young age of this deposit absolutely raises the possibility that there could still be volcanic activity on Mars and it’s intriguing that recent marsquakes detected by the InSight mission are sourced from the Cerberus Fossae,” Horvath said.
The eruption may also have been due to a build-up of gases already present in the magma, or could have happened when the magma came into contact with permafrost, according to the researchers. It’s also possible that the eruption was triggered by the asteroid impact that formed the nearby Zunil crater at about the same time.
The volcanic deposit, along with ongoing seismic rumbling in the planet’s interior detected by InSight, and possible evidence for releases of methane into the atmosphere detected by NASA’s Mars Atmosphere and Volatile EvolutioN (MAVEN) orbiter, suggest that Mars is far from a cold, inactive world.
“This may be the most recent volcanic eruption on Mars, but I think we can rest assured that it won’t be the last,” said study co-author Jeff Andrews-Hanna, an associate professor at the University of Arizona Lunar and Planetary Laboratory. “All these data seem to be telling the same story – Mars isn’t dead.”
Elysium Planitia on Mars could have experienced volcanic activity in the last 50,000 years. | 1,928 | 896 | {
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STOP
on
more
off
yes
no
| Emotion | Icon |
|----------|--------|
| happy | 😊 |
| mad | 😡 |
| tired | 😴 |
| sad | 😢 |
| hurt | 😭 |
| cold | ❄️ |
| hot | 🔥 |
| hungry | 🍴 |
| thirsty | 💧 |
head eye ear nose mouth hand
belly arm leg foot butt
| Action | Description |
|-----------------|---------------------------|
| sit | |
| sit at table | |
| stand | |
| hold me | |
| lay down | |
| move leg | |
| sit in lap | |
bath potty eat drink
hug kiss play color
highchair, chair, booster seat, couch, wheelchair, bed, outside, floor
| Item | Image |
|------------|----------------|
| shirt | ![Image] |
| shorts | ![Image] |
| skirt | ![Image] |
| coat | ![Image] |
| arm brace | ![Image] |
| pants | ![Image] |
| underwear | ![Image] |
| dress | ![Image] |
| leg brace | ![Image] |
| glasses | ![Image] |
| socks | ![Image] |
| shoes | ![Image] |
| hair ties | ![Image] |
| hair bow | ![Image] |
| bib | ![Image] |
| juice | cup | cup with straw | milk | medicine |
|-------|-----|---------------|------|----------|
|  |  |  |  |  |
| blanket | pillow | crayons | toys |
|---------|--------|---------|------|
|  |  |  |  |
breakfast
lunch
dinner
applesauce
ice cream
1 2 3 4 5 6 7 8
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By The River
Purpose: I am learning that I am a worthwhile person, who has something to offer.
Learning Focus: Self Confidence
Before we begin..
Discuss these questions with a buddy or your group before you read the book...
1. Recall a time you had to go somewhere for the first time without the rest of your family. What was it like? How did you feel?
2. How confident do you feel when you have to speak or perform in front of an audience? If you find it easy, think about something you do find difficult. Talk about how it makes you feel.
Get Ready!
Read this book...
By The River E-book
DISCUSS THESE QUESTIONS WITH A PARTNER OR IN YOUR GROUP...
1. How is Kenzie feeling both before and during the first day of the camp? How do you know?
2. What happens to change how Kenzie is feeling?
3. How has Kenzie changed after this?
Watch this...
CONFIDENCE AND SELF ESTEEM
Discuss these questions with your partner or group...
1. What does the video suggest you can do to help boost your confidence?
2. What does the video say are the benefits of being more confident?
My Thinking Coaches
Here are a couple of ‘Thinking Coaches’ that may help. Are there any Thinking Coaches you want to add to your personal Thinking Coaches Journal? If so, do it now...
"I am unique and special."
"Believing in myself will help me do this."
"Don’t give up."
"Keep on trying."
NOW IT’S TIME TO PUT YOUR THINKING COACHES INTO ACTION!
Step 1:
Watch the video again and make a list of the short positive messages that it contains, e.g. Everyone is good at something, keep on trying, turn the volume down on the negative self talk, etc. Include one or two of your thought coaches in this.
Step 2:
Create and decorate a set of small message cards that contain these messages.
Step 3:
Find several places around your room and other places you use, e.g. your desk at school, your bedroom mirror, the back of your phone case, etc.
Step 4:
Put several of these cards in these places so that you see them often each day.
Step 5: Change these cards and/or the places you put them every few days so that you see a range of messages each day.
Step 6: Each time you see one of the cards silently repeat it to yourself 3 or 4 times.
Extra for Experts
Step 1:
• Think about the things which challenge your confidence.
• Discuss this with your partner and get their ideas.
• Make a list of 4 or 5 things which really challenge your confidence, (this could be presenting in front of the class, playing a musical instrument in front of the school, taking on a sporting or physical challenge, etc)
Step 2: Choose 1 of the things on your list. You are going to make a plan to take on this challenge to begin growing your confidence when you have to do what you have chosen.
Step 3:
• Set yourself a detailed goal of achieving this challenge.
• Now break that down into smaller steps.
• Remember it is easier to achieve smaller goals that move towards your larger goal than to try and achieve your main goal in one big leap.
• For example if your challenge is presenting in front of the class you might set smaller steps of presenting to a group of 5 then 10 before taking on the whole class, or entire school.
Step 4:
• Take time to practice what you are going to do to achieve your main goal.
• Continue practicing until you feel as ready as you can be to take on the final challenge.
• Take time to remind yourself of one or more of the Thinking Coaches and use this as part of your preparation to help you as you take on the challenge.
1. Confidence does not come by itself, I have to work at it. What am I going to do today to help grow my confidence?
2. Things will come that are going to dent my confidence. How I respond to them and the long term impact they have is up to me. What will I do to stop these setbacks causing me to lose my self confidence?
3. Which of the Thinking Coaches has been most useful as you have worked through the activities? Have you added this to your Thinking Coaches Journal? | 1,608 | 905 | {
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Mayors 'make water work'
Okanagan Mayors call to action on water conservation
Madison Erhardt • Jun 20, 2021 • 4:00 am
As the weather heats up in the Okanagan, so does the competition between communities to be named “Make Water Work Community Champion.”
This week, Okanagan mayors helped kick off Make Water Work, a valley-wide outdoor water conservation campaign, with videos on social media, pledging to conserve water this summer.
“It’s fun, but also a serious issue,” said Armstrong Mayor Chris Pieper, whose community has collected the most number of pledges to win the champion title in 2015, 2017, 2018 and 2020.
“We all drink out of the same watershed,” he adds.
The Make Water Work campaign, led by the Okanagan Basin Water Board and its Okanagan WaterWise program, is delivered in partnership with Okanagan local governments and utilities and is aimed at addressing the second largest use of all water in the valley, residential outdoor use.
“This spring, the Okanagan has seen record-breaking temperatures and record low precipitation,” said OBWB chair and Osoyoos Mayor Sue McKortoff.
This week’s rainfall, while welcome, was not enough to make up for this water deficit and all indicators suggest we could be headed for another drought this summer. “We often take water for granted and we need to be much more mindful about water waste,” she said.
Mayors from across the valley are posting videos on Facebook, Instagram, Twitter and YouTube, pledging to make water work better for grandchildren, their community, the fish, and more.
“We all share this one water so we’re all in this together,” added McKortoff.
Since the Make Water Work campaign began in 2011, McKortoff says she has seen a shift in people’s attitude.
“I think Make Water Work has caused people to be more aware of how much water they use and when they use. I see people putting in the right type of irrigation, like soaker hoses and drip emitters, and planting the right material for our dry climate.”
Okanagan residents are being encouraged to go to www.MakeWaterWork.ca and pledge to:
1. Water lawn between dusk and dawn.
2. Water plants, not pavement.
3. Never mow low. Let it grow.
4. Choose plants suitable to our dry climate.
5. Tune up my irrigation.
6. Aerate my lawn and top dress with compost.
“The Okanagan is one of Canada’s most water-stressed regions,” said OBWB Communications Director Corinne Jackson, who manages the OkWaterWise program and its Make Water Work campaign.
“The fact that we have water restrictions is an indication of that.
For more on the Make Water Work Plant Collection, water restrictions, tips to Make Water Work, and more, visit www.MakeWaterWork.ca.” | 1,130 | 590 | {
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MY MOTHER SAID
Lilian Hubert
Keywords: Indigenous youth, Indigenous reincarnation, Indigenous spirituality, grief and loss, intergenerational connection, Nuu chah nulth storytelling, eagle teachings
Acknowledgement: We raise our hands in deepest respect and gratitude to the ancestors and families of the lskʷəŋqan and WSÁNEĆ nations and to our own ancestors and Nations. We raise our hands to all Indigenous children and youth who have grown up in colonial systems, to those we have lost, and to those who survive, resist, and imagine justice and resurgence. INVINCIBLE is grateful for funding provided by the Social Sciences and Humanities Research Council of Canada (Insight grant 435-2020-1191) and the Canet Foundation.
Lillian Hubert is an Indigenous youth in care and an INVINCIBLE youth storyteller/researcher who has been working with the Kinship Rising research project at the University of Victoria since 2021.
Please contact the Kinship Rising project: email@example.com
My Mother Said
Lillian
My mother said:
"When someone passes on, they come back in a different form."
International Journal of Child, Youth and Family Studies (2024) 15(1): 159–171
My mother lived in Queens Cove, a tiny rural village surrounded by cedar, mountains, marine life, and fresh air.
My mother shared every memory she could think of – the good, the bad, and the boring.
I'm here to share our experience with transmigration, otherwise known as reincarnation.
My mother told me about all the animals that lived there:
?awatin/eagle
Íkaʔin/crow
Čums/bear
Qʷayacik/wolf
Quʔušin/raven, and
Muwač/deer
One year, she took the family to Queens Cove to stay in her old house. It had been condemned due to poor living conditions, water damage in the roof, and broken windows.
The easiest way to get to Queens Cove is by boat.
When we arrived, we saw a dock, 5 residential homes, a generator shed, and a church.
International Journal of Child, Youth and Family Studies (2024) 15(1): 159–171
As the boat pulled up to the dock, I seen two eagles sitting on a tree behind one of the houses.
Once we set up all the gear that we needed, I went outside to explore.
While I was out, my mother walked up to me and said,
"My mom and dad always told me that when they pass on, they will watch over me to make sure I'm okay, and I always believed them."
International Journal of Child, Youth and Family Studies (2024) 15(1): 159–171
She gestured up to the two eagles sitting in the tree and said,
"See the ?awatins, those are my parents."
That one (she pointed to the bigger eagle) is my father, and that one (she pointed to the smaller eagle) is my mother.
As the day went on, the eagles stuck by us – observing us, protecting us.
When we left Queens Cove, my grandparents flew over the boat and sat at the end of the peninsula to say farewell.
Thank you for reading my story.
Take care and remember:
Our loved ones are never really gone.
Lillian Hubert
Nuu-Chah-Nulth, Ehattesaht/Chinehkint
Life Plan: I hope to revitalize my culture to make my family rich with our ways.
I love animals, I love children, I love spending time with people, and helping others.
Click here to view this story on the INVINCIBLE website | 1,328 | 781 | {
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KNOW YOUR HHW - Household hazardous waste (HHW) is any product labeled toxic, poisonous, corrosive, flammable, combustable or irritant.
Commonly accepted through the NCO HHW program (go to ncowaste.org for the most up to date information on how to participate in this program)
HOUSEHOLD HAZARDOUS WASTE EXAMPLES
AUTOMOTIVE PRODUCTS
- Lubricants
- Batteries
- Solvents
- Cleaners
- Gasoline
- Karosene
- Antifreeze
- Waste Oil (< 5 gallons /container)
NON-BUSINESS
- Photographic Chemicals
- Chemistry kits
- Pool Chemicals
BATTERIES
- Rechargeable Batteries Ni-Cd, NiMH, Lithium Lead Acid Batteries (Vehicle)
- Alkaline-Discard in Trash
CLEANING PRODUCTS
- Household Cleaners
- Oven Cleaners
- Degreasers
- Wood/Metal Polishes
- Drain Cleaners
- Bleach
- Ammonia
- Moth Balls
- Shoe Polish
GARDEN PRODUCTS
- Fertilizers
- Pesticides
- Herbicides
- Poisons
- Other Garden Chemicals (No Farm Chemicals)
MERCURY
- Thermometers
- Thermostats
HOME MAINTENANCE
- Paint (latex* & oil)
- Paint Strippers/Thinners
- Lacquers Varnish
- Sealants Stains
- Turpentine
- Wood Preservatives
- Linseed Oil
- Mineral Spirits
- Glues Adhesives
- Caulk Roof Coating
- Asphalt Sealers
- Cement Sealers
PET PRODUCTS
- Flea Powders
- Shampoos
PERSONAL CARE
- Nail Polishes
- Polish Removers
- Hair Treatments
- After Shaves
- Perfumes
OTHER
- Old Fireworks
- Ammunition
FLUORESCENT BULBS
- Fluorescent Tubes
- U Tubes
- Circular Tubes
- CFLs (Compact Fluorescent Lights)
*How to Dispose of Latex Paint (Water Based Paint)
Paint must be completely dried to a solid form and then it may be discarded with the household trash. Paint can be dried by removing the lid, and/or adding kitty litter, oil dry, sawdust, sand or a paint hardener to help dry the paint.
HOW TO REDUCE HOUSEHOLD HAZARDOUS WASTE
BUY SMART
Purchase non-toxic or less hazardous products and only the amount you need. For alternative, safer choices and recipes visit: https://www.epa.gov/saferchoice
STORE PROPERLY
Toxic products are poisonous - don't put your family's health and safety at risk! Keep products out of reach of children and pets. Store yard and other outdoor products in shelter, out of the elements.
USE IT UP
Finish all unused products and recycle the containers or donate what is leftover.
PROTECT OUR COMMUNITIES
Never throw hazardous waste into household garbage, toilets or sinks, dump on the ground, or pour down the storm drains. Not disposing of waste properly means it can seep into the groundwater and waterways, causing contamination of our drinking water and hazards to recreational users. Dumping hazardous waste down the storm drains is illegal. IF YOU SEE SOMETHING, SAY SOMETHING! To report concerns please contact the City’s non-emergency dispatch number at 937-653-3409, or file a complaint/issue at www.urbanaohio.com/stormwater.html
DISPOSE PROPERLY
There are many local and surrounding areas/programs that accept hazardous waste for disposal. It's easy, affordable, and the right thing to do! Please visit www.ncowaste.org for more information.
Please and Thank you!
- Don’t dispose of materials into the storm sewer or septic system.
- Don’t burn or bury leftover materials or containers.
- Don’t mix materials together.
For additional information on proper disposal of Household Hazardous Waste visit www.ncowaste.org | 1,874 | 852 | {
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What is nitrogen?
Nitrogen is a widely distributed element that makes up 78 per cent of the earth’s atmosphere. Many plants and animals rely on nitrogen as it helps with internal processes such as forming amino acids, and making up the building blocks of protein.
HOW DOES NITROGEN FERTILIZE PLANTS?
While plants require a balanced supply of nutrients, nitrogen is the most important and required in the greatest quantities. It plays a critical role in the process of photosynthesis and manufacturing of proteins. As plants grow, they take nutrients from the soil, and once harvested these need to be replenished by fertilizer for the next round of seeding.
WHAT ARE THE ADVANTAGES OF NITROGEN FERTILIZER?
Of the 17 essential nutrients, nitrogen is the one plants demand the most. Nitrogen fertilizer ensures high yields, high quality, better disease resistance, and higher nutritional value of crops.
Fertilizer Canada emphasizes the importance of managing and balancing the supply of nutrients to prevent both over and under fertilization by applying the framework of 4R nutrient management (Right Source @ Right Rate, Right Time, Right Place ®).
Did you know?
Plants need nitrogen more than any other essential plant nutrient. Nitrogen was the first element to be identified as an essential for plants.
Nitrogen makes up 78 per cent of the air we breathe, but plants can’t use this form of nitrogen on its own. When nitrogen from the air is combined with hydrogen to make ammonia, it’s now in a form that can be used by plants as fertilizer.
From manufacturing and processing, to transport and storage, to wholesale and retail, the nitrogen industry keeps Canada's economy growing.
A major export market.
The United States is Canada’s largest fertilizer export market, ranging from $800 million to $1.2 billion each year.
Reliant on natural gas.
Nitrogen production facilities upgrade Canadian natural gas, the most efficient and lowest carbon dioxide (CO₂) emission feedstock and fuel source, into nitrogen fertilizers that improve quality and yields.
The 2019/2020 growing season saw the highest level of nitrate-based nitrogen fertilizers, like ammonium nitrate / calcium ammonium nitrate – including ammonia, urea, urea ammonium nitrate, and ammonium sulphate.
Approximately half of the food produced across the globe is supported by the use of nitrogen fertilizer.
NITROGEN FERTILIZER HELPS FIGHT FOOD INSECURITY AROUND THE WORLD, SUPPORTING U.N. SUSTAINABLE DEVELOPMENT GOALS.
In the past 50 years, world nitrogen use has increased by 800 per cent. As the world’s population continues to grow, global agriculture production will need to increase by 60-70 per cent to feed 9.7 billion people by 2050. Nitrogen can help increase crop yields using the same amount of land, providing a more effective use of resources and helping Canada feed the world.
To manufacture nitrogen fertilizer, it must be removed from the air and combined with hydrogen to make ammonia. Ammonia is used in two ways: it is applied directly to crops as a nitrogen fertilizer, or it is used as a building block to make other nitrogen fertilizer products.
Nitrogen fertilizer requires hydrogen gas and atmospheric nitrogen to combine and create ammonia. The most-used hydrogen gas is natural gas. These feedstocks are the most efficient source, and provide significant value to the Canadian natural gas supply.
Once ammonia is created, other important fertilizers can be made such as Urea and nitrate based fertilizers. | 1,616 | 724 | {
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Biomes
Ocean
Desert
Rainforest
Arctic
How to create your lapbook:
Supplies Needed:
- File Folder
- Crayons, Markers or Colored Pencils
- Glue
- Scissors
Cover of Lapbook
To create the cover of the lapbook, color each item on the page. When finished, cut down the solid line and glue the pieces to each side of the lapbook.
Center
Using the dotted line area at the top of each page as a guide, with the cover page on top, glue the rest of the pages together.
Booklets
Cut out each page of the booklets. Using the top line as a guide, glue the top portion (with the names and pictures) of the booklet to the next page. Repeat for each page until the booklet is formed. Glue bottom portion down to the inner lapbook flap.
Cut & Paste Activity
Cut out the circles with animals in them. Paste them around the biome they belong to.
What is a biome?
A biome is a large region of Earth that has a certain climate and certain types of living things. The plants and animals of each biome have traits that help them to survive in their particular biome. Plants and animals that live within smaller areas of a biome also depend on each other for survival. These smaller areas are called ecosystems. Each biome has many ecosystems.
The desert biome is more dry and hot than any of the other biomes. The desert biome gets less than 10 inches of rain a year and does not have much water. They have dry soil, little to no surface water, and high evaporation. They are so dry that sometimes rain evaporates before it can hit the ground!
The arctic biome is the coldest of the biomes. The average temperature in the arctic is around -18 degrees F. It gets much colder in the winter and warmer during its short summer.
The tropical rainforest is the wettest land biome in the world. The tropical rainforest gets its name because it is warm and rainy! This land biome is home to over half of all the plant and animal species on the entire planet.
The ocean biome is the largest biome on planet Earth and covers around 70% of the Earth's surface. Many of the animals, such as fish, have gills that allow them to breathe the water. Other animals are mammals that need to come to surface to breathe, but spend much of their lives in the water.
Cut and paste each animal around the correct biome.
- coyote
- scorpion
- camel
- hare
- fish
- crab
- octopus
- shark
- polar bear
- seal
- penguin
- fox
- anaconda
- gorilla
- toucan
- tiger
A biome is a large region of Earth that has a certain climate and certain types of living things. The plants and animals of each biome have traits that help them to survive in their particular biome. Plants and animals that live within smaller areas of a biome also depend on each other for survival. These smaller areas are called ecosystems. Each biome has many ecosystems.
The ocean biome is the largest biome on Earth. It covers about 71% of the Earth’s surface! The ocean biome has many different habitats, such as coral reefs, kelp forests, and deep-sea trenches. The ocean biome is home to more half of all the species on Earth!
The rainforest is located in tropical regions around the world. It gets its name because it is wet year-round. The rainforest biome is home to more half of all the species on Earth!
The desert biome is the hottest biome on Earth. The average temperature is 90 degrees F. It gets very hot during the day and very cold at night. Desert plants and animals have special adaptations to survive in this biome.
The arctic biome is the coldest biome on Earth. The average temperature is -40 degrees F. It gets very cold during the winter and very warm during its short summer. | 1,353 | 823 | {
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RECIPE FOR A POETRY CARD!
Ingredients
• One sheet of cardboard ~ 42 cm x 25 cm, folded in half.
• A collection of poetry books, magazines, newspapers.
Method
• Research the meaning of the following: ballad; sonnet; ode; lyric; elegy; free verse.
• Choose one of these and select four poems in this form.
• Write your own poem.
• Design a title for your card.
• Copy your poems onto the card.
• Make your card as attractive as possible.
• Share the results with your class.
• Make a tape of poetry readings.
Young Poets
Write as you will
In whatever style you like
Too much blood has run under the bridge
To go on believing
That only one road is right.
In poetry everything is permitted.
With only this condition, of course:
You have to improve on the blank page.
Nicanor Parra
FOREWORD
The unit-in-a-package idea has been created to provide flexibility for the teacher and to develop responsibility in the student for his or her own progress. Teachers may choose to teach only by units or to use units to supplement other material. The work sheets in each unit are student-centred and are carefully designed and illustrated in a personal, informal format. One of the major advantages of the unit-in-a-package is that it is easy to carry and store in looseleaf folders along with the student’s writing paper.
The assumption which lies behind each unit of work is that the student has read the text (a ‘How well did I read?’ test is included in each package). This is considered educationally important as it encourages students to see the significance of the parts of the text in relation to the whole design and it stresses the value and necessity of re-reading and paying close attention to the text when analysing its qualities.
The work sheets which make up the unit are addressed to the student rather than the teacher. The aim of this is to build a relationship with the student through the written word and to encourage involvement with the tasks to which they are directed. This allows the teacher to take on the role of a resource person who is able to provide individual help and guidance when and where it is needed.
Reading, writing, listening and oral work provide the basis of the activities in each unit. There is provision for individual, small group and whole class activities. The packages cover a range of texts with particular emphasis on Australian authors. This package covers Poetry; another covering The Media is also available. The material which is provided is suitable for different ability levels across the Junior Secondary years. | 1,048 | 530 | {
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KATHERINE Tekakwitha's help has been invoked under many titles — "The Genevieve of New France", "Lily of the Mohawks", "Wonder-Worker of the new World", "The Holy Indian", and, most beloved of all, "Kateri".
There is still another name to which she may lay claim — "Patroness of the Poor". Kateri's poverty was outstanding, even in an age when it was the order of the day in New France. When she died, her belongings would hardly have covered the bottom of her coffin. But it was voluntary poverty, not inherited.
According to Iroquois standards, Kateri was born rich and secure. Her father was the ruling war chief of the Mohawk Village of Ossernenon and his daughter was a princess, surrounded with power and plenty. The Mohawks were so powerful at the time of Kateri's birth and during the early years of her life that they were always the aggressors, never the attacked. In her father's long-house, Kateri was well fed, her bed was lavishly supplied with beaver skins and she owned and wore on ceremonial occasions, as her birthright, much valuable and beautiful wampum.
Even growing up, an orphan in her uncle's house, Kateri was surrounded with comfort. Her uncle considered her a valuable possession, for it would be easy to find a young brave to marry her and so add his hunting and fighting skill to the cabin. Anyone would be glad to have a wife like Kateri, whose hands were skilled at all the work required of an Iroquois wife.
Great was the wrath of her uncle and aunts when Kateri refused to marry any of the suitors who came to present their suits. She was deprived of all but the bare necessities and made to work like a slave with the hope of breaking her to their will. But it was all in vain.
That was the first time she chose poverty.
Again, when she became a Christian, no food was left in the longhouse for her on Sundays, when she refused to do manual labor on the Lord's Day. Her aunts were sure that she would follow them to the fields when she got hungry enough. Kateri hungered and stayed in the long house.
The third and final time she chose poverty was at the Mission of the Sault when once again she was urged to marry, so that she would have a husband to provide her with the necessities of life. The matter was referred to Father Cholencee, who pointed out to her the spiritual and worldly reasons why it seemed wise for her to have a husband. But he left the final decision to her — and she said, "The thought of poverty does not frighten me. My work will always supply the food I need, and a few rags are sufficient to cover me."
With these words, Kateri ranged herself beside the poor forever. They who are dear to the heart of God are especially loved by Kateri and she showed this by practical means shortly after her death. The poor country people from around the Mission were the first pilgrims to her grave and her first miracles were performed for them. We have Father Cholenc's word for that. He says in 1682 hardly a week passed that great miracles did not take place through her intercession. And he adds: "It was noticeable, however, that Katharine limited herself to the country and the poor people for several years, without entering into the cities."
Her own people knew her kindness — the wife of Hot Ashes experienced the healing power of her blanket when she lay dying in childbirth. The women who were tending her, went to the Church to pray, and on their return, found her completely cured. Kateri's blanket had been the visible means of a miracle.
Father LeBrun tells a charming story of a woman who was frantic with worry because her only cow became "vastly swollen" and was of no further use to her. She then called out to Kateri: "O, good Katharine, have pity on me! Save my poor cow!" Her prayer was answered, for God understands the cry of His little ones for their daily bread — and so does Kateri, Patroness of the Poor, who chose to be poor herself.
It Kateri could give the world a message in this year — the tercentenary of her birth — it might well be this:
"Do not let the thought of poverty frighten you; your work will feed you. And as for the security which the twentieth century has raised to the status of a golden goddess, forget her and concentrate on eternal security with your Father in heaven. Put first things first and leave the rest to Him. He who marks the sparrow's fall, will not fail you."
KATERI SYMPATHY CARDS
A GOOD PENANCE ANY TIME OF YEAR: SIT DOWN AND WRITE IN BLOCK LETTERS THE NAMES AND ADDRESSES OF 20 OR MORE OF YOUR FRIENDS; THEN SEND THEM IN TO KATERI. | 1,724 | 1,047 | {
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Low-Impact Camping
In recent years, outdoorsmen have begun to realize that if our wilderness is to remain unspoiled and beautiful for the next generation, they must learn to leave as little impact as possible on it. So, many backcountry hikers now take pride in their ability to pass through an area leaving very little effect on the environment. It's called low-impact, minimum-impact, or no-trace camping.
Most Scout hiking and camping is done in council camps, state parks, and other heavily-used sites that are not true wilderness areas. However, it's a good idea to teach the Scouts, particularly the older Scouts, the purpose and principles of low-impact camping. For one thing, it will reinforce the idea of good conservation. For another, they will be prepared to hike and camp in true wilderness areas.
As a practical matter, a whole troop cannot do this kind of trekking. It should only be done by small groups of experienced outdoorsmen. The types of activities that are suitable for normal Scout camping are not suitable in wilderness areas because they destroy much vegetation and often create a lot of noise.
Essentially, the idea of low-impact camping is to blend in with the environment so that hikers passing your camp would scarcely realize you are there. Here are some tips for low-impact camping.
- Have no more than 12 in the party.
- Use tents made of material that blends with the environment. Do not ditch tents.
- Pack food in burnable or pack-out containers; take and use trash bags.
- While hiking, stay on trails and do not cut across switchbacks. Select hard ground for cross-country travel; do not use muddy trails if you have a choice.
- Select campsites away from delicate plants, and camp no more than 4 days in one spot. Camp out of sight of trails, streams, and lakes.
- For fires, use lightweight backpacking stoves. However, in a heavily-used area, you can use an old fire circle, burning only small downed wood. Or dig a low-impact fire pit, as shown in the *Fieldbook*.
- Wash yourself, clothes, and cooking gear some distance from streams and lakes. Pour dishwater and wash water into a hole. Save the turf and recover the hole.
- Dig latrines 6 to 8 inches deep, at least 200 feet from camp and water. Save turf and recover the hole.
- Pack out all nonburnable trash.
- Avoid noisy games and activities.
- Avoid trampling vegetation. | 907 | 521 | {
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(1) Be sure to put your topic in its proper context and time period of world history.
(2) As a SUGGESTED opening to your paper, give a brief description of the EVENTS LEADING UP TO the person/event/subject of your study. How do these things relate to the historical significance of your person/event/subject? This should be approximately 5 sentences long.
(3) The main part of your paper is to be a DETAILED DESCRIPTION and analysis of the person/event/subject of your study. As a SUGGESTION, this should be approximately 20 sentences long.
(4) Conclude the paper with a brief description of the EVENTS THAT RESULTED FROM the person/event/subject of your study. As a SUGGESTION, this should be approximately 5 sentences long.
(5) The entire assignment MUST be AT LEAST 30 sentences long. See “Grading” section for penalties.
(6) Topics must be chosen and approved at least 3 days IN ADVANCE of the due date. There is a suggested list of pre-approved topics for each UNIT. Each assignment will be within the time period (one of eight Units in the textbook) that we will study in class.
(7) No more than ONE student can choose the same specific topic for his/her Person/Event Paper. This is to prevent competition for available resources.
(8) Students must list ALL of the references that they use to complete this assignment. Specific bibliographic forms are available and MUST be followed.
(9) At least FOUR sources of information must be used.
(10) No more than ONE source may be from the Internet.
(11) Major grading areas to consider are: Plagiarism, Proof-reading, Punctuation, proper Paragraph divisions, and Proper form.
(12) Expectations (content and format) slowly INCREASE throughout the semester. Your papers should IMPROVE in quality as the year goes on.
GRADING:
- If the paper is less than the required 30 sentences, a minimum of 30% will be deducted: more as necessary.
- In most cases, if the paper is turned in at least one full school day early, there is a 5% bonus.
- “Plagiarism” (from the textbook, Internet source, or any written source) results in a 0% grade for the paper and disciplinary action.
- If you do not list sources in proper form, there is a 15% penalty.
- You may NOT use your classroom textbook as a source.
- You may only ONE Internet source and only ONE general encyclopedia.
- If your paper is typed, you must use black ink on white paper.
- All papers are to be double-spaced.
- You must use at least FOUR sources or there will be at least a 30% penalty.
- Written research notes used in writing the paper MUST be attached. There is a 30% penalty for failing to do so. Forms are available (but not required) to assist your note-taking. | 1,257 | 620 | {
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The 2023 edition of the *Journal of the American Medical Informatics Association* is now available online!
Lightning Bolt
The lightning bolt is a symbol of power, speed, and energy. It represents the sudden and powerful release of electricity, which can be both beneficial and dangerous. In many cultures, the lightning bolt is associated with gods and goddesses who control the weather and bring rain to the earth. The lightning bolt is also a popular symbol in modern times, often used to represent technology, communication, and innovation.
Yin and Yang
The yin-yang symbol is a visual representation of the concept of duality in Chinese philosophy. It consists of two interlocking shapes, one white and one black, each containing a small dot of the opposite color. This symbolizes the idea that opposing forces are interconnected and interdependent, and that they can transform into each other.
In Chinese culture, the yin-yang symbol is often used to represent balance and harmony between different aspects of life, such as light and dark, male and female, and good and evil. It is also believed to have healing properties and is sometimes used in acupuncture and other forms of traditional Chinese medicine.
Overall, the yin-yang symbol is a powerful visual representation of the complex and interconnected nature of the world around us, and serves as a reminder to seek balance and harmony in all aspects of our lives.
Weightlifting
The Phoenix Project: A Novel About IT, DevOps, and Helping Your Business Win
Strength Training
Strength training is an important part of any fitness program. It helps to build muscle, increase bone density, and improve overall health. Strength training can be done with weights, resistance bands, or bodyweight exercises.
Benefits of Strength Training:
- Builds muscle mass
- Increases bone density
- Improves posture and balance
- Boosts metabolism
- Reduces risk of injury
- Improves mental health
Types of Strength Training:
- Weightlifting
- Bodyweight exercises (push-ups, squats, lunges)
- Resistance band exercises
- Circuit training
Frequency and Duration:
- Aim for 2-3 days per week
- Each session should last 30-60 minutes
- Start with lighter weights and gradually increase as you get stronger
Tips for Effective Strength Training:
- Warm up before starting
- Use proper form and technique
- Increase weight gradually
- Rest between sets
- Mix up your routine regularly
Remember, consistency is key when it comes to strength training. Make it a regular part of your fitness routine and see the benefits for yourself!
Fist icon with lightning bolt inside, representing power and energy. | 1,158 | 618 | {
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Mhlabunzima Joseph Maphumulo (1950–1991)
His parents named him Mhlabunzima. Translated loosely it means ‘we live in troubled times’. Could they then have foreseen what a full, interesting, but troubled life their infant son would live?
At the young age of 24 Mhlabunzima Maphumulo became hereditary Chief of the Maphumulo Tribe. His jurisdiction extended over a vast area of land surrounding Table Mountain to the north-east of Pietermaritzburg. Thirty five thousand people resided in it and owed allegiance to him.
His early years as Chief were devoted to tribal matters and were relatively uncontroversial. But he rose to prominence when the civil violence began in the Pietermaritzburg area in 1986. While violence raged in Imbali, Edendale and Slangspruit, his area was calm. By Easter 1989 more than ten thousand people who had fled their homes in those areas took up temporary residence there. The miserable plight of these refugees and the tens of thousands of other sufferers moved him deeply. He became a mediator and peacemaker. He sought the counsel and opinions of others. The chaos and lawlessness moved him in that year to petition the then State President, P.W. Botha, to establish a Judicial Commission of Enquiry into the violence. His request was granted by Botha’s successor three years later.
In the meantime Maphumulo had become President of Contralesa (Congress
of Traditional Leaders of South Africa). Before he assumed office this organization had been neutral politically, but under his leadership and in the context of a shifting political climate, it soon aligned itself with the ANC. Maphumulo’s stature grew and so did people’s sentiments about him. He became dearly loved by followers and sympathizers, and deeply hated by opponents. So fierce was this hatred that his tribal home was burnt down and he and his family had to flee for safety. He acquired a small home in Pietermaritzburg. In December 1990 a motorcade of vehicles travelling to Maphumulo was ambushed and shot. Three people died and several were injured. The ambush was aimed at him. He, however, was not travelling in any of the vehicles at the time. These attacks did not deter him, but spurred him on to serve his people with greater vigour and determination. He raised funds to conduct a private investigation into the violence and participated fully in it. But his enemies lay in waiting.
He was shot and killed by assassins’ bullets at his home on 25 February 1991. News of his death was received with shock and disbelief. His funeral, at Wadley Stadium, was attended by some 30 000 mourners. But who had shot him? Nobody knew. Nobody, that is, but those who had done the deed.
Following dramatic claims by one Sipho Madlala that a hit squad under the direction of members of the Security Forces had assassinated him, a Judicial Inquest was appointed which, at the time of going to print, is still in session. Mhlabunzima was a kind gentle man with an easy smile. He was devoted to his people and the betterment of their lives. His shocking death has left South Africa and its people poorer.
PAT STILLWELL | 1,247 | 692 | {
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HISTORY: Prior to 1868, Lake Temescal did not exist. The Costanoan Indians utilized the creek we know today as Temescal Creek. Franciscan missionaries named the creek “Temescal,” a name derived from two Aztec words: *tema* (to bathe) and *calti* (a house). In 1868 hydraulic engineer Anthony Chabot constructed a dam to create a reservoir for the then city of Oakland. By 1970 Temescal was replaced by other, larger water reservoirs.
In 1936 Lake Temescal, one of the East Bay Regional Park District’s original parks, opened as a recreation area. Today this scenic gem is a favorite for swimming, sunbathing, picnicking, fishing, jogging, and hiking.
The 125-acre park features a 4-acre lake, 10 acres of turf, a beautiful native garden, and lush groves of oak and ornamental plants including live oak, willow, laurel, ceanothus, cascaria, cascarberry, toyon, and poison oak.
THE HAYWARD FAULT, which runs through the center of the park, is tremor or earthquake activity along the course of Temescal Creek. The lake was created in this rift valley when the creek was dammed in 1868. Traces of fault movement can be seen at the south end of the tunnel and to the park, off Broadway Terrace, and a walkway in the form of Reed Paving sheenment in front of the Kiwanis Building at the south end of the park. The Kiwanis Building is a historic park structure built by the Works Progress Administration.
DOGS are required to be on leashes in Temescal Regional Recreation Area, and are not allowed in the lake or stream. Plastic mits are available along trails for cleanup.
TO REACH THE PARK: Temescal is located next to the Highway 24/Highway 13 interchange in Oakland. Ample parking is available at the north end of the park, accessible from Broadway. Limited parking is available at the south end, accessible from Broadway Terrace. To reach the larger northern lot from the south end, drive east on Broadway Terr., go to the intersection 13 miles left onto the Highway 13 on ramp. Transition onto Highway 24 east (Walnut Creek); exit at Old Tunnel Road, and turn right at the stop sign onto Broadway and proceed west to the north end parking lot; turn right at the stop.
Public Transit—Take AC transit bus #59 from the 19th Street BART station or the Lake Merritt BART station to the Temescal entrance on Broadway Terrace. Call to confirm bus schedule—AC Transit: 817-1717; TDD/TTY: 800-448-9790; ParaTransit: 510-287-5000.
MEMBERSHIPS: The Regional Parks Foundation offers Memberships to park users. Benefits include free parking, extended hours, discounts on camping equipment, depending on Membership category. For more information, call (510) 544-2203.
PLEASE LET US KNOW how this map may be improved to help you use this park. Write, call or email with your suggestions: EBRPD Publications, 2950 Perälä Oaks Court, P.O. Box 5381, Oakland, CA 94605-0381; (510) 544-2210; firstname.lastname@example.org.
There is a fee for fishing, parking (weekends, holidays, or when entry kiosk is staffed) and for swimming when lifeguards are on duty. | 1,389 | 742 | {
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INTERNET SAFETY
Most children in Scotland access the internet on a regular basis. Internet access has lots of benefits for children but we need to keep them safe while they are online. Keeping children safe is not simply about restricting the images they can see on your computer. It is now possible to access the internet from mobile phones, the TV, games players, and portable devices like iPads.
Keeping children safe
Parents and carers can help keep their children safe by:
• talking to children about what they do on the internet – showing an interest and explaining that if they see anything upsetting they can talk about it.
• making sure children know not to give out any personal information.
• explaining how search engines work, to minimise the chance they will stumble across something unsuitable.
• setting parental controls.
• looking for local computer or internet classes so they know how to use the sites children are using.
Privacy settings
Most social networking sites, like Facebook, now give children a lot of control over what they share and who they share it with.
Through a site’s ‘privacy settings’ it is possible to control:
• who can search for you – this means that when people search your name on a site, your profile does not come up.
• who sees what – this means that you can control the information you share, like your photos or ‘wall’ posts. You can usually restrict this to friends only, friends of friends, certain groups of friends, or everyone. We would recommend that for young people it is restricted to friends only.
• who can post information about you – some sites enable others to ‘tag’ photos of you or share other information about you, like your location. Many sites enable you to restrict people’s ability to do this.
Parental controls
It is important to minimise the chances of a child stumbling across things that might upset or disturb them online. Setting parental controls can help prevent this by:
• filtering – restricting access to particular sites, such as pornographic websites.
• time limits – restricting the amount of time children can be online, or setting periods of time where children can access certain sites.
• monitoring – informing parents or carers of the sites their children are attempting to gain access to.
• reporting – telling parents or carers what sites their children have used.
How to set parental controls
Internet Service Providers (like Virgin media, Sky, BT) will all set parental controls if you ask them to. These can apply controls across all of the devices that access the internet through your home connection – such as laptops or games consoles. This will help to protect children when they are at home but not when they are elsewhere accessing the internet.
Most computers, mobiles and games consoles now come with parental controls that can be applied. For example, within Windows and the Mac operating systems, there are parental controls that can be set for individual devices. This will help to protect children when they are using their phone/laptop through someone else’s internet connection (away from home). | 1,205 | 604 | {
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Children should not feel insecure about natural speech
Peter Trudgill
email: email@example.com
Some while ago, we saw in the newspapers that the headteacher of a school in Middlesbrough had taken the extraordinary step of writing to parents urging them to “correct” their children’s English.
Did she really think that would make any difference? Children quite rightly and naturally speak like their peers, not like their parents, and most certainly not like their teachers.
It’s amazing the extent to which people who know nothing about language are willing to believe they are actually authorities – this teacher was clearly someone who did not know very much. She arrogantly informed parents that you “is never plural”. I’m sorry, but if I bump into Russell Martin and Wes Hoolahan at Thorpe Station and tell them “It’s nice to meet you” that IS plural. But what she was referring to was the fact that the Middlesbrough dialect, very intelligently, has followed Wes’s Irish English example in distinguishing between singular and plural you and yous.
The headteacher said she was not asking children to change their dialect. But she was. Astonishingly, she instructed parents – even though she must have known most of them say it themselves – that it’s wrong to say “nowt”. What on earth makes her think that? Nowt is a word which has come down to us over more than a thousand years of English language history – it’s the same as nought and naught. Millions of people in the north of England say it – and will continue to say it however many letters they get from headmistresses. Nowt is part of their local dialect.
Her justification was that she didn’t want her pupils to enter the world of work without knowing about Standard English. Well, of course not. But why would they? She is, we hope, teaching them to read and write the Standard English dialect in her school. It’s actually very interesting in the classroom to contrast local dialect grammar with Standard English.
What isn’t interesting for children is to be told that the way they speak is “incorrect”. Making children feel insecure about their natural speech is no way to produce articulate adults.
Instead of wasting her time writing interfering letters to parents, this headteacher should inform herself about language structure so she can talk about it in an analytical, non-judgemental way.
Happily, our well-informed Norfolk teachers already do this, as we have learnt in our excellent sessions with FOND in local Norfolk schools. Maybe we should open a branch of FOND in Middlesbrough. | 975 | 532 | {
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Q.1 A blast furnace uses hematite ore with 80% Fe₂O₃ and 20% gangue materials. It uses 600 kg coke per ton of hot metal. The coke contains 85% C and 15% ash. The composition of hot metal is 95.5% Fe and 4.5% C. Find out the weight of iron ore used and slag produced per ton of hot metal.
Given: Atomic weight: O = 16, C = 12, N = 14, Fe = 56; All the compositions are in wt.%. Assume that the gangue materials of the ore and ash content of coke form slag while Fe₂O₃ in the ore is consumed in making hot metal.
(10 Marks)
Q.2 During the end blow period in LD steelmaking, the de-carburisation rate is expressed by the equation:
\[ \frac{dc}{dt} = -(c - c^*) \]
where \( c \) and \( c^* \) are the instantaneous and equilibrium concentration of carbon in steel respectively, in units of wt%. Given that \( c^* = 0.04 \) wt % and \( c (t=0 \text{ min}) = 0.4 \) wt%. Find out the concentration of carbon in steel (in wt%) at \( t=1 \) min. (answer up to three decimal places).
(5 Marks)
Q.3 In BOF steelmaking, 5 ton of lime containing 90 wt.% CaO is used to refine 100 ton of hot metal containing 93.2 wt.% Fe. The slag produced during refining contains 40 wt.% CaO and 22 wt.% FeO. Neglecting material losses, find out the yield of Fe (in wt%).
(5 Marks)
Q.4 C(s) + CO₂(g) ⇌ 2CO (g) is an important reaction in iron making. Given \( \Delta H_0 \) at 298K = 172000 joules per mole of CO₂, which of the following conditions will favour the forward reaction and why?
(A) Increasing both temperature and pressure
(B) Decreasing temperature and increasing pressure
(C) Decreasing both temperature and pressure
(D) Increasing temperature and decreasing pressure
(5 Marks)
Q5. Distinguish between killed and semi-killed steel ingot? In which case shrinkage is more and why? (5 Marks)
Q6. What is the mould material in continuous casting? What is the role of tundish in continuous casting of steel? (2+3 Marks)
Q7. Explain the difference between RH and DH degassing processes with help of suitable diagram? (10 Marks)
Q8. What is the importance of carbon boil in electric furnace steel making? How do you promote the boil? (5 Marks) | 1,081 | 590 | {
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| Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
|--------|---------|-----------|----------|--------|----------|--------|
| How long will it take to do 20 miles travelling at 30 miles per hour?
\[ \frac{20 \text{ miles}}{30 \text{ miles per hour}} = \frac{2}{3} \text{ hours} \]
\[ \frac{2}{3} \text{ hours} = 40 \text{ mins} \]
A 4 pint bottle of milk costs £1.18.
A 6 pint bottle of milk costs £1.74.
Which bottle of milk is the best value for money?
6pints
\[ (6 \times 10^3) + (4 \times 10^3) \]
\[ 6 \times 10^3 \div 0.4 \times 10^3 \]
\[ 6 \times 10^3 \div 4 \times 10^3 \]
\[ 6 \times 10^3 \div 4 \times 10^3 \]
Without a calculator, work out:
\[ 157 \times 54 \]
\[ 8478 \]
Simplify
\[ 5a - 3(2a + 6) \]
\[ 5a - 6a - 18 \]
\[ -a - 18 \]
Expand & simplify
\[ (3x - 1)(x + 5) \]
\[ 3x^2 + 15x - x - 5 \]
\[ 3x^2 + 14x - 5 \]
Calculate:
\[ \frac{2}{5} + \frac{3}{4} = \frac{23}{20} \]
\[ \frac{29}{20} + \frac{15}{20} = \frac{43}{20} \]
Factorise fully
\[ 18ab + 27ab^2 \]
\[ 9ab(2 + 3b) \]
If I invest £4500 at a compound interest rate of 4.5% how much will I have after 2 years?
\[ £4914.11 \]
Ed bought 2 tins of paint and 3 brushes at a total cost of £15.50.
Amin bought 1 tin of paint and 1 brush at a total cost of £6.
Calculate the price of a single tin of paint and the price of one brush.
\[ \text{Tin of paint} = £3.50 \]
\[ \text{Brush} = £2.50 \]
Solve
\[ 4s + 4p = 4p + 3 \]
\[ 11 - 4p = 6p - 3 \]
\[ 14 = 10p \]
\[ p = 1.4 \]
A cube has a side length of 3cm. Calculate its surface area
\[ 54 \text{ cm}^2 \]
Simplify fully
\[ \frac{m^2 \times m^6}{m^3} \]
\[ m^5 \]
Emma, Hannah and Julia share £54.
Hannah gets three times as much money as Emma.
Julia gets twice as much money as Hannah.
How much money does Julia get?
\[ E = 8 \]
\[ H = 24 \]
\[ J = 16 \]
Find the Lowest Common Multiple (LCM) of 32 and 48
\[ 32, 64, 96 \]
\[ 48, 96 \]
\[ 96 \]
What is the 7th prime number?
17
Evaluate:
\[ 3^0 \times 3^3 \]
\[ 3^3 = 27 \]
\[ 2^{-2} \]
\[ \frac{1}{4} \]
A netball team played six games.
The mean score for the six games is 14.5.
The team played one more game.
The mean score for all seven games is 16.
Work out the number of points the team scored in the seventh game.
25
The length of the rectangle is 9 cm.
The perimeter of the rectangle is 31 cm.
What is the width of the rectangle?
6 cm
Calculate:
\[ 3 \frac{1}{8} \times \frac{2}{5} = \frac{11}{16} \]
\[ \frac{28}{8} \times \frac{2}{5} = \frac{10}{16} = \frac{13}{16} \]
Put in size order (smallest to largest):
\[ 4.73 \times 10^3 \]
\[ 4.73 \times 10^3 \]
\[ 4.73 \times 10^3 \]
\[ 0.00473 \]
\[ 0.00473 \]
\[ 0.00473 \]
\[ 4.73 \times 10^3 \]
\[ 4.73 \times 10^3 \]
\[ 4.73 \times 10^3 \]
A square has a perimeter of 28cm.
What is its area?
\[ 7^2 = 49 \text{ cm}^2 \]
There are 60 litres of water in a barrel.
The water flows out of the barrel at a rate of 250 millilitres per second.
1 litre = 1000 millilitres.
Work out the time it takes for the barrel to empty completely.
240 seconds.
REMEMBER: The best way to revise maths is to "do Maths"! | 2,020 | 1,265 | {
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Working Together
To support families and teachers in realizing the goals of the Colorado Academic Standards, this guide provides an overview of the learning expectations for high school mathematics and offers some possible learning experiences students may engage in during this time.
Why Standards?
Created by Coloradans for Colorado students, the Colorado Academic Standards provide a grade-by-grade road map to help ensure students are ultimately successful in college, careers, and life. The standards aim to improve what students learn and how they learn in ten content areas, emphasizing critical-thinking, creativity, problem solving, collaboration, and communication as important life skills in the 21st century.
Mathematics Education for High Schools (9-12)
The mathematics standards throughout middle and high school build on the strong foundation of number developed during elementary school. Students begin to branch into other areas of mathematics such as probability, statistics and algebra. The study of geometry and geometric proof is also formalized during these years. The work of geometric proof is also extended to all parts of mathematics as students construct viable arguments and critique the reasoning of others. In each grade students investigate the world around them through mathematics. They confront problems and persevere in solving them as they strategically apply mathematical tools and techniques.
Where can I learn more?
- Contact your school district regarding local decisions related to standards, curriculum, resources, and instruction.
- Colorado Academic Standards Booklets: http://www.cde.state.co.us/standardsandinstruction/GradeLevelBooks.asp
- Mary Pittman, Mathematics Content Specialist at 303-854-4560, firstname.lastname@example.org
At the end of High School, students can...
Mathematics Learning Expectations for Integrated I
Number Sense, Properties, and Operations
Choose the correct units for a problem such as feet versus miles and consider these units when solving problems.
Patterns, Functions, and Algebraic Structures
Fluently write equations for lines; solve systems of linear equations and inequalities; represent the relationship between two quantities using linear and exponential functions; rearrange exponential equations by using properties of exponents.
Data Analysis, Statistics, and Probability
Estimate the mean and standard deviation of a population from sample data; describe if two variables are strongly or weakly correlated; explain the difference between correlation and causation.
Shape, Dimension, and Geometric Relationships
Fluently use rotations, reflections and translations to show relationships between shapes; prove theorems about lines, angles, triangles and parallelograms.
Throughout Integrated I, you may find students…
- Explaining why a scientist needs to know if the distance to a nearby asteroid was calculated using miles or kilometers.
- Using graphs, tables, and equations to describe the spread of a virus over time.
- Determining the monthly interest rate for a savings account with an annual interest of 4.5%.
- Distinguishing whether the growth of a population of prairie dogs is linear or exponential.
- Writing geometric proofs to prove ideas about angles, lines, and figures.
- Examining the relationship between a person’s income and their parents’ income and making an argument about the relationship between the incomes.
- Using spreadsheets and other technologies to create and represent profit and/or losses of a business.
- Determining the amount of water wasted by a dripping faucet over the course of one year. | 1,553 | 664 | {
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For years I used Proof By Induction, but never really understood why it worked. This frustrated me, and so I set out to discover the “proof” for proof by induction. The method we’ll use today comes from Foerster’s Precalculus book, where sadly the entire topic is relegated to an appendix.
**Postulate:** The Well Ordering Principle – If you have a non-empty set of positive integers then that set will have a least element.
Recall the formula for the sum of the first $n$ natural numbers: $1 + 2 + \ldots + n =$
We will prove this formula is true using the Indirect Method, or Proof By Contradiction, you should remember this strategy from Geometry but I realize that was a long time ago...
Step 1: Assume Not - We are going to assume that there is some number $k$ for which the statement is not true... Hence:
It is our job now to contradict this statement.
Alas, we know the statement is true if $n = 1$, let’s show this now by plugging in $n = 1$ into both sides of our formula:
So the statement we are trying to prove is either true for a number or false for a number, this is an either or situation. We can put these situations into two boxes.
Let’s populate these boxes, and give rationales for why each item goes in the chosen box...
So at this point we know the property is true for \( n = l - 1 \). Let’s write this statement out...
Okay so let’s reconsider the situation for \( n = l \).
This is a contradiction. Which means that our Assume Not statement was false and our statement is indeed true for all the natural numbers. A proof by induction shortens this process into 3 easy steps.
Step 1: Prove the statement is true for \( n = 1 \) or some other base case
Step 2: Assume that the statement is true for \( n = k \).
Step 3: Use 1 and 2 to Prove the statement is true for \( n = k + 1 \).
The steps are easy but the proofs, surprise, surprise, can get tricky. Let’s do some...
**Problem Set**
1. Prove: \( 2 + 4 + 6 + \ldots + 2n = n^2 + n \) for all positive integers \( n \).
2. Prove: \( \sum_{k=1}^{n} k^3 = \frac{n^2 (n + 1)^2}{4} \) for all positive integers.
3. Prove the formula for the sum of the first \( n \) terms of a geometric sequence: \( S_n = \frac{a_1 \left( 1 - r^n \right)}{\left( 1 - r \right)} \)
recall that \( a_1 \) is the first term and \( r, r \neq 1 \) is the common ratio.
4. Find a formula for the series, and then prove it by induction: \( \frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + \ldots + \frac{1}{n \cdot (n + 1)} \)
5. Oh divisibility, prove that \( 9^n - 1 \) is divisible by 8 for all \( n \geq 1 \) where \( n \) is an integer.
6. Prove that \( 3^{2n} - 1 \) is a multiple of 8, for integers \( n \geq 1 \)
7. Using mathematical induction prove that \( \frac{d^n}{dx^n} (\cos x) = \cos \left( x + \frac{n\pi}{2} \right) \) for all positive integers. | 1,334 | 829 | {
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Provocation, Scaffolding & Plussing Questions
This tool provides 3 types of questions to help teachers facilitate tinkering and making activities and projects.
- **Provocations** are “wonder” statements or questions or images used at the beginning of a tinker, make or innovate process that prompt ideas. These questions should be designed to evoke images and memories to give the students a place to start.
- **Scaffolding** questions are designed to help students during the process of tinkering and making when they are stuck, needing a “bridge” to the construction of their knowledge.
- **Plussing** questions are designed to help students share their work in such a way that you can assess their process, peers can provide feedback, and the student has the opportunity to receive help.
Connecting with Materials, Tools and Topics
In this phase, students are asked to “play” with ideas, brainstorm problems to a prompt and to begin the process of bringing their own connection to the provocation question.
**Provocations:**
- Brainstorm:
- What is the first thing that comes to mind when you hear or see the provocation.
- What does it remind you of?
- Who was there in your memory?
- What else could it do?
- How does it affect you? What do you know about this? What do you want to know?
**Scaffolding:**
- What do you notice? What do you think might be the problem?
- I wonder what would happen if ….
- Have you tried?
- What else could you do?
**Plussing:**
- Please share your process. What is your goal? Where are you in the process?
- What was hard? What was easy?
- What was surprising?
- What would you do differently?
- What do you need help with?
Learning Skills. Building Knowledge
In this phase, students are provided with activities designed to help them to build the skills and knowledge that they will need to draw upon in the Innovate phase.
**Provocations:**
- Materials: like circuit blocks can be the provocation. When planning to use this strategy, think about how the materials invite participation. Does something light up? Make noise? Making something move?
- Tools: like hammer and nails, fabrics with thread, along with a prompt that starts the creative process. We have found that these type of activities are engaging for multiple age groups.
- Games - anything where one student can try to stump another student
- Pranks - anything can make someone laugh
- Gifts - anything that make someone happy to receive
- Topic: Real world news topics, pop culture, relevant topics from school make great provocations. Controversial topics that have multiple viewpoints allow for products that are different and enable students share their opinions through their products.
**Scaffolding:**
- What do you notice? What do you think might be the problem?
- I wonder what would happen if .....
- Have you tried?
- What else could you do?
- I notice that ....
**Plussing:**
- Please share your process. What is your goal? Where are you in the process?
- What was hard? What was easy?
- What was surprising?
- What would you do differently?
- What do you need help with?
In this phase, students are asked to use design thinking process to invent something that could have a real world impact. They will use the skills and knowledge gained from the tinker and make phases to realize their prototype. The prototype can be a physical product or a service or a digital media product.
**Provocations:**
- Brainstorm: Generate Ideas
- Pick a problem from the tinker phase that you are interested in
- What do you want to know about this problem?
- What do you know about this problem?
- Which skills you gained from the make phase is the most interesting to you?
- How does it affect you?
- Develop a persona of a person that might use your product to solve the problem. How old are they? What do they do for living? What is their gender? What else do you know about their lives?
**Scaffolding:**
- Research:
- Do you have enough information about the persona that you are designing for?
- Where could you find out more information? Who might know more about this topic?
- What questions do you have?
- Design:
- Keep your persona in mind.
- Think about what solutions already exist to that problem. Think about how you can make your design solution different or better.
- Make a Plan:
- What materials will you use?
- What tools will you need?
- What elements do you need to make and in what order?
- How long do you think you will need for each stage?
- Prototype/Test/Plus/Revise:
- What do you want to convey with your paper model?
- What ideas do you have that you are not quite sure of that could use some feedback to refine.
- What do need to test? Get more information from a mentor to accomplish?
**Plussing:**
- Research :
- What brainstorming methods worked best for you? Where did you find the most relevant answers to your questions?
- What would you do differently next time?
- Which particular parts of your design would you like to get feedback on?
- What questions worked best for you to get the feedback you wanted?
- How will you incorporate feedback/plussing into your design/prototype? | 2,036 | 1,141 | {
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1. Попълни.
can, get up, is, have got, has got, are
Model: Sandy and John get up early in the morning.
1. Amanda __________ a new dress.
2. Donald __________ read and write very well.
3. Mr. Petrov __________ an English teacher.
4. Stela and Nick __________ students.
5. The boys __________ new bikes.
2. Свържи както е показано.
1. Where are you from? — b. I am from Bulgaria.
2. What time do you get up? — a. At six o’clock.
3. Where is she from? — d. She is from Greece.
4. Who is your best friend? — f. Andrew.
5. What colour are his eyes? — c. Blue.
6. How are you? — e. Fine, thank you.
3. Огради верния отговор.
Model: May is a month.
a. flower b. month c. season
b. month
1. My grandparents ________ a big farm in the country.
a. have got b. are c. has got
2. Students ___________ read and write.
a. have b. swim c. can
3. Boris ___________ the guitar very well.
a. plays b. can’t c. go
4. Martin ____ a good dancer.
a. are b. is c. am
5. My classmates _____ football on Monday.
a. read b. write c. play
4. Подреди думите в изречение.
Model: father / reads / in / the / My / evening / books.
My father reads books in the evening.
1. is / eating / Dora / now / an / ice-cream.
2. do / homework / They / their / in the afternoon.
3. help / my / parents / I / on Sundays.
4. can / speak / Sara / very / English / well.
5. teacher / has got/ My / a cat /.
5. Попълни in, on, at.
Model: Dogs live **in** a kennel.
1. It is very cold **in** winter.
2. My mother drinks tea **in** the morning.
3. Ivan plays basketball **on** Sundays.
4. My parents have lunch **at** 1’o clock.
5. Ana is **at** home now. | 801 | 524 | {
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Round to the nearest:
| | | |
|---|---|---|
| 1 | £5.73 | ............ |
| 2 | £12.45 | ............ |
| 3 | £8.52 | ............ |
| 4 | £56.90 | ............ |
| 5 | £20.37 | ............ |
| 6 | £9.64 | ............ |
| 7 | 43.19 | ............ |
| 8 | 1.81 | ............ |
| 9 | 0.74 | ............ |
|10 | 74.26 | ............ |
|11 | 7.08 | ............ |
|12 | 25.92 | ............ |
|13| 8.61 m | ............ |
|14| 16.39 m | ............ |
|15| 2.53 m | ............ |
|16| 89.47 m | ............ |
|17| 30.84 m | ............ |
|18| 3.25 m | ............ |
Draw a circle around the larger of each pair of numbers.
| | | |
|---|---|---|
|19| 0.23 | 0.3 |
|20| 9.78 | 8.97 |
|21| 6.4 | 4.66 |
|22| 1.05 | 0.54 |
|23| 3.12 | 3.2 |
|24| 2.5 | 2.25 |
Locate the letters on the line.
A 0.4 B 0.8 C 0.95 D 0.1 E 0.25 F 0.65
Arrange the decimals in order. Start with the smallest.
| | | | | | |
|---|---|---|---|---|---|
|26| 3.77 | 7.3 | 3.7 | 7.07 | 7 |
|27| 5.56 | 5.6 | 6.5 | 0.66 | 6.06 |
|28| 9.9 | 1.99 | 9.1 | 11.1 | 9.19 |
|29| 4.2 | 2.24 | 4.02 | 2.4 | 0.44 |
|30| 8.8 | 80.8 | 0.8 | 8.88 | 8.08 |
HS32
1 £6 5 £20 9 1 13 9m 17 31 m 21 6·4
2 £12 6 £10 10 74 14 16m 18 3m 22 1·05
3 £9 7 43 11 7 15 3m 19 0·3 23 3·2
4 £57 8 2 12 26 16 89 m 20 9·78 24 2·5
25
D E A F B C
0 0.5 1
26 3·7 3.77 7 7·07 7.3
27 0·66 5·56 5.6 6·06 6·5
28 1·99 9·1 9.19 9·9 11·1
29 0·44 2·24 2.4 4·02 4·2
30 0·8 8 8·08 8·8 8·88 80·8 | 1,324 | 798 | {
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A few months ago after browsing in the health food store, I bought a sprouting jar and some sprouting seeds and followed the directions on the package. Unfortunately, all I got after a few days was a jar of bad smelling seeds and no sprouts. I thought to myself: great, this is yet another “plant” that has died at my hands (I am convinced plants hate me; my husband says they just don’t feel the love. Not 100% sure he is actually talking about the plants :-S) Anyway, I put the jar away, thinking sprouting was just not my “thing.”
A few weeks ago I was cleaning out my kitchen cupboard and saw the jar again. Just sitting there, challenging me (hey, at least it wasn’t talking to me….yet) and I decided this is silly, I am a Nutritionist for G-d’s sakes. I can’t be afraid of sprouts! I know all the health benefits, I tell clients how great they are and besides, I hate spending $6 on a tiny box of ready-made sprouts. So I decided to try again, using a different brand of seeds. I’m so glad I did, because I have been making awesome sprouts since then and my family loves it….in salad, sandwiches or even on it’s own.
So what are the health benefits of sprouting?
1. Sprouts, like most fruits and vegetables, are alkaline to the body, and a healthy body is alkaline as opposed to acidic. Unfortunately, most of us consume way too much acid-forming foods on a daily basis in the form of eggs, meat, coffee, soft drinks, etc.
2. Sprouting makes the high nutrient content of the seeds more readily available.
3. Sprouts like alfalfa, radish, broccoli and clover contain concentrated amounts of phytochemicals (plant compounds) that protect us against disease.
4. Sprouts contain an abundance of highly active antioxidants that prevent DNA destruction and protect us from the ongoing effects of aging.
5. Aside from the nutrients, sprouts are also abundant in enzymes, which can keep our bodies healthy and fit. (Cooking food under fire results in the loss of enzymes in our food).
6. Best of all, sprouts are very easy to digest.
Here is my easy sprouting method:
I use the BioSnacky Sprouting Jar from A. Vogel, which costs about $10 and can be found in most health food stores. The seeds I use are Mumm’s organic sprouting seeds because the two types I got from A. Vogel simply did not sprout well. I’m not saying they’re bad seeds, I just have a much easier time with Mumm’s for some reason. Plus, for less than $3 you get enough seeds to make approximately 10 jars of sprouts.
It’s really simple: Put 2 Tablespoons of seeds in the jar and rinse well. The cap has draining holes so you don’t have to twist it off or take the seeds out, just pour the water out. Then fill the jar with water and let
soak for a few hours standing upright. Rinse again and turn the jar on its side as shown. You can use a plate or even a paper towel to place it on. Rinse and drain the seeds twice a day and turn the jar back on its side each time. After 2 days you will see little sprouts forming, as shown below left and after 4 or 5 days* you will have a full jar of delicious sprouts ready to be eaten, as shown below right.
Alfalfa Sprouts, Day 3 and Day 5
Put sprouts in the fridge and consume within 2 or 3 days. Enjoy and comment below on your sprouting experience 😊
* Note that some beans and seeds require longer soaking and/or sprouting times. Check the individual packages for directions. | 1,323 | 804 | {
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3rd May, 2019
Dear Parents,
**Kindergarten Literacy Groups – Term 2**
If you would like to assist with Literacy Groups this term, we will begin having helpers in Week 3.
As well as reading, students will be involved in various activities throughout the week during Literacy Groups:
- Spelling Activities
- Reading Comprehension
- iPad based activities
- A variety of literacy games
- Sight Word practice
- Writing Activities
- Grammar Activities
- Dictionary Skills
- One-on-one reading
You may be asked to work with a variety of groups, including the one that your child is in, but not necessarily always with your child.
Kindergarten Literacy Groups will run on Mondays, Tuesdays, Wednesdays and Fridays from 10.05am – 10.30am.
If you are able to assist with Literacy Groups, please indicate below by highlighting the dates that you are available and return the note to school by Wednesday 8th May (Week 2). There will be a note sent home on Friday 10th May to let you know what days you have been rostered on.
Regards,
Mrs Kate Maher & Miss Emma McDonnell
Kindergarten Teachers
Mrs Katie Thompson
Acting Assistant Principal
---
**Kindergarten Literacy Groups – Term 2**
Name: ____________________________
| Week 3 | Week 4 | Week 5 | Week 6 |
|-------------------------|-------------------------|-------------------------|-------------------------|
| Monday 13 May | Monday 20 May | Monday 27 May | Monday 3 June |
| Tuesday 14 May | Tuesday 21 May | Tuesday 28 May | Tuesday 4 June |
| Wednesday 15 May | Wednesday 22 May | Wednesday 29 May | Wednesday 5 June |
| Friday 17 May | Friday 24 May | Friday 31 May | Friday 7 June |
| Week 7 | Week 8 | Week 9 | Week 10 |
|-------------------------|-------------------------|-------------------------|-------------------------|
| Tuesday 11 June | Monday 17 June | Monday 24 June | Monday 1 July |
| Wednesday 12 June | Tuesday 18 June | Tuesday 25 June | Tuesday 2 July |
| Friday 14 June | Wednesday 19 June | Wednesday 26 June | Wednesday 3 July |
| | Friday 21 June | Friday 28 June | Friday 5 July | | 1,685 | 541 | {
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Single Choice Questions:
1. In uniform motion, the speed of the object is:
(A) Variable (B) Fixed (C) Changing (D) Can't say
2. $1 \text{ km/h} = \square \text{ m/s}$
(A) $\frac{18}{5}$ (B) $\frac{18}{6}$ (C) $\frac{5}{18}$ (D) $\frac{5}{19}$
3. The S.I. unit of distance is ______________.
(A) Kilometre (B) Metre (C) Centimetre (D) Millimetre
4. Distance covered is measured by __________ in vehicles.
(A) speedometer (B) Voltmeter (C) Odometer (D) Galvanometer
5. Speed is always ______ for motion.
(A) Positive (B) Zero (C) Negative (D) Can't say
[B] Fill in the blanks.
1. Motion of a fan is an example of __________.
2. Motion of a bird is an example of __________.
3. The metallic ball is called ________ of the pendulum.
4. The maximum displacement from mean position to one of its extreme position is called ______.
5. Distance is taken on __________ and time is taken on ____________.
[C] Answer the following questions
1. What is time period of a simple pendulum? Write formula also.
2. What is oscillatory motion?
3. Convert the following in m/s.
(a) $18 \frac{\text{km}}{\text{h}}$ (b) $90 \frac{\text{km}}{\text{h}}$
4. Convert the following in $\frac{\text{km}}{\text{h}}$.
(A) $15 \text{ m/s}$ (B) $30 \text{ m/s}$
5. Define uniform motion with diagram.
6. What is speed? Write its formula.
[A] Single Choice Questions:
1. Simple pendulum is an example of _______ motion.
(A) Random (B) Oscillatory (C) Cicular (D) Traslational
2. The S.I. unit of time is ________.
(A) Minute (B) Hour (C) Second (D) Day
3. Distance time graph is always :
(A) Positive (B) Negative (C) Constant (D) Decreasing
4. The S.I. Unit of speed is ________.
(A) m/s (B) km/h (C) cm/s (D) km/min
5. Speed is measured by :
(A) Odometer (B) Speedometer (C) Voltmeter (D) None of these
[B] Match the following
(a) 5 m/s 1. Uniform motion
(b) Speed fixed 2. 18 km/h
(c) Maximum displacement 3. Distance/ time
(d) Speed 4. Depend on path
(e) Distance 5. Amplitude
[C] Answer the following question
1. The distance between two cities in 200 km. The time taken by a bus to cover this distance is 4 hours. Calculate the speed of the bus.
2. Ram runs at a speed of 4 m/s for 1 min 20 second. Calculate the distance covered.
3. What is non-uniform motion? Draw diagram.
4. An ant covers 20 m in 5 seconds. Calculate its speed. | 1,408 | 781 | {
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Away with the birds
Let the skies be filled with birds of every kind. *Genesis 1:20b*
Christmas is one of my favourite times of year; but it’s always busy, with lots going on. So a good way to enter into the spirit of joy and peace can be to take a break from all the activity, wrap up warm, and spend some time outdoors, enjoying God’s creation and one of its star attractions – the birds.
There are birds everywhere in Springfield – in our gardens (encouraged by bird feeders?), our churchyard, our open spaces, and along the Chelmer Valley. And for a treat, we can head to places in our part of Essex where hundreds of birds will gather, especially during the winter.
I was interested to discover that as many as 40% of birds migrate to warmer countries in winter, before returning in spring for breeding. The numbers of birds like swallows and swifts, leaving England for Africa, are more than compensated by the birds arriving from northern Europe and the Arctic, either over-wintering here or stopping off on their southward journeys.
Essex’s coastline (second longest after Cornwall) is like a magnet for birds in winter because of the size and variety of its habitats which include mud-flats, salt marsh, grazing marsh, sand and shingle spits, shell banks, offshore islands, and reedbeds. These provide ideal feeding and roosting opportunities for the many waterbirds that use the Essex coast.
The Blackwater and Colne estuaries are particularly good for seeing birds, and the Essex Wildlife Trust has several coastal nature reserves including Bradwell Shell Bank, Tollesbury Wick, Abbotts Hall Farm, and Fingringhoe Wick. The Trust’s reserves at Hanningfield and Abberton reservoirs are good for winter birdwatching too.
Featured on the next two pages are six bird species which descend on Essex in large numbers at this time of year. I hope you enjoy reading about them, and seeing them!
All Saints’ Eco Church Group wishes everyone a joyful and peaceful Christmas.
*Roger McFarland*
For more information about birds in Essex please see these websites, which were the sources for most of this article:
- Essex Wildlife Trust – [essexwt.org.uk](http://essexwt.org.uk)
- RSPB – [rspb.org.uk](http://rspb.org.uk)
- Bird Aware Essex Coast – [birdaware.org/essex](http://birdaware.org/essex)
- Essex Birdwatching Society – [ebws.org.uk](http://ebws.org.uk)
- British Trust for Ornithology – [bto.org](http://bto.org)
Smaller than other geese, **dark-bellied brent geese** have a distinctive dark grey-brown plumage, but with a mostly white tail. Every winter they fly over 3,000 miles from Arctic Siberia to reach the Essex coast. Typically they can be seen on estuaries, salt marshes and coastal fields.
**Dunlin** are the commonest small wader found along the coast. They have a slightly down-curved bill, and are grey above and white underneath in winter. Although they can be seen in summer too, in winter thousands flock to the coast, roosting on nearby fields, salt marshes and the shore.
The once-common **pochard** is now under threat because its populations are declining rapidly. Most of them come here for the winter from northern and eastern Europe. Males have a bright reddish-brown head and a very pale grey body, females are brown with a greyish body. They are often found on reservoirs, lakes and estuaries.
**This month’s eco suggestions**
- Plan meals ahead so that all the food we buy will be used
- What other ways can we enjoy a ‘green’ Christmas this year?
Over 20,000 **goldeneye** come to the UK, mostly from Scandinavia, to overwinter on reservoirs and large lakes here. Males are black and white with a ‘golden eye’, females have a chestnut-coloured head and a grey body. Unlike other ducks, they are most likely to be spotted as individuals or pairs, rather than in large groups.
The **knot** is a short, stocky sandpiper that migrates to the UK in large numbers during winter from its breeding grounds in Arctic Iceland, Greenland and Canada. In winter they are silvery-grey on top and white underneath. They form huge flocks along muddy estuaries, flashing their pale underwings as they twist and turn in flight.
The **bar-tailed godwit** is a long-billed, long-legged wading bird with a grey-brown winter plumage. They breed in Arctic Scandinavia and Siberia, and hundreds of thousands of them pass through the UK, on their way further south, or stop off here for the winter. Although they can be seen all year round, in winter much larger numbers feed and roost along estuaries and the coast.
To find out more or to share your ideas on Eco Church please go to the website [allsaintsspringfield.org.uk/church-life/eco-church](http://allsaintsspringfield.org.uk/church-life/eco-church) or speak to one of the Eco Church Group – Roger McFarland, Nicky Morecroft, Chris McFarland, Ian Poston, Dave Gauld, Beth Cornish, Ann Salmon. | 2,034 | 1,133 | {
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## How can people change the world?
### YEAR 2 AUTUMN TERM
| Science | English | Geography |
|---------|---------|-----------|
| **Everyday materials**
Identify different materials
Name everyday materials
- Know why a material might or might not be used for a specific job
Properties of materials
- Know how materials can be changed by squashing, bending, twisting and stretching
- Compare the use of different materials
- Compare movement on different surfaces
**What can you remember?**
- Ask simple questions
- Perform simple tests
- Gather and record data to help answer questions
**What shape is a bubble?**
- Observe closely
- Use observations and ideas to suggest answers
- Gather and record data to help answer questions | **Memoirs**
- Using adjectives to describe feelings.
- Using speech
**Poetry Books** | **Place knowledge**
- Know the main differences between a place in England and that of a small place in a non-European country
**Locational knowledge**
- Know the names of and locate the seven continents of the world |
| Reading | History |
|---------|---------|
| Little People, Big Dreams – Amelia Earheart
Rosie Revere Engineer – Andrea Beaty
Focus on all of the VIPERS skills – vocabulary, infer, predict, explain, retrieve and sequence.
SATs style questions using past papers | **Chronological Knowledge**
Order dates from the earliest to latest date on simple timelines
Describe memories and changes that have happened in their own lives
**Historical Enquiry**
Look carefully at pictures and objects to find information
Find answers and respond to simple questions about the past
Choose and select evidence and say how it can be used to find out about the past |
| Maths | Art and Design |
|-------|----------------|
| **Power Maths**
Money
Multiplication and Division
Length and height
Mass and capacity | **Main focus** Observational drawing of an animals and plants
David Hockney study
**Medium** Drawing/pastel/charcoal
Digital art = using the iPad |
| Music | Computing |
|-------|-----------|
| **WINTER COMPOSITION**
*Rhythm, structure & graphic scores*
*Tuned & untuned percussion*
- Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation.
- Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces.
- Play copycat rhythms, copying a leader, and invent rhythms for others to copy on untuned percussion.
- Respond independently to pitch changes heard in short melodic phrases, indicating with actions (e.g. stand up/sit down, hands high/hands low).
- Recognise dot notation and match it to 3-note tunes played on tuned percussion, for example: | **Robot Algorithms**
To describe a series of instructions as a sequence
To explain what happens when we change the order of instructions
To use logical reasoning to predict the outcome of a program |
| Design Technology | PE | PHSE /Jigsaw | RE |
|------------------|----|--------------|----|
| Paper aeroplanes | | | |
| Design and create a safety jacket for a pilot | Dance/ Gym | Games/Athletics | Unit 3 Dreams and Goals |
| **NC KS1:** Select from a range of materials and components | FUNS Station 5 Dynamic Balance On a Line | FUNS Station 9 Coordination Ball Skills | Unit 4 Healthy Me |
| **NC KS1:** Measure, mark out, cut and shape | FUNS Station 4 Static Balance Stance | FUNS Station 7 Counter Balance with a Partner | Who is a Muslim and what do they believe? PART 2 |
| | | | 3C link – Compassion |
| | | | Why does Easter matter to Christians? |
| | | | 3C link – Compassion | | 2,008 | 844 | {
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Topographic Maps
Bryce Canyon National Park, Utah
Topographic Maps
- Show the surface features and elevation of the Earth.
- Examples of features: hills, rivers, valleys...
Contour Lines
- Lines that connect all the points of the same elevation.
- Lines never cross
- The closer the lines, the steeper the land
- “V” lines indicate a valley
- “V” lines always point upstream (rivers flow from high to low elevation)
- Closed circles indicates hills or mountains.
1. HILL
2. VALLEY
3. RIDGE
4. SADDLE
5. DEPRESSION
6. DRAW
7. SPUR
8. CLIFF
9. CUT
10. FILL
Depression Contours
- Lines that show a decrease in elevation
- Lines are dashed
C.I. = 50'
X = 447'
Contour interval
- The difference between one contour line and the next.
C.I. = 50'
X = 447'
Contour index
- Every 5th contour line is in BOLD and labeled with the elevation number
- Difference between 2 contour index lines divided by 5 = contour interval
Topographic maps courtesy of US Geological Survey via findu.com
Relief
- Difference between the highest and lowest point
- Example:
150 ft. (highest) - 50 feet (lowest) = 100 feet (relief)
True or False
- Depression contours are dashed and show a decrease in elevation.
- Relief is the highest point on a topographic map.
- Topographic maps show the surface features and elevation of the Earth.
Mountain Building
Mountains are classified by the forces that create them.
- 5 different types of mountains
Mountains erode slowly through action of rivers, weather conditions, and glaciers.
High elevations on mountains are colder than at sea level, which affect the ecosystem of mountains with different elevation.
- Highest Mountain: Mount Everest (Himalayas)
- Summit is ~29,000 ft above sea level
Folded Mountains
- Formed where continents have collided.
- Tectonic movements have squeezed rock layers together.
- Shows evidence of folding and faulting.
- Ex. Alps, Himalayas, Appalachians, Ural Mtns. (in Russia), Rocky Mtns.
Folded Mountains
Fault Block Mountains
- Formed by faults where part of the earth’s crust have been broken into large blocks.
- These blocks were then lifted above the surrounding crust.
- Faulting tilted the blocks.
Ex. Sierra Nevada, Tetons, Basin and Range province of Nevada, Utah, New Mexico, Arizona, California, Rocky Mtns.
Tetons
Dome Mountains
- Formed when molten rock rises through the crust and pushes up the rock layers above it.
- Resulting in a circular dome on the earth’s surface.
- Ex. Black Hills of S. Dakota, Adirondak Mtns. Of NY
Stone Mountain, NC
Eroded Mountains
- Formed when plateaus that have been pushed up above sea level erode;
- Leaves mountains standing between valleys.
- Ex. Catskills and Pike’s Peak
Pikes Peak
Volcanic Mountains
- Formed when molten rock erupts onto the earth’s surface.
- Can form on a divergent boundary (mid-ocean ridge), a convergent boundary, or on a hot spot.
- May develop on land or on the ocean floor.
- Ex. Andes, Mid-Atlantic Ridge, Cascade Range, Azores, West Indies, Hawaii.
Mount Rainier | 1,548 | 752 | {
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Aim of activity
Discover the power of flowers. Make seed balls to brighten up your local community and provide food and habitat for bees and other insects!
What you’ll get out of it
• Take action to improve your community
• Encourage people in your local community to enjoy nature
• Provide food and habitat for bees and other insects
What you’ll need
For the unit:
• Air dry clay (choose a clay made from natural, non-toxic ingredients)
• A small bag of peat-free compost
• Water
• Newspaper
• A small box or bag to carry your seed balls in
Per pair:
• A bowl for mixing
• A tablespoon
• Flower seeds, ½ packet (see the list of suggested seeds overleaf)
Per girl:
Gloves (for example, latex gloves or a latex-free alternative in case of allergies)
Note to Leader
Check your seed packets for safety information and guidance about the time of year each plant should be sown. Choose seeds that you know are not poisonous to humans and won’t be damaging to your local environment. The Royal Horticultural Society suggest trying the following options which are attractive to bees and other pollinators.
Common Marigolds English Lavender
Honesty Borage
Sweet William Annual Sunflowers
If you’re outside of the UK, research some safe and suitable alternatives. The Royal Horticultural Society’s website offers a wealth of gardening tips and advice.
Stay safe
• Check that no one making or sowing your seed balls is allergic to any of the items used.
• Wear gloves while handling compost and wash your hands after gardening.
• Seeds and flowers can be harmful if eaten. Don’t put them near your mouth.
• Compost contains bioaerosols which can be harmful if inhaled. Take care not to breathe in particles, particularly while opening the bag.
• These seed balls are designed to be sown in garden flowerbeds, pots and planters, and must not be thrown into countryside or near to environmentally sensitive areas. Only sow yours in places where you know the person who owns the garden and have asked permission first.
Before you start
Decide where to sow your unit’s seed balls and work with your Leader to arrange permission. Think about places with soil and at least a little rainfall. Picking a sunny spot will give your seeds the best chance of producing flowers. As well as brightening up your own gardens, you could offer to sow them in the garden of a local community organisation or residential care home, where everyone can enjoy the blooms.
What to do
1. Get into pairs. Every pair needs a bowl, a spoon and some seeds, as well as access to compost, clay and water.
2. Put on your gloves. In your pair, put your seeds into a bowl, add three tablespoons of compost and mix it with the seeds.
3. Now add a blob of clay roughly the size of an egg and start kneading the mixture to combine the clay with your seeds and compost.
4. Mix in a spoonful of water to help combine the ingredients. Add another spoonful if necessary, working the mixture with your hands or spoon, until it is firm but pliable.
5. Pull off pieces of the mixture and roll them into balls roughly the size of a marble.
6. Wrap each individual seed ball in a small piece of newspaper and store them together in a box or bag.
7. Clean up and wash your hands thoroughly.
8. Go out together and sow the seed balls by removing them from the newspaper, dropping them into your chosen spot and lightly pressing them into the soil or compost. The clay, compost and water should give your seeds the nutrients and protection they need to start growing. You may have to be patient though, as it can take some time for seeds to germinate and flowers to grow. | 1,392 | 787 | {
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3. Crushing the clay with a water wheel
We are using a mountain stream to power water wheels with crushers to break up the clay. Which season was the best time for us? (Hint: the plants)
4. Buffalo trampling the clay
Why is the buffalo trampling the clay? (Hint: touch screen)
5. Sieving the clay
We are sieving the clay. Our workshop is probably run by our family. What shows this? (Hint: painting no. 5)
7. Moulding the clay into bricks
Before the clay is entirely dry, we mould it into ___________ and we are slicing it with ___________. What is the man wearing a white clothing doing?
12. Glazing
We had two methods of glazing, by immersion in a tub and by blowing the glaze on through a bamboo tube. What method are we using in this picture?
They are using __________________________.
14. Filling the kiln
We divide the kiln compartment into three parts according to the heat: the front is very hot, the middle is moderate, and the back mild. Where will we place the finest quality of porcelain?
It will be placed __________________________.
15. Lighting the kiln
I am now adding new ________________ through the small openings. I can see the changes by _________________________ (Hint: short film).
What are you doing? How do you know how the temperature changes in the kiln?
31. Painting wares for export in a variety of colours
Porcelain painted in _______________ was known as Guangcai or Canton enamelled ware painted using overglaze enamel colours mainly for export purposes. These wares used many colours including gold, the products seen here are being decorated in _______________________, ________________, and gold. (Look for the colours)
32. Refiring in a closed stove
I am using a muffle stove for the second firing to fix the overglaze enamels. This stove fired for about _______ hours. (Hint: touch screen)
30. Westerners rowing up from Whampoa to Canton
We come up to pay ________.
We are the customs officers of the Dutch Folly Fort. Why are you coming here?
Trading China: Paintings of the Porcelain Production Process in the Qing Dynasty
The Porcelain
Underglaze
A method of decorating ceramics when the decoration is applied to the surface before it is glazed.
Overglaze
A method of decorating ceramics in which decorated colours are painted on top of the glaze.
1. Search for these objects in the exhibition. Try to identify them.
This is an overglaze/ underglaze decoration because
This is an overglaze/ underglaze decoration because
2. Overglaze and underglaze pieces are available at our front desk for you to touch and feel the difference. Remember to return them after using!
Colours
Different coloured powders are displayed in the gallery.
These colours were used for porcelain decoration in the Qing dynasty.
3 They are
(fill in the names of the colours.)
4 Search for this object in the exhibition
This is a overglaze / underglaze piece of porcelain made for export.
Colours include
Pattern (e.g. animals/ plants)
Style and why you think this ( Chinese/ Western)
Usage (What is it for?)
5 Search for this object in the C2 gallery.
This is a overglaze/ underglaze/ mixed piece of porcelain made for export.
Colours include
Main colour
Pattern (e.g. animals/ plants)
Style and why you think this ( Chinese/ Western) Usage (What is it for?)
6 Search for an overglaze piece in the gallery, answer the questions from what you have learnt in the Trading China exhibition.
Name of object
Colours include
Main colour
Pattern (e.g. animals/ plants)
Style and why you think this (Chinese/ Western)
Usage (What is it for?)
Which country was it sold to?
Try drawing your favourite pattern on the piece of porcelain you choose in the box. You can borrow coloured pencils from the front desk. | 1,682 | 848 | {
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Welcome to the Garden
Video #306
Developed for Grades: K - 1st
The WOW videos have been developed to inspire students to learn more about NGSS Life Science and/or Earth Science Disciplinary Core Ideas. These could include:
- Plants and animals (including humans) can change their environment.
- Living things need water, air, and resources from the land.
- Humans use natural resources for everything they do.
- All organisms have internal and external structures that serve various functions in growth, survival, behavior and reproduction.
- Importance of ecosystems and habitats
- Cross cutting concepts like patterns, cause and effect, etc.
The WOW videos and their support documents can also be used with English Language Arts. Here are some ideas:
1. Select a few questions from the Know-It-All section and have students write their answers.
2. Have students write a story related to the topic. They could even add illustrations. For some grades students could read their stories and/or video tape their readings to share.
3. Students could write a poem, a play, or a song based on something in the video that created an emotional response for them.
4. Key words in the video can be used in creative writing assignments.
5. Older students could explore the difference in learning from video as opposed to a book. What are the advantages and disadvantages?
Hidden Villa Environmental Education Programs
email@example.com
Answer Key for Know-It-All
1. **What are the people places? What are the plant places?**
- People places are the paths in the garden. They are flat and open so they are the safest places to walk. The plant places are the beds where the plants grow. If you step in the bed, you might crush the roots of a plant, or even a tiny seedling that was just about to sprout.
2. **What kind of sounds did Sophie hear in the garden? Why do you think animals visit the garden?**
- When Sophie visited the garden, she heard bees, birds and leaves blowing in the wind. You might hear similar or different things. Animals might visit the garden to find food, water, or a place to build a home, like a nest!
3. **What does the word edible mean? Can you eat every kind of flower you find?**
- Edible means you can safely eat it! You can’t eat every flower you find, but you can eat some kinds. If you are ever interested in trying a flower, make sure to ask an adult if it is edible or not. If you don’t know – then it isn’t edible!
4. **Describe the four plants that Sophie tasted and what she said they tasted like.**
- Sophie tried a flower, called Borage, that tasted sweet; a leaf and stem that was green, called Sorrel, that tasted sour; a red leaf of lettuce that tasted sweet; and a red radish from the ground that tasted spicy.
5. **What was the difference in smell between the two compost piles? Why were they different?**
- The first compost pile smelled rotten and a bit stinky. The second compost bin had been sitting and changing for a few months and smelled like soil! Isn’t it amazing that if we leave all of our old food in a pile for a bunch of months, it will turn into soil? | 1,196 | 688 | {
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Hemant is an outstanding boy. He is the one who comes to the school first and plays alone in the school until somebody opens the group. He is intelligent and learns everything very fast. He sits in the group properly and can concentrate for long periods. He participates in all the activities and is always eager to learn new things. He is a soft-spoken boy and is very friendly with everyone. He is very helpful by nature. He sometimes decorates the flower plate for the Mother and also helps his friends to arrange the group. His best friend is Kartik.
**Circle time**
While chanting, Hemant sits properly and chants beautifully. He sings very well and pronounces the words clearly. He is interested in learning different chants and bhajans. He leads the group confidently while singing or chanting. His voice is clear and loud. His favourite sloka is “Shuklamvara Dharam Vishnu”. He loves to sing “Amma Mujhe Bansuri Dede” during the circle time singing most of the time.
**Cleanliness**
Hemant always comes to school neat and clean. Sometimes he also helps in cleaning the group. He is fully toilet trained. He winds up the things after playing and puts them on the right place.
**Food habits**
Before eating, Hemant cleans his plate and hands properly. He takes the food as much as he wants. He never wastes food. Earlier, he was a little fussy about the vegetables but now he eats all most all the vegetables. He sits properly while eating and he likes noodles and poha for breakfast. While eating, he eats carefully so that the food won’t spill on the floor.
Language
Hemant can understand and communicate very well in Hindi. He is very much interested in listening to Hindi stories. He is able to answer the questions related to stories when asked. Hemant also enjoys singing Hindi rhymes and songs with action.
Hemant can understand simple instructions and stories in English. With little action and expression he can comprehend the short stories. He likes to listen to animal stories. Sometimes he responds in words. He knows the names of the common birds, animals, fruits, flowers and vegetables. He can also say the names of the external body parts in English. He enjoys singing English rhymes with action. He is always attentive during the activities.
Maths
Hemant is always alert in the class. He can compare between fat and thin, slow and fast, heavy and light, big and small, more and less, etc. He can count till ten with the help of objects. He has learnt the names of the basic shapes like square, circle, rectangle and triangle and can recognise them. He loves to collect objects from nature and enjoys counting and decorating them on the floor.
Skill development
Hemant is interested in drawing the things related to nature like sun, flowers, trees etc. His colouring skill is very good and after finishing his drawing, he helps his friends. He is also very much interested in clay modelling. He usually likes to make fruits, trees, truck, flowers and cars with clay. He can easily follow the instructions for paper folding and with a little help he can make umbrella, bird, house, fish, boat, etc. He does all the art work with lots of enthusiasm.
**Dance**
Hemant loves to dance and act to different songs and he is very much interested in learning new dances. He remembers his steps very well and can easily learn the new steps. On 5th July, he did a dance on the song “Bum, Bum Bole” and on 15th August he did a dance on “Desh Mere Desh”.
**Games**
Hemant enjoys playing games and always loves to play with his friends. He likes to play on the swings and also likes to swim in a small pond with his father. He can climb up a tree and can jump from quite high. He enjoys fun games very much. He also loves to play with puzzles and Lego blocks very much.
Sports Day
Hemant was interested in learning the dance for the annual Sports Day. He did a dance “acrobatic dance” confidently on the main day. He enjoyed doing the dance with his friends. He enjoyed playing some fun games like zig zag, coin search and balancing the marble in the spoon.
Children's Day Celebration
The children of Grade 1 and 2 celebrated Children’s Day with great enthusiasm and joy. They participated in various activities such as dance, drama, and craft-making. The event was filled with laughter, fun, and learning, creating a memorable experience for all the participants. | 1,491 | 947 | {
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When we find it difficult to fall asleep, we're quickly invaded by the stresses of our life. Then we start to ruminate, question ourselves, worry... Whatever the position in bed, sleep refuses to come and we grow increasingly tense. If we're anxious by nature, we can even start worrying about not having enough sleep to cope the next day, like the snake that bites its own tail...
It's therefore essential to remember that almost nothing can be done during the night and that, on the contrary, thinking about problems at night will only make them seem bigger and scarier and more insurmountable. Bed is not the place to try to solve problems, and getting a good night's sleep to wake up with a clear mind will be far more effective than any nocturnal speculation to deal with a stressful situation. Remembering this is sometimes enough to fall asleep.
On the other hand, other times, even by remembering this, we still can't get to sleep. That's when we need to "lie" to our body so as not to become even more tense and tired. Indeed, if we can't force ourselves to fall asleep, we can at least put ourselves in "rest" mode, in other words, let go and relax so as to be in recovery mode, as during sleep. Here is an exercise you can do to completely relax the body:
- Lie on your back, close your eyes, with your legs slightly apart and your arms alongside your body.
- Then concentrate on each part of your body, one at a time, to relax them, starting with the face in the following order: forehead - eyebrows - jaws - tongue - neck - shoulders - one arm, then the other - belly - buttocks - one leg then the other, lingering on the ankles - feet.
- To help yourself relax each part of the body, we advise you, when necessary, to first contract the member before relaxing it to clearly identify the two possible states and to stay in the relaxation mode.
Once the body is relaxed, to best imitate the sleep state and continue to deceive our body, we have to reduce our heart rate as much as possible and it. There are breathing exercises for this. Here is one to test:
- Lie on your back, close your eyes, legs slightly apart and hands placed on your belly.
- Then breathe in by swelling the belly and count up to 4 at the same time as slowly as possible.
- Block your breathing for a few seconds.
- Then breathe out very slowly through the mouth, as if you were blowing through a straw, counting up to 4 again as slowly as possible.
- Repeat ten times.
Often, by deceiving our body in this way, it will finally fall into a real sleeping state. If not, it doesn’t matter, you at least gave your body and mind the opportunity to be in a state of recovery close to that of sleep, and you’ll have a greater impression of rest.
REMINDER:
It’s important to remember that if you find it difficult to fall asleep, you should try to at least achieve a state of relaxation close to that of sleep. It’s important to stay in the dark and not to be in front of a screen (TV, phone, computer...). These are stimulants for the brain and are therefore the opposite of what we want for our body and our mind, in other words, rest. In addition, if you don’t want to increase the anxiety of lack of sleep, it’s better not to look at the time, so hide or turn off any devices that could give you the time (alarm clock, laptop, etc.). | 1,168 | 738 | {
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Geoscouting
Geoscouting is the partnership of Scouting and Geocaching to help promote recruiting, retention, advancement and public relations of your Scouting Pack, Troop or Crew.
Geocaching (pronounced geo-cashing) is a worldwide game of hiding and seeking treasure. A geocacher can place a geocache in the world, pinpoint its location using GPS technology and then share the geocache’s existence and location online. Anyone with a GPS device can then try to locate the geocache. There are numerous public geocaches hidden around your community, probably very close to where you live.
Geocaching can enhance your Scouting program in a number of ways.
- It’s a lot of fun!
- It adds variety and novelty to many existing events (hikes, camporees, etc)
- Supports the outdoor theme of Scouting
- It allows the youth to use their brains as well as be outdoors.
- Get us all away from TV and video games!
As Featured in Boys’ Life and Scouting Magazines
E-mail: firstname.lastname@example.org
www.Geoscouting.com
Geoscouting combines the high-tech game of Geocaching and the “Game with a Purpose” aspect of Scouting to provide a new and exciting way to enhance your Scouting program. Areas that are enhanced:
- Scout Recruiting and Retention
- Advancement and Scout Skills
- Public Relations and Good Will
**Recruiting and Retention**
Let’s face it, Youth today have grown up with technology and love the fast pace of Geocaching. Once they get a GPS unit in their hands, they are hooked and will invent new ways to use Geocaching with your program. Once the youth become comfortable, new ideas will expand to planning events that can attract new members through fun and exciting activities that demonstrate the rich outdoor program that Scouting offers.
**Advancement and Scout Skills**
By creating a private Geocaching game during a weekly meeting or an outing you can highlight a particular skill or knowledge that can be shared with the youth in a fun way. An example can be marking the coordinates of local flora and fauna that needs to be identified to be able move on to the next point. The Geoscouting ideas can be endless and universally applied across many skills or activities.
**Public Relations**
Scouting can use Geocaching to highlight the great service Scouting provides to the public. By setting up a “Cache to Eagle” cache series in your local District or Council, you can draw attention to a series of Service Project sites that expose the tremendous number of hours spent enhancing our communities.
**Cache to Eagle®**
Cache to Eagle is a program to set up public cache locations at superior service project examples within your District or Council. Each Cache to Eagle cache represents one point of the Scout Law. When the public finds one of these caches they learn about the service project outcome and benefit and how Scouting serves their community through service project such as these. They can also pick up the Scout Law that is hidden in the cache. Once someone finds all 12 caches in the series they may earn a prize, such as a special commemorative patch.
**CITO Events**
CITO stands for Cache In, Trash Out. Geocaching.com promotes this concept as a way to combine Geocaching and Public Service. CITO encourages geocachers to pick up trash while traveling to and from geocache locations. CITO events are planned group events with the intent of cleaning up a designated area while having fun geocaching in the area. Councils, Districts or even Scouting Units can plan a CITO event that can attract Scouting members and the Geocaching public to a service project that enhances the community relationship with Scouting and creating good will with the community at large.
**Geoscouting.com**
For more information regarding Geoscouting go to Geoscouting.com for the latest. Also join in the Geoscouting FORUM and share your experience with others. | 1,613 | 826 | {
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Marbles have been around since ancient times, and they are still played in many countries around the world. Marbles may be made from glass, clay, steel, plastic or agate. Highly collectible and fun to play, handmade glass marbles are appreciated for their size, shape, condition, color and historic value.
A sampling of different kinds of marbles
- Comet: Opaque patch on opaque base
- Steely: Looks like metal or steel
- Cat’s-eye: Transparent with swirl inside
- Ta-Lite: Three color patches on opaque base
- Cub Scout: Yellow and blue
- Black-eyed pea: Opaque black and yellow
- Sunburst: Yellow and red swirls
- Bumblebee: Brown or black swirls on yellow
- Aggie: Looks like an agate
- Robin: Red and light blue
- Black Widow: Black with red
- Dragonfly: Light green and blue
- Swirl: Covered in striped swirls
- Spider-Man: Red and blue
- Cleary or Purie: Transparent in any color
Vocabulary of play
“That mibster knuckledown with a taw and shot for my aggie duck.” If that sentence makes no sense to you, the partial list of terms below will help you understand it better.
Aggies – Marbles that are made from agate (a type of stone).
Bombing – Dropping a marble onto another marble.
Core – The inside of a marble.
Dubs – When a single shot knocks two or more marbles out of the ring.
Ducks or mibs – Marbles to be shot at.
Fairsies or friendlies – This is a rule (decided before play begins) stating that each player gets back all his or her marbles at the end of play.
Fudging – A minor form of cheating when a shot crosses the line of play.
Keepsies – This is a rule (decided before play begins) that states each player keeps any marbles they win.
Knuckle down – The player begins at the taw line with his or her knuckle against the ground.
Lagging – To decide who goes first, players shoot or bowl a marble from the pitch line to the lag line. The closest to the lag line goes first.
Lag line – This is the line you throw toward when lagging.
Mibster – A person who plays marbles.
Pitch line – The line you stand behind to lag.
Jumpsies or skipping – When a marble jumps into the air and hits the target marble without hitting the ground first.
Shooter or taw – A larger marble used to shoot.
Slip – When a marble slips out of a player’s hand accidentally.
Target marble – The marble you are aiming at.
Taw line – The line that you shoot behind.
Quitsies – Any player may quit the game without losing their marbles.
Did you know?
In 1950, Japanese manufacturers made the first cat’s-eye marbles by injecting colored glass into a regular marble.
Neil Armstrong (the first man on the moon) described the Earth from space as a “big blue marble.”
Placing a hot, baked marble in cool water will achieve a crackled effect.
The average vintage marble can run anywhere from $10 to a few hundred dollars. One of the most expensive marbles ever sold in 2015 for $13,200.
Large marbles are sometimes called boulders, bonkers, mashers, thumpers, bumbozzers or toebreakers. A “grandfather” is the largest marble, the size of a billiard ball or tennis ball.
Different games
There are hundreds of marble games, but today, the most common game played in tournaments is ringer.
To play ringer, two players (mibsters) arrange 13 marbles (ducks) in an X at the center of a 10-inch-diameter ring. The players take turns shooting into the marbles, scattering them. Shooters made of metal are not allowed. Any marbles knocked out of the ring are worth 1 point each. Each player continues until his or her shooter leaves the ring; then it’s the next player’s turn. Once all 13 marbles have been knocked out, the marbles are arranged in an X again. The game ends when one player has 50 points. | 1,489 | 901 | {
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The Articles of Faith in Islam
Today we are going to...
Learn:
- The 6 Articles of Faith in Islam.
- Understand what each Article of Faith means to Muslims.
Activities:
- Worksheets
- Class Quiz
What are the 6 Articles of Faith?
Islam helps Muslims to develop a close relationship with God by first telling them what to believe in. These beliefs are the 6 Articles of Faith.
The Articles of Faith in Islam
- Belief in One God, Allah
- Belief in Allah’s Angels
- Belief in the Books of Allah
- Belief in all of Allah’s Prophets
- Belief in the Will of Allah
- Belief in the Day of Judgment
Belief in One God (Allah)
- Muslims believe in One God, Allah.
- The word ‘Allah’ literally means *The One*.
- Allah is the sole creator of the universe and everything in it.
- Many other religions also believe in one God, for example Christianity and Judaism.
- Allah has over 100 attributes (qualities), such as:
- Lord of all the Worlds
- The Gracious
- The Merciful
- The Wise
Does your name have a meaning?
Belief in Allah’s Angels
Muslims believe that Allah has created Angels.
Angels are spiritual beings.
Angels obey Allah, carry out His commandments and are unable to commit sins.
There are different Angels allocated to different tasks.
Did you know?
The names of some Angels of Allah are:
- The Angel Gabriel
- The Angel Michael
- The Angel Israel
Belief in Allah’s Book
- The **Holy Qur’an** is the Holy Book of Muslims.
- It was revealed to the **Holy Prophet Muhammad** (peace and blessings of Allah be upon him).
- The original language of the Holy Qur’an is **Arabic**.
- The Holy Qur’an is full of knowledge and guides Muslims in all aspects of their lives.
- Muslims believe in and accept the Holy Books and sacred scriptures of all Allah’s Messengers including The Torah of Prophet Moses, The Psalms of Prophet David and the Gospel of Prophet Jesus (peace be upon them all).
Click on the link below to listen reciting Chapter 1 of the Holy Qur’an.
[https://quran.com](https://quran.com)
[https://drive.google.com/file/d/1XV56AT7q5tSe9I5-VnhRwzq4sfgLZ1fE/view?usp=sharing](https://drive.google.com/file/d/1XV56AT7q5tSe9I5-VnhRwzq4sfgLZ1fE/view?usp=sharing)
Do you have a book that’s special to you?
Belief in Allah’s Prophets
- The Prophets of Allah are chosen from among human beings.
- They set the best examples of behaviour and conduct.
- They lead people to Allah by conveying Allah’s message.
Names of some Prophets mentioned in the Holy Qur’an:
- Moses*
- Jesus*
- Jacob*
- David*
- Noah*
- Joseph*
- Muhammad**
* Peace be upon him
** Peace and blessings of Allah be upon him
Belief in the Last Day
Muslims understand that all humans die one day and believe in heaven and hell. They believe that:
- On the last day, known as the **Day of Judgement**, this universe will come to an end.
- Allah will **reward** those who have done good, decide who will be **forgiven** and who will be **punished**.
- Hell is **not permanent**. Eventually all human beings will enter heaven.
Have you ever wondered what happens after death?
Belief in the Will of Allah
What do you do when something doesn’t go according to how you wanted or planned?
- Muslims believe that Allah controls the universe.
- Allah encourages people to think, plan and make sensible choices but if things do not happen the way they want, they should not lose faith.
- Acceptance of Divine Decree, or the Will of Allah, is a very important part of a Muslim’s faith.
Quiz
How much do you remember about the 6 Articles of Faith in Islam? Let’s find out!
https://docs.google.com/forms/d/e/1FAIpQLScKhVtfRDuOtf3yXYZUeOaqUQU7ht3qo5ECzkljqAY5pcOQ2A/viewform
COPYRIGHT ACKNOWLEDGEMENT
Images used in this presentation are for educational and non-commercial purposes.
Courtesy: www.pixabay.com; www.clipart-library.com. | 1,940 | 968 | {
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ISLAM
FACT SHEET
WHAT IS ISLAM?
Islam means to submit before God in Arabic and, if they choose, as Muslims, to follow the divine word of God, as found in the Holy Qur’an – the most sacred text in Islam.
The Holy Qur’an was revealed in Arabic to the Prophet Muhammad over 23 years, whom Muslims believe to be the final prophet of God (Allah).
DEMOGRAPHICS
Islam is the second-largest religion globally, with over 1 billion adherents.
In 2018, the Office for National Statistics (ONS) reported that...
The Muslim population in Great Britain stood at ...
3,372,966
DENOMINATIONS
Islam is split into two branches; Sunni and Shia Muslims. Both branches agree that there is only one God (Allah), that Prophet Muhammad was the messenger of Allah, and on the importance of the Prophets.
THE FIVE PILLARS OF ISLAM
Core Islamic practice is often summed up in the ‘Five Pillars’:
**SHAHADAH**
Reciting the Muslim profession of faith, that ‘There is no God but God and Muhammad is the messenger of God’.
**SALAT**
Performing ritual prayers five times each day, after ritual washing has been completed.
**ZAKAT**
Making a charitable donation based on a set proportion of one’s wealth.
**SAWM**
Fasting during the holy month of Ramadan, abstaining from food and drink between dawn and dusk.
**HAJJ**
Pilgrimage to the holy city of Mecca in Saudi Arabia, which adult Muslims should do at least once in their lifetime (if they are able to do so.)
PRACTICES
WORSHIP
Worship takes place in either a mosque or a masjid. Prayers are usually led by a priest called an Imam.
Muslims can also perform their daily prayers at school or place of work for example, if it is more convenient. If this is the case, it is essential that the environment they pray in is suitable for showing respect to Allah.
Cleanliness before prayer is vital for Muslims, and therefore practising Muslims conduct ritual washing practices (wudhu), before prayer.
PRACTICES
FOOD AND DRINK
Muslims do not consume pork, and other foods such as fish are permissible, though meat products must be prepared in a specific manner to be regarded as halal.
The consumption of alcohol is considered haram (prohibited) by the majority of Muslims.
MODESTY AND DRESS
Modesty through behaviour is the guiding principle of Islam. The hijab is a historic symbol of modesty and morality; however, it is not mandatory in Islam. The principle of modesty also extends to Muslim men.
KEY DATES/EVENTS
The ninth month in the Islamic lunar calendar. During this month, adult Muslims fast from dawn until dusk, abstaining from drinking and eating.
The pilgrimage to the holy city of Mecca.
The Islamic new year is determined by the sighting of the Moon.
Falls on the 10th day of Muharram. For Muslims, Ashura marks the day God delivered the Israelites, led by the Prophet Musa (Moses), from the tyranny of Egypt’s Pharaoh by parting the Red Sea, thus allowing them to cross safely.
RAMADAN
EID UL-FITR
A festival signifying the end of Ramadan. The festival begins with the first sighting of the new moon at the beginning of the tenth month of the Islamic calendar.
HAJJ
EID UL-ADHA
Festival of Sacrifice. This marks the end of the pilgrimage to Mecca.
ISLAMIC NEW YEAR
MUHARRAM
The first month of the Islamic calendar.
ASHURA
MAWLID AN-NAABI
Commemorates the birthday of the Prophet Muhammad.
SYMBOLS
The star and crescent moon is the best-known symbol to represent Islam, and is featured on the flags of several Muslim countries. | 1,667 | 823 | {
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Dede’s Pet Shop Resource
Rhyming
Name: ____________________________
| store/more | stop/shop |
|------------|----------|
| dog/jog | lazy/Daisy |
| find/mind | cat/fat |
| said/head | dog/jog |
| one/fun | it/rabbit |
| pink/blink | tail/kale |
| sad/had | for/door |
| home/roam | home/alone |
| care/share | hold/told |
| need/indeed | |
Words that rhyme have the same ending sound patterns. Let’s have some fun figuring out what words from the story rhyme.
1) Tommy and Daisy went to the pet store, where they would see the animals and so much ________________.
2) The pets were paid for, and they walked out the ________________.
3) Daisy looked all over for a dog, and there it was with a skip and a ________________.
4) The rabbit was tan with a nose that was pink. It looked at Daisy and gave her a ________________.
5) “Can I get a puppy dog?” Tommy jumped in and said, “I thought you wanted a red-eyed tree ________________.”
6) At the store they would find, it was hard to make up their ________________.
7) “That’s the one that I want”, he said as he held it tightly and began to pet its ____________.
8) Daddy reached down to grab it, “This is a very cute little ________________.
9) Let’s get home and let these little ones ________________.
10) The rabbit had a round tail. It hopped and hopped then munched on some ____________.
11) Tommy saw a fluffy cat with pointy black ears, and a tail that was ______________.
12) They headed to Dede’s Pet Shop, but first they made a quick ____________.
13) “Do you still want a cat?” asked Daisy. “Yes, they’re the best to cuddle with and just be ____________, said Tommy.”
14) Our pets will need good care, there will be many jobs we can all ____________.
15) I think I found one, and it looks like it would be tons of ____________.
16) There were many animals that could have been had. This made the kids a bit ____________.
17) Pets may often need a home, and they give us comfort when we feel sad and ____________.
18) Tommy wanted a cat to lay with and hold. That is the story he ____________.
19) Pets need a lot of care indeed. Let’s give them money for the things they ____________. | 1,021 | 570 | {
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Hi Everyone,
I hope everyone is safe and well at home during this unusual time and keeping up with their home learning. I miss you all and am looking forward to seeing you back in the art room creating your amazing pieces of artwork, when possible.
But in the meantime, we have the rare opportunity allow ourselves to be even more creative and explore various artists and art forms, so I thought I might be useful for me to share some ideas with you, to help you along the way.
Why not create a sketchbook...
Simply take a large piece of paper three times equally. Once folded, take another piece of paper to use as a cover and decorate it in any way you like. You can personalise it by sticking shapes, stickers, magazine cuttings on the front and back. Draw patterns or write your name in bubble writing and colour it in using your favourite colours. Try out your Graffiti skills!
Some Drawing Ideas...
Try drawing your hand...
A challenging task with so many shapes and contours, but good observational practice.
Remember to keep your ‘non drawing’ hand still, once you’ve chosen your position, keep on observing and give it a go!
Sketch a house plant...
If you have a house plant of plants at home, why not try and make a number of sketches, observing the whole plant, or closer details like the individual leaves and patterns. Go further by adding colour and tone.
Close your eyes and draw a self portrait...
Try creating a continuous line self-portrait by closing your eyes and using your imagination. You may be surprised with how accurate you can make it. Remember not to take your pen off the paper!
Explore Pattern and Colour…
Make some marks using colour and with a variety of mark making tools, ranging from pencil, pastel and paint. Express yourselves and enjoy the experience. Think about where these marks, patterns and colours can take you as a starting point to through the creative process.
Create Your Own Colour Wheel…
Create a range of secondary colours by mixing two primary colours together at a time.
You can create a colour wheel using any colour medium such as oil or chalk paste.
Remember to ‘WIPE, WASH, WIPE’ your brushes to keep your colours pure if you are mixing with paint, because if you mix the three primary colours together, you will get ‘neutral’ or grey/brown colours, which are great if you need them for skin tones of tree bark or stone etc.
Don’t take my word for it, experiment and note your findings.
Add white to the colours that you have mixed to create lighter shades, called ‘Tint’.
Try adding a little black each time to darken the colour, known as ‘Shade’.
Draw your favourite animal and use your colour mixing skills to colour it in and make it POP!
Just last week, artist Damien Hirst created a rainbow incorporating butterfly wing patterns, to say thank you to our NHS.
Artist, Damien Hirst
Make Sketchbook Recordings...
During your daily exercise outing, take your sketchbook along and take the time to record some sketches of plant life within your local park.
You can then use these sketches as starting points to stimulate your creativity. Below are some recordings created by our Year Three children...
Make Observational Drawings and Paintings of Fruit and Veg...
Further practise your drawing observational skills by making a number of drawings of fruits or vegetables from different angles. Cut slices into it and draw the inside, identifying shapes and patterns like the kiwi and orange below...
Have a go at making some quick, expressive drawings. Draw as many different views as you can within three minutes.
Try printmaking with fruits and vegetables | 1,355 | 734 | {
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Engaging Children as a Storyteller: Backchanneling Models for Social Robots
Mirko Gelsomini*, Hae Won Park, Jin Joo Lee, Cynthia Breazeal
MIT Media Lab
20 Ames Street, E15-468, Cambridge, MA, USA
gelso, haewon, jinjoo, email@example.com
ABSTRACT
In this video, we provide an overview of the analyses, design, and evaluation of a backchannel opportunity prediction (BOP) model for a social robot listener.
1. AN ATTENTIVE ROBOT LISTENER
Our aim is to develop a robot companion that can assess children’s language skills and storytelling ability and present a personalized context to effectively improve their syntactic and lexical skills. In the process, it is important for a robot listener to convey its attention to the child storyteller through listener responses, i.e., backchanneling. Here, we provide an analysis of young children’s nonverbal behavior with respect to how they encode and decode listener responses and speaker cues. Based on our findings, we developed a BOP model that detects four main speaker-cue events based on prosodic features in speech. We evaluated this model in a human-subjects study where children told stories to an audience of two robots, one demonstrating a contingent backchannel behavior and the other providing non-contingent responses. A full description of this work is presented in [1].
We still have very little knowledge regarding young children’s speaking and listening dynamics and how a robot companion should decode these behaviors and encode its own in a way children can understand. From a video corpus of preschool-aged child dyads taking turns telling stories to each other, we identified backchannel behaviors – partner gazes, leaning toward, smiles, utterances, brow raises, and nods – that indicate a positive engagement state of the listener. We also identified speaker cues—gaze, pitch, word, energy, pauses taken singly and in combinations—that children listeners acknowledge and respond to. From a within subject study, we characterized the bidirectionality of nonverbal behaviors in that children understand the function of nonverbal behaviors both in the role of the communicator and recipient. Children can decode nonverbal behaviors they encode.
Based on our findings, we developed a rule-based BOP models based on wordiness, long pause, and combinations of pitch & pause, and energy & pause events. Twenty-three children were recruited to tell stories to two “twin” Tegas (Figure 1), contingent and non-contingent backchanneling robots. We hypothesize that children will identify the robot with contingent backchannel behavior more attentive, shown both in children’s behavioral and subjective measures. The results of this study show that our BOP model produces contingent backchanneling responses that convey more attentive listening behavior, and children prefer telling stories to the BOP model robot. More specifically, we found that: 1) Children direct their storytelling more toward the contingent BOP robot, 2) children express more positive affect toward the BOP contingent robot, and 3) children perceive the BOP contingent robot as more attentive and interested in their story.
Our aim was to evaluate two crucial questions that motivate the design and development of social robot learning companions that can successfully foster early language skills of preschoolers. Can a social robot generate backchannel behaviors that are perceived as attentiveness by preschool children? Is contingency (as opposed to frequency) of agent feedback crucial toward creating these perceptions? Our study suggests that contingency matters as it leads children to appropriately direct their storytelling to their audience, conveys more attentive listening and gazing behavior, and gains children’s preference.
2. REFERENCES
[1] H. W. Park, M. Gelsomini, J. J. Lee, and C. Breazeal. Telling stories to robots: The effect of backchanneling on a child’s storytelling. In Proceedings of the 18th ACM/IEEE international conference on Human robot interaction. ACM, 2017. | 1,778 | 817 | {
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State Must Regulate Nurdles That Wreak Havoc on Coastal Ecosystems
Contact: Alex Ortiz, Water Resources Specialist, email@example.com, 512-923-4487
The Problem
- Texas waters are polluted with pre-production plastics, which include “nurdles.” The Clean Water Act grants the Texas Commission on Environmental Quality (TCEQ) authority to regulate pre-production plastic pollution. In 2022, TCEQ proposed a change to its Surface Water Quality Standards to prohibit discharge of these pollutants, but withdrew the proposal due to unjustified concern about its authority.
- The Sunset Advisory Commission has criticized TCEQ for being a “reluctant regulator” that lacks public trust.
- Nurdles are toxic and also attract other harmful pollutants that can stick to and build up on their surface and then leach into the environment.
- Risks include degraded water quality, threatened native wildlife that eat the nurdles, and contaminated soil, as well as potential human health harms to the digestive, endocrine, and nervous systems.
Potential Solutions
- The Legislature should explicitly instruct TCEQ to consider the effect of primary plastic pollution on the ecosystem through the Surface Water Quality Standards.
- The Legislature should direct TCEQ to establish rules for zero-discharge of pre-production plastic as well as provide cleanup and remediation mechanisms.
Constituent Support
- More than 500 Sierra Club members submitted comments to the TCEQ last year, urging them to ban pre-production plastic pollution.
- Rural Texans have sued industry for over-polluting the state’s waters with nurdles.
- Constituent momentum against nurdle pollution is growing. Citizen scientists on Mustang and North Padre islands founded a local Nurdle Patrol group in 2018 to track nurdles and educate the public about their hazards. Other Texans have gone on a “Great Gulf Nurdle Expedition” and filmed a documentary about their findings.
Related Bills
- **HB 4144 (Zwiener):** This bill amends the water code by requiring that TCEQ assess pre-production plastic pollution and consider such pollution in the development of Surface Water Quality Standards. It also provides a clear definition for pre-production plastic pollution. TCEQ already has discretionary authority to consider such impacts, but this bill simply *requires* TCEQ to evaluate, monitor, and consider pre-production plastic pollution. Sierra Club strongly supports this bill.
- **HB 4957 (Zwiener):** This bill adds a section to the water code that requires TCEQ to adopt and implement, by rule, a program that ensures a no-discharge standard of pre-production plastic into Texas waters. Sierra Club strongly supports this bill. | 1,266 | 555 | {
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My name is Ron Byers. I live on the Trask River outside Tillamook. I own 15 acres there that border the Tillamook State Forest. This location has allowed me to spend a lot of time in the Trask watershed. It’s an incredibly special area, unique and inspiring in many ways, as are many areas of our State forests.
I’m here to ask for a State forestry plan that more accurately reflects the public nature and uses of our State forests. There simply needs to be more balance between timber harvesting, and other public requirements such as clean water, wildlife habitat and natural recreation. We must adopt policies and harvest practices that are more compatible with these public needs, and that promote broader usage of our public forests.
This can be done with more emphasis on habitat conservation. The time has come to establish long term, protected forest areas. We need to be on record that
this is a clear priority for our management of these public assets. Why not do more to encourage old growth reserves? A byproduct of doing so could be to address climate change, especially through carbon storage. In a nutshell, we have an opportunity today to use our forests in a grander scheme for the future.
As for harvesting practices, we need a broader view. For example, there needs to be a greater emphasis on selective thinning rather than just clear cutting that devastate large tracts of public forest. We need to move away from reliance on the spraying that leaves harvested areas devoid of components that make for a healthy, diverse forest. We should eliminate culverts that prevent returning fish from entering ideal spawning waters. We need to replace existing culverts with small bridges so that fish can reclaim spawning areas that once produced incredible numbers of fish.
We must find better ways for State agencies such as Forestry and Fish and Wildlife to share broader goals and achievements. They should not work at cross purposes. When we clear-cut watersheds, we create mud and silt
that kill fish eggs, making it more difficult for Fish and Wildlife to meet its goals, especially when it comes to native fish. State agencies do the public’s work, and should have more common goals, and should be accountable in a broader way.
Certainly, we need forest revenue, timber products, and jobs. We can move ahead with these needs, however, and still create a more balanced, sustainable approach to public forest management. But we need change and a bolder, broader vision. We are at a crossroads. There are hundreds, no thousands of people, especially our youth, who would be motivated to work on a more meaningful, long term approach if we adopt the appropriate policies and framework.
We must do this for my grandchildren and yours. Thank you for your consideration and service. | 1,028 | 557 | {
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Super English
Level 5 - Unit 18
Extreme Sports - Lesson 1
Vocabulary
Extreme Sports - Vocabulary
extreme: very great; beyond what is usual or what might be expected (adj)
The extreme cold makes it difficult for people to live here.
sprint: to run as fast as you can over a short distance (v)
The athletic girl sprinted from one end of the gym to the other very fast.
notice: to see or become aware of something or someone (v)
The scientist noticed a strange new virus under the microscope.
skill: an ability to do an activity or job well, especially because you have practised it (n)
He has a unique skill at solving puzzles quickly.
Let's Read!
A man runs to the end of an alley. A tall wall blocks his way. But at the last second, the man jumps. He seems to walk up the wall. Then he grabs a small ledge. He pulls himself up onto the roof.
The man sprints to the edge of the roof. Then he jumps. He leaps 6 feet (1.8 m) and lands on the next building. It is a parking garage. The man runs to a set of stairs. He vaults over the railing. He does a series of flips to reach the bottom. Then he runs down the sidewalk.
The man is practicing parkour. He uses the city as an obstacle course. He tries to find the fastest route through it. People who do parkour are called traceurs. They jump, run, and climb. They may even do tricks along the way.
Parkour got its start in France in the 1980s. It was based on obstacle course training. Raymond Bell learned about this kind of training in the French military. He taught it to his son, David. David Bell and his friends practiced in their hometown of Lisses, France. They used the city as an obstacle course. They ran and jumped through the streets and buildings. The friends made videos showing their moves.
People in other countries took notice. More and more people began to practice parkour. By 2009, MTV had a show called Ultimate Parkour Challenge. It helped parkour spread around the world.
Traceurs started going to competitions. In 2017, the International Gymnastics Federation, FIG recognized parkour as a sport. Since then, FIG has held competitions around the world. People come from all over to test their skills. Most competitions include speed runs and freestyle events. In a speed run, athletes go through a series of obstacles as fast as possible. The winner is the person with the fastest time. In freestyle, athletes are judged on how they get past the obstacles. Judges watch their moves. They look for style, efficiency, and control.
Each person moves through the course in his or her own way. But several moves are common. Traceurs often vault over obstacles. They use under bars to slide beneath the railings. The wall run is another popular move. Athletes always roll after jumping. This move helps protect their hands and feet.
Safety has been a big concern since parkour started. Traceurs often risk dangerous falls. As a result, training is key. Training helps people know their limits. It also helps them build strength. At first, athletes practice low to the ground. They do small, easy moves. They repeat each move many times. Gradually, they try harder courses and moves. With time and practice, traceurs can take on any obstacle.
Let's do Grammar!
We use "wish" to talk about something we want or would like to happen but probably won't happen.
1. I wish that I didn't have to go to school today.
2. I wish that I had a million dollars!
We use past simple when talking about things we wish in the present. We can drop (that) when speaking and with informal writing.
Phonics
The suffixes "cious" and "tious" form adjectives and make the /shus/ sound.
atrocious
vicious
conscious
delicious
suspicious
malicious
ferocious
ambitious
cautious
fictitious
infectious
nutritious
contentious
repetitious
Super English
See You Next time! | 1,452 | 881 | {
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The impacts of climate change continue to challenge the availability of sufficient clean water in the Okanagan.
As the region continues to grow, the Okanagan Basin Water Board (OBWB) has announced funding for several projects to help address these issues.
“By protecting the waters we have and finding better ways to do this, our valley will be in a much better position to weather whatever comes our way – flooding, drought, and wildfires,” said James Littley, OBWB’s operations and grants manager.
The OBWB approved $350,000 in funding to 15 projects through its Water Conservation and Quality Improvement (WCQI) Grant Program.
One innovative project funded this year, is the City of Kelowna’s “Snow Storage Location Risk Assessment.” Currently, the city stores urban snow at four locations with various conditions (e.g. paved/unpaved, connected/not connected to city storm sewer, close/not close to environmentally sensitive areas). The city proposes to sample the four sites for pollutants like metals, tire-derived contaminants, and more, which could harm surface water, groundwater and soil.
Another project funded this year is the Town of Spallumcheen’s “Source Water Quality Sampling in Deep Creek.” Historically, this stream has been heavily stressed due to agricultural production and run-off. This project will sample water quality at various sites along the creek before and after spring melt and also sample for aquatic invertebrate diversity to measure ecosystem health.
The township will also work with each landowner to fine-tune prescriptions to address water health. Instead of using enforcement and compliance, the board noted that this project focuses on working collaboratively with people to protect the water in their backyards and on their farms, helping ensure better water quality as it flows south through the rest of the valley.
Another project granted a second year of funding is “Assessing Microplastics in Okanagan Lake” by Seven in the Ocean. Last year, Phase 1 of the project sampled surface waters in Kelowna and at the Kelowna Wastewater Treatment Plant (WWTP) and discovered microplastics. Phase 2 will expand sampling on Okanagan Lake and include sub-surface water and sediment sampling in Vernon, Kelowna, Peachland, Summerland and Penticton, as well as continued water sampling at Kelowna’s WWTP.
Since the program began in 2006, and with this latest award of 15 grants worth $350,000, the board has now provided 315 grants to Okanagan non-profits, First Nations, local governments and irrigation districts, worth more than $5.47 million.
Other bands and communities to receive grants included the District of Lake Country; Okanagan Collaborative Conservation Program (x2); Town of Oliver; Okanagan Nation Alliance (x2); Okanagan Similkameen Stewardship Society; Regional District of Okanagan Similkameen; Sqilxw Apna Society; District of Summerland (x2). | 1,269 | 602 | {
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The two dominant species in this design are the Kneed Wallaby Grass and Grey Tussock Grass. The Kneed Wallaby Grass is your low growing grass and the Grey Tussock Grass is the accent plant, providing height and interest through the centre of your nature strip.
Plant the wildflowers in blocks towards the edges of the grassland for maximum impact, so they create bold drifts of colour.
**Recommended Plants**
Based on average nature strip being five metres long by two metres wide, it is recommended to plant the following:
### Tufted Bluebell
*Wahlenbergia communis*
- **Height:** 20cm
- **Width:** 20cm
- **Sun:** Full sun
- **Soil type:** Dry, well-drained soil, summer moisture encourages denser growth and prolific flowering
- **Flowers and seed:** Spreading perennial herb with thick taproots, self-seeds readily. Single bell shaped white, pale to bright blue flowers peaking Oct – May
- **Ecological role:** Nectar plant for butterflies, flowers attract native bees
- **Maintenance:** Rejuvenate by pruning severely in winter
### Kneed Wallaby Grass
*Rytidosperma geniculatum*
- **Height:** 30cm
- **Width:** 40cm
- **Sun:** Full sun, semi shade
- **Soil type:** Well drained sand and clay loam soils
- **Flowers and seed:** Decorative small tussock with fine, green leaves. Buff coloured flowerheads in spring and summer
- **Ecological role:** Bird attracting plant, food plant for caterpillars and preferred habitat for many butterflies and moths
- **Maintenance:** Thrives on neglect, cut back late winter or early spring – never summer
### Native Flax
*Linum marginale*
- **Height:** 50cm
- **Width:** 30cm
- **Sun:** Full sun, semi shade
- **Soil type:** Prefers moist, well drained soils
- **Flowers and seed:** Lovely blue flowers most of the year, peaking Sep – March
- **Ecological role:** Bird attracting berries
- **Maintenance:** Cut back hard each year in late autumn to encourage vigorous new growth
### Common Everlasting
*Chrysocephalum apiculatum*
- **Height:** 20cm
- **Width:** 50cm
- **Sun:** Full sun, semi shade
- **Soil type:** Most soil types, prefers well drained soil
- **Flowers and seed:** Bright gold flowers all year
- **Ecological role:** Nectar plant for butterflies
- **Maintenance:** Prune late winter or early spring if required
### Tussock-Grass
*Poa species*
- **Height:** 40-50cm
- **Width:** 50cm
- **Sun:** Full sun, semi shade
- **Soil type:** Prefers well drained soil, very adaptable
- **Flowers and seed:** Lovely green or blue grass leaves. Grass flowerheads in spring and summer
- **Ecological role:** Bird and butterfly attracting plant and food plant for caterpillars
- **Maintenance:** Hard prune near the base combined with a rake to remove dead leaves
- **Indigenous poa include:**
- Poa labillardieri, Poa poiformis and Poa sieberiana
### Golden Billy Buttons
*Pycnosorus chrysanthes*
- **Height:** 50cm
- **Width:** 50cm
- **Sun:** Full sun, semi shade
- **Soil type:** Prefers heavy moist soils, tolerates waterlogging. Once established will tolerate dry periods
- **Flowers and seed:** Bright yellow globular flowerheads held above the foliage June – Dec. Wonderful cut flower, will maintain their colour when dried
- **Ecological role:** Nectar plant for butterflies
- **Maintenance:** Prune old stems after flowering in January
---
**Nature strip maintenance requirements:**
As per Hobsons Bay City Council guidelines, residents are required to maintain the nature strip adjacent to their property. This involves keeping it free of trip hazards, protruding objects and ensuring pathways, gutters and driveways are free of weeds, rubbish, and mulch. Scan to view the Nature Strip Landscape Guidelines
---
**Contact email**
email@example.com | 1,815 | 917 | {
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GCSE 9 - 1 Questions
HCF and LCM
Calculator Allowed
INSTRUCTIONS TO CANDIDATES
• Write your name in the space provided.
• Write your answers in the spaces provided in this question paper.
• Answer ALL questions.
• Any working should be clearly shown in the spaces provided since marks may be awarded for partially correct solutions.
Total Marks :
Visit www.mathsnote.com for more resources
4) A green light flashes every 6 minutes while a red light flashes every 32 minutes.
Both lights flash together at 12 noon.
When is the next time that both lights will flash together?
Answer ___________________ [2]
5) Find the lowest common multiple of 80 and 24. [2]
Find the highest common factor of 80 and 24. [1]
6) (a) Find the highest common factor of 120 and 140.
(b) Find the lowest common multiple of 14 and 22.
7) Jack makes the following statements.
- 36 and 60 are both common factors of 180.
- The highest common factor of 36 and 60 is not a factor of 180.
Decide whether each of Jack’s statements is correct.
You must show your working and give a reason for your answer.
8) (a)
Berlin's main railway station is known as the Hauptbahnhof. Bellevue and Wildau are two railway stations in opposite directions from the Hauptbahnhof.
On a particular day,
- trains leave the Hauptbahnhof to Bellevue every 14 minutes
- trains leave the Hauptbahnhof to Wildau every 12 minutes.
A train to Bellevue and a train to Wildau both leave the Hauptbahnhof at 10:00.
When will a train to Bellevue and a train to Wildau next leave the Hauptbahnhof at the same time? [4]
9) A replacement part for a machine is made using one spring, one washer and one rod.
Packs containing one spring, one washer and one rod are to be made for selling in a spare parts shop.
To make up these packs, boxes of springs, washers and rods are bought. Boxes contain 40 springs or 24 washers or 16 rods.
All of the contents of the boxes bought must be used in making up the packs. There must be no springs or washers or rods left over after making up the packs of one spring, one washer and one rod.
Complete the table below by calculating a suitable number of boxes each of springs, washers and rods that are needed to make up the packs. You must show all your working. [4]
| Number of boxes needed |
|------------------------|
| Springs (40 in each box) | ........... boxes |
| Washers (24 in each box) | ........... boxes |
| Rods (16 in each box) | ........... boxes |
Visit www.mathsnote.com for more resources
In the school band, Efa plays the drum and Gethin plays the triangle. In a particular piece of music, Efa has to beat the drum once every 6 seconds and Gethin has to hit his triangle once every 8 seconds. They both play their first note at the same time. How many seconds are there until they next play their notes at the same time? [2] | 1,282 | 696 | {
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Jesus and the Rich Young Man
The rich man in today's Gospel reading wanted to follow Jesus. But he was sad when Jesus told him that he should sell his things and give his money to the poor.
Do you think Jesus wants everyone to give away everything they have?
God calls some people to give up all their things so they can live a special life for Him, like religious brothers and sisters.
But God also wants people who are rich to use their money and things for Him - to help the poor and the Church.
What do you have that is really special? Would you be ready to give it up if God wanted you to?
The rich young man in today's Gospel reading was sad because Jesus told him to sell his things and give his money to the poor.
Jesus said that it is easier for a camel to go through the eye of a needle than for a rich man to enter the Kingdom of Heaven.
But all things are possible with God!
Can you find the way from the camel through the needle?
In our bible story today we hear about a rich man who knelt down before Jesus. Can you colour in the picture of the Rich Young Man kneeling before Jesus?
**Wisdom Cross-Word Puzzle**
*Wisdom 7:7-11*
Unscramble the words in CAPITALS and fit them into the puzzle!
A=Across and D=Down.
I DEYPAR (8D), and prudence SWA (13A) given me;
I pleaded and HET (4D) spirit of MSODWI (2D)
came to EM (15A).
I preferred her to scepter and ONTHRE (9D),
and deemed ERSIHC (6D) nothing
in comparison with her,
nor did I liken any priceless gem to her;
because all DLGO (14A), in view of her, is a little sand,
and before her, VELSIR (5A) is to be accounted mire.
Beyond health and comeliness I OELVD (3D) her,
And I SECHO (12A) to have RHE (10A)
rather than the HGLTI (3A),
because the DORSPLEN (16A) of her
never yields to sleep.
Yet all DOOG (7A) NSGTIH (1D) together
came to me in her company,
and countless riches at her SDHNA (11D).
Don’t forget that you find our Saint of the Week and other resources on the Children’s Page of our Parish Website. | 822 | 521 | {
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Play-learning with UBTECH Robotic’s Jimu robots teaches key coding skills to (big) kids of all ages, from 5 to 105!
• Parents want to know more about how to teach kids coding skills at home
• Over two-thirds (68%) of parents think kids know more about tech than adults
• Only 18% of parents know schools are required by law to teach coding to all ages
• 9% think that robots will soon replace human robots and teachers!
• Robots are the best way of integrating coding into the wider curriculum say experts
2 December 2016 – Robots are this Christmas’ most in-demand tech toys, with today’s “digital first” youngsters being way ahead of their parents when it comes to learning about computer programming and how to code. But, while British parents are desperate to learn more about how to teach their kids coding at home, nearly half (42%) still don’t have the knowledge or confidence to help their children learn these vital skills, according to new consumer research from UBTECH Robotics*. In fact only 18% of parents know schools are required by law to teach coding to all ages.
UBTECH Robotics is behind a number of innovative new robots, including Jimu Robot, an interactive system of building blocks which enables kids to program and share their own robot creations. Created to teach kids STEM skills in a fun way, Jimu’s movements are programmed with intuitive functions and drag-and-drop coding. The build-a-robot kits are an easy and engaging way of children and parents learning together about coding through a shared experience. Despite over two-thirds (68%) of parents thinking kids know more about tech than adults, there’s a no need for parents to feel intimidated.
The new UBTECH Robotics survey also threw up a few surprising results, with nearly one in 10 respondents confident that artificially intelligent robots will replace both human footballers and teachers in the next twenty years! The survey also confirms that parents are increasingly keen for their children to learn how to code using robots in the primary school classroom.
Supporting the research, educational experts are still critical of the confusion around the best ways of teaching coding and programming skills, with many primary schools still unsure as to the most effective ways to teach coding and programming, especially while supporting the wider curriculum. Computing in Schools consultant, Stuart Swann said: “The challenge for schools is how best to integrate new robots and AI technologies across the curriculum. The STEM (Science, Technology, Engineering, Maths) agenda is gathering momentum, and making connections between these subject areas is essential if it is going to be a success in schools. Introducing fun, programmable robots into this agenda makes the coding and programming element very engaging to young people – and to adults too!
“If you can build something and bring it to ‘life’, that’s incredibly motivating. For teachers, robotics provides a true cross-curricular solution. And UBTECH Robotics’ recent survey proves one thing that is very clear to anybody involved in teaching these skills in schools, which is that as soon as they introduce basic physical coding games and robotics into the classroom, both the teachers and the children immediately become 100% more engaged and keen to learn these key skills”.
UBTECH Robotics’ Jimu Robot Meebot Kit is exclusively available from the Apple Store and the Jimu range is available from Argos, Toy ‘R’ Us and online at www.ubtrobot.com
-ENDS-
*Gorkana survey of 1000 British parents
For further information, review units, and media assets please contact:
Laura Blott
email@example.com
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Incorporating numeracy into the MFL classroom: a countdown game
In this project, Wanlin presents her activity in which students play with numbers in the target language and she discusses how this could promote numeracy.
What are the aims of the project?
- To encourage students to actively use and engage with the target language
- To develop numeracy skills through a gamified use of the target language
- To recognise a range of patterns and structures in the linguistic and numerical systems of the target language
How does the game work?
Once students have learnt the numbers (e.g., 0-99) in the target language, a countdown game can be used to practice reception, production, mediation and simple addition and multiplication in the target language.
Arrange the students in a circle with the teacher standing in the centre. The teacher announces a range of numbers and a starting number for counting up or counting down, such as 0-50. Make one or multiple numbers a ‘taboo’, e.g. the number 4. Whenever the ‘taboo’ appears in a number, e.g. 14, 34, 42, the countdown should be replaced with a clap. Provide a certain amount of time for students to prepare and then the teacher begins the game by spinning around while holding their arms out. When the teacher stops, the student who is being pointed at begins the countdown. Students need to go around the circle counting down the numbers. Students should say either a single number, two numbers in sequence or three numbers in sequence. The game becomes one of strategy because the person who ends up on zero is out. Students need to choose carefully whether to say one, two or three numbers in sequence to ensure that they do not end up with zero. At the same time, students must pay attention to the taboo ones. The person who makes a mistake or can not think of anything replaces the teacher in the middle of the circle and carries on the countdown.
An element of competition could be added by changing it into a group game. To do this, divide students into groups. Each group is then further divided into gamers (students who will perform the countdown) and inspectors (students who will check the countdown of other groups). After preparation, all gamers of different groups begin the countdown and all inspectors begin to take down the numbers (in the target language or native language depending on the learning outcome) and check if there are any mistakes. Any group that is spotted to have made a mistake must pause their countdown for five seconds. The first group to complete the countdown wins. After each win, swap the gamers and inspectors.
There are also a number of variations that could be implemented for different purposes.
- **Differentiation**: Reduce or increase the time for preparation before the countdown and/or adjust the speed of spinning, arrange roles of students (gamers or inspectors) and the sequence of these roles based on their language learning backgrounds (e.g., a mixed group with heritage and non-heritage learners) and needs (e.g., students with different level of production and reception skills).
- **Scaffolding**: Arrange the ‘taboo’ based on target language acquisition theories and practice (e.g., postponed or emphasis numbers that are more difficult to pronounce).
- **Pluricultural awareness**: Arrange and link the ‘taboo’ to cultural references, such as number culture and/or superstitions in the target language country/ies. The ‘taboo’ could also be replaced by ‘lucky numbers’ or other themes.
- **Motivation and stimulation**: Arrange rewards simultaneously or interchangeably. For example, set up a prize for reaching a certain number with no or a certain amount of mistakes.
- **Numerical skills**: Liaise with the math teacher where appropriate to adjust the type and level of arithmetic used (e.g., avoid the occurrences of a certain number, simple addition and multiplication) to suit the age and stage of the students, while also balancing the communicative and cognitive workload of the activity.
- **Mediation**: Change the countdown into a Chinese Whispers, where students pass on a serial number by whispering it to the next person. The number should be long enough that it needs to be taken down first and then passed on again orally to incorporate mediation.
**Why would you recommend this project?**
- Numeracy is one of the most important life skills and a national strategy which could be implemented into MFL classes throughout different learning stages.
- With appropriate planning and differentiation, it could increase students’ confidence and motivation in learning both the target language and mathematics.
- These activities require little to no preparation and are very flexible in terms of complexity and length.
Wanlin Li is a Mandarin Chinese teacher employed by PPLI, currently teaching at Coachford College, Cork. | 1,931 | 967 | {
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If you believe that you have been harassed, you have the right to do the following:
- To have someone of your choice present when you talk to the School Complaint Manager;
- To avoid a face-to-face with the harasser at the time of first report;
- To be listened to and taken seriously; and
- To stop the interview and take your complaint to another or higher authority.
If you have been accused of sexual harassment, you have the right to do the following:
- To have someone of your choice present when talking with the School Complaint Manager;
- To be given the name of the person making the complaint;
- To be given the specifics of the allegations;
- To provide names of person to whom the investigator may want to speak and/or interview;
- To have the investigation conducted in a timely manner; and
- To be informed as to the progress of the investigation.
A complaint may be made verbally or in writing to the designated School Complaint Manager. Each school shall provide the name, location, and how to access the School Complaint Manager.
If you have a complaint, you should:
- Talk to someone you trust: parents, guidance counselor, principal, teacher, or school nurse;
- Report the incident immediately to the School Complaint Manager;
- Write down what happened and what was said or done in detail;
- Offer the names of others who may have witnessed or experienced the same type of harassment; and
- Tell the complaint manager what you would like to see happen to stop the harassment.
SCHOOL COMPLAINT MANAGER(S)
Gloria Pitts, RN
Tanya Cross, RN
If the student or parent is not satisfied with the handling of the complaint, an appeal may be submitted to the County Superintendent’s Office at 75 Calhoun Street, Charleston, SC 29401.
INTRODUCTION
Student sexual harassment can happen to anyone. To avoid such occurrences, Charleston County School District is taking extraordinary steps to provide a safe and positive learning environment for every student. Therefore, any student who believes that he or she has been harassed by another student, teacher, administrator, or other adults or agents of the Charleston County School District should promptly report that fact to his/her school’s designated School Complaint Manager or directly to the County Superintendent.
Sexual harassment is a serious matter. Any student determined to have purposefully made a false report of harassment shall be disciplined for such conduct.
Title IX of the Education Amendments of 1972 prohibits sex discrimination in all schools and education programs that receive federal funds. Sexual harassment of students is one form of sex discrimination barred by the law.
DEFINITION
Sexual harassment is any inappropriate, unwelcome sexual advances, request for sexual favors, and other verbal or physical conduct of a sexual nature directed by a student to another student, an adult to a student, or a student to an adult when:
- A student is requested to submit to such conduct as a condition of the student’s grades, promotion, opportunities, privileges, and any benefit related to his/her education;
- A student is affected by decision based on submitting or rejecting such conduct;
- A student’s academic performance is affected by such conduct; and
- A student is affected by the hostile environment created by such conduct.
EXAMPLES
Physical
- Deliberately standing in someone’s way, standing too closely, or following a person to create a hostile environment
- Deliberately bumping or brushing against a person
- Unwanted grabbing, hugging, kissing, fondling, or similarly touching a person in any way
Verbal
- Sexual jokes, remarks, stories, rumors, or comments about a person’s body
- Blackmail, threats or insults of sexual nature
- Written material such as notes, letters, or graffiti with sexual overtones
- Whistles or offensive noises
Nonverbal
- Drawings, pictures, or photographs with sexual content
- Staring at a person’s body
- Obscene gesture
2021-2022
School Name: Laing Middle School
Telephone Number: 843-849-2809
Principal’s Name: James Whitehair Jr. | 1,834 | 837 | {
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1 Zoo animals
Slovní zásoba – zvířata v zoo
| 1 sea lion | 5 giraffe |
|------------|----------|
| 2 lion | 6 monkey |
| 3 zebra | 7 tiger |
| 4 penguin | 8 elephant |
2 Come to Chester
Přítomný čas prostý – odpovědi na otázky v souvislém textu
Chester ZOO is 3 km from Chester. You can take the car or the bus. It opens at 10 o'clock in the morning. It closes at half past five in the afternoon. You can see elephants, penguins, monkeys, lions and tigers. Children can do the Family Fun Quiz and draw pictures at the children's activity centre.
3 I often sing
Použití spojek when a because
a)
2 I often drink milk because it's good for me.
3 I usually sleep late when it's the weekend.
4 I don't eat hamburgers because I don't like meat.
5 I don't eat breakfast before school because I always get up late.
6 I always watch TV when I come home from school.
b)
1 I always laugh when I watch Mr Bean.
2 I'm always in trouble because I don't do my homework.
3 I never eat bananas because I hate them.
4 I sometimes tidy up my room when I'm not too busy.
5 I often play basketball because it's fun.
6 I never sing when I am in the bathroom.
On the bus
Přítomný čas průběhový – oznamovací věty
2 Miss Hunt is reading a magazine.
3 Jenny is running around the bus.
4 Sita is drawing an elephant.
5 Mr Martin is listening to a cassette.
6 Debbie and Nick are eating (their) sandwiches.
Sita usually wears
Přítomný čas prostý vs. přítomný čas průběhový
2 go/re going
3 works/s working
4 reads/s reading
5 does/s doing
6 play/re playing
About tigers
Oprava chyb na základě porozumění textu
Tigers are big animals. They’re yellow and black. They come from India. They can’t fly, but they can run. They usually eat meat. Today tigers are in danger. So lots of people try and save them.
Dirty and clean
Slova opačného významu
everything – nothing
married – divorced
expensive – cheap
always – never
wrong – right
before – after
start – finish
big – little
stupid – clever
Odd word out
Slovní zásoba – spojení přídavných jmen s podstatnými
a)
cheap eyes, careful car, poor ears
late chair, correct house, clever day
b)
dirty, cheap, terrible, old pullover
expensive, new, good, modern computer
long, boring, interesting, nice lesson
clever, brown, funny, small monkey
What is it?
Otázky a krátké odpovědi v přítomném čase prostém
a)
1 No, it doesn’t.
2 No, it can’t.
3 Yes, it does.
4 Yes, it is.
5 Yes, it has.
6 Yes, it is.
b)
2 Does it live in fields?
3 Has it got small eyes?
4 Has it got long ears?
5 Is it a big animal?
6 Can it climb trees?
7 Does it usually live in a cage?
8 Does it sleep at night?
9 Is it a hamster?
0 Sounds
Výslovnost – němé souhlásky
answer, listen, eight, half, climb, right, write, Wednesday, walkman
11 Dracula's day
Přítomný čas prostý – oznamovací věty
2 At half past ten he eats breakfast and drinks tomato juice.
3 At eleven o'clock he flies around town.
4 At half past one he looks for lunch.
5 At two o'clock he meets his girlfriend.
6 At half past four he eats dinner.
7 At half past five he reads a horror story.
8 At six o'clock he goes to bed.
12 ...do a puzzle
Slovní zásoba
| 2 feed | 1 eye |
|--------|-------|
| 8 meat | 3 ticket |
| 9 prize | 4 farm |
| 11 cheese | 5 apples |
| 12 milk | 6 save |
| | 7 bird |
| | 10 ham |
13 What do you know about Trundle
Popis želvy Trundle
Trundle is a tortoise. It's a he. He is twelve years old. He is clever and funny. He is Jenny's pet. | 1,721 | 997 | {
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1 **Préparation** Answer these questions.
1. What is the average yearly tuition cost for a four-year university in your country?
2. What educational costs, besides tuition, are associated with student life in your community?
Les études
Founded in Brittany, France in 1949 by Édouard Leclerc, the hypermarché chain E.Leclerc now has hundreds of locations in France and around Europe. It was the first French chain to apply wholesale prices to retail, resulting in savings for consumers. As you will see in this ad, costs associated with education in France can add up. When supermarket savings aren’t enough, certain public entities offer financial aid to help pay for school and associated costs. Many French students are eligible for discounts on housing, public transportation, and even vacation.
Annonce Ad
2 **Compréhension** Indicate which expenses are mentioned in the video.
- [✓] les livres
- [✓] l’ordinateur
- [✓] le mobile
- [✓] les transports
- [ ] les examens
- [ ] la télévision
3 **Conversation** Discuss these questions with a partner.
1. Review the expenses mentioned in the video. Do the same educational costs exist in your community? Are any items missing from the list, in your opinion?
2. What is the message of this ad? Discuss your reaction to the message.
4 **Réflexion** Answer these questions.
1. What obstacles exist in your community for people seeking to enroll in college or university courses? Make a list.
2. How do expectations around educational costs in your community compare to the situation in the video? Do students generally expect their parents to help them pay for school? Explain.
5 **Application** In groups of three, choose one of the types of financial aid available in France from the list below. Who offers this aid and what does it cover? Who is eligible and what are the criteria? Does a similar type of aid exist in your community? Present your results using as much French as you can.
- aide au mérite
- aide au logement
- aide d’urgence
- aide pour projets culturels et artistiques
Section Goals
In this section, students will:
- watch a short TV ad
- identify and reflect on attitudes around education costs
Instructional Resources
vhcentral.com: TV commercial; *Le Zapping* TV clip transcription; reference tools
KEY STANDARDS
Communities School and Global Communities (Activity 5)
Préparation
- Have students look at the video still, read the caption, and predict what the commercial will be about.
- Before showing the video, explain to students that they do not need to understand every word they hear. Tell them to listen for cognates and school-related vocabulary.
Compréhension
- Have students work in pairs or groups for this activity. Tell them to write their answers. Then show the video again so that they can check their work.
- Have pairs discuss the slogan of the supermarket chain and how it relates to the ad.
Conversation
After discussing the questions, ask volunteers to report their comments and ideas to the class.
Small Groups
Have students compare the attitude of the student in the ad to their own attitude, and explain why there may be differences or similarities.
Expansion
In small groups, have students prepare a video in which they explain the different financial aid options available at their own university. Have the groups screen their videos for the class. | 1,508 | 722 | {
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Three in a row
Draw a line like this:
```
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
```
♦ Take it in turns to choose a fraction, say $\frac{2}{5}$. Convert it to a decimal (i.e. $2 \div 5 = 0.4$) and mark your initials at this point on the line.
♦ The aim of the game is to get 3 crosses in a row without any of the other player’s marks in between.
♦ Some fractions are harder to place than others, e.g. ninths.
Flowers
♦ Take turns to think of a flower.
```
ROSE
```
♦ Use an alphabet code, A = 1, B = 2, C = 3… up to Z = 26.
♦ Find the numbers for the first and last letters of your flower, e.g. for a ROSE, R = 18, and E = 5.
♦ Multiply the two numbers together, e.g. $18 \times 5 = 90$.
♦ The person with the biggest answer scores a point.
♦ The winner is the first to get 5 points.
When you play again you could think of animals, or countries.
Make it real!
You earn one voucher for every 3 visits to the sport centre. How many visits must you make to get 5 vouchers?
This is some of the maths your child should be able to do by the end of Y6
- read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
- round any whole number to a required degree of accuracy
- use negative numbers in context, and calculate intervals across zero
- solve number and practical problems
- perform mental calculations
- identify common factors, common multiples and prime numbers
- solve problems involving addition, subtraction, multiplication and division
- use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy
- use common factors to simplify fractions; use common multiples to express fractions in the same denomination
- compare and order fractions, including fractions >1
- associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. \( \frac{3}{8} \))
- identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places
- recall and use equivalences between simple fractions, decimals and percentages, including in different contexts
- solve problems involving the calculation of percentages (e.g. of measures) such as 15% of 360 and the use of percentages for comparison
- solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
- use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
- convert between miles and kilometres
- recognise that shapes with the same areas can have different perimeters and vice versa
- draw 2-D shapes using given dimensions and angles
- recognise, describe and build simple 3-D shapes, including making nets
- describe positions on the full co-ordinate grid
The activities given will all help your child towards achieving some of the maths they should be able to by the end of Year 6. Building confidence in maths is crucial so do praise their efforts.
Recipes
Find a recipe for 4 people and rewrite it for 8 people, e.g.
| 4 people | 8 people |
|----------|----------|
| 125g flour | 250g flour |
| 50g butter | 100g butter |
| 75g sugar | 150g sugar |
| 30ml treacle | 60ml treacle |
| 1 teaspoon ginger | 2 teaspoons ginger |
Can you rewrite it for 3 people? Or 5 people?
Fours
♦ Use exactly four 4s each time.
♦ You can add, subtract, multiply or divide them.
♦ Can you make each number from 1 to 100?
♦ Here are some ways of making the first two numbers.
\[
1 = \frac{(4 + 4)}{(4 + 4)}
\]
\[
2 = \frac{4}{4} + \frac{4}{4}
\]
Crash!
- Each person draws a 10 × 10 grid, with ‘spaceships’ at 6 different intersections.
- Players take turns to guess the grid references at which their opponent’s spaceships are stationed.
- A correct guess ‘crashes’ the opponent’s spaceship and the opponent must cross out that spaceship. The first to lose all their spaceships loses the game
Make it real!
- The supermarket sells a 500ml bottle of squash for 69p and a 1.5 litre bottle for £1.99. Which is better value for money? How do you decide?
- On your next supermarket trip get your child to compare 2 products and decide which product is better value for money. | 2,036 | 1,138 | {
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Adult Bee Disease Inspections
Bristol Beekeepers
Introduction. There are a host of diseases, conditions, viruses and pests which affect honey bees *Apis mellifera* spp. Maintaining strong colonies, as free from these as possible (and minimising swarming) will, naturally, yield the maximum crop and should be the main aim of any beekeeper. Here we shall be focusing on the diseases which affect adult bees. For information, a graphic is included as an Annex, that lists the diseases, conditions and viruses of both adult bees and their brood.
Adult Bee Diseases. There are 3 adult bee diseases:
(i) **Nosema**. *Nosema cerena* and *Nosema apis*. These are caused by a pathogen referred to as a microsporidian. This infects the gut of an adult bee where it injects its spores into the gut, affecting the ability of the bee to digest pollen. It is spread around the hive by the house bees and can result in shortened life-spans, spoiling of the comb and the inability of a colony to build up during the spring\(^1\).
(ii) **Acarine**. *Acarapis woodi*. This is a mite that enters the first spiracle (breathing tube) of a young bee and then lays eggs in its 1st thoracic trachea. This causes an infection, but there are no outward signs on the bee; the main effect is to shorten its life. It should be noted that use of miticides to treat varroa has significantly reduced the occurrence of acarine.
(iii) **Amoeba**. *Malpighamoeba mellificae*. This is a small cell that is passed around the colony, much the same was as nosema. It lives in the bee’s malpighian tubules (the bee’s “kidneys”) and results in a shortened life. It is very rare.
Adult Bee Disease Identification\(^2\). Although these diseases can effect a colony at any time of the year, they are most prevalent when there is a large amount of brood and shortage of income (i.e. the spring). In addition, to ensure successful overwintering, it is imperative to check for them during
---
\(^1\) *Healthy Bees are Happy Bees*, Pam Gregory, Bee Craft Ltd, 2013.
\(^2\) *Practical Microscopy for Beekeepers*, Bob Maurer, Bee Craft Ltd, 2012.
the autumn too. All inspections require a sample of 30 bees from each colony to be taken. These should be old bees, i.e. the foragers, which are placed in a sample bag containing ethyl acetate.
**Acarine Dissection.** First the bees are examined, using a dissecting microscope, for acarine. Infection will be readily apparent as a discoloured trachea - a healthy bee will have a creamy white trachea.
**Nosema and Amoeba Analysis.** After the acarine dissection is complete, the abdomens of each bee from the sample is removed and crushed and a tiny amount of clean water added. One drop of the paste is placed on a slide, followed by a coverslip, for analysis at 400x using a compound microscope. Under the microscope, nosema spores will be apparent as rice shaped cells, whilst amoeba are small round cells.
**Adult Bee Disease Treatment.** Like all treatments for bees, there has been a significant change in licensed products over the past few years. Below is the current recommended treatments for the diseases:
**Acarine.** There are currently no approved products for the treatment of acarine\(^3\); Folvex used to be used, but is no longer permitted. Instead, the NBU recommends using a shook swarm, the idea being that following a shook swarm there will be no new young bees for the mites to infect. Consequently, any lingering mites will die. However, it should be re-iterated that acarine is currently rather rare due to the use of miticides to treat varroa.
**Nosema and Malpighamoeba.** Again, like acarine, there are currently no approved products for the treatment of either nosema or (the rare) malpighamoeba; Fumidil B used to be used, but is not anymore. The NBU’s recommendation\(^4\) is to maintain strong colonies in good health by applying good husbandry practices that ensure well fed and disease tolerant colonies, headed by young and prolific queens. Beekeepers should also consider re-queening susceptible colonies with queens from more tolerant stocks of bees which are better able to cope with Nosema infection. In addition, regular comb change can assist in minimising any nosema spore loadings.
---
\(^3\) *Acarine (Tracheal Mites)*, National Bee Unit, Mar 17.
\(^4\) *Common Pests, Diseases and Disorders of the Adult Honey Bee*, National Bee Unit, Jun 17. | 1,860 | 1,051 | {
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How many classes and children do you have?
- We have seven classes in the school - one per year group - with a maximum of 30 children in each class.
- Every class has at least one teacher and teaching assistant, though some classes have more support depending on the needs of the children in that class.
What sorts of clubs do you run?
- We offer a variety of clubs before and after school, and at lunchtimes.
- These vary but typically include karate, dance, choir, sports, Lego, gardening, cookery, art and others. We often change the clubs we offer in response to what children ask for.
- We run seasonal sports clubs such as cross-country, football, tennis, cricket, hockey and netball, which lead into teams who compete across Dorking or at county level. We are especially well known for our success in gymnastics.
- Most clubs are free of charge, unless run by an external company (such as karate.)
Do you have any school pets?
- We have school chickens and our PAT (Pets As Therapy) reading dog who loves having books read to him!
Do you teach swimming or cycling?
- We make use of the swimming pool in the secondary school next door to ensure all children learn to swim.
- We teach cycling using balanceability in the Early Years, and then courses run by cycling proficiency instructors in years 2, 4 and 6.
Which languages do you teach?
- Children at Powell learn French from Year 2 onwards (the National Curriculum only requires children to learn a language from Year 3 onwards, but we like to get ahead!)
Which secondary school do children from Powell go to?
- Each year, around half of our children go to The Ashcombe and half to The Priory - both excellent secondary schools in Dorking.
In addition, we usually have a number of children each year going to local private schools such as Manor House, Reigate Grammar or Box Hill, and have been successful in securing scholarships for children, which we’ve helped to prepare them for.
**What trips and experiences do the children do?**
- Typically children can look forward to a trip or experience (such as a visiting workshop) each term linked to their learning. These vary greatly, depending on what is available and most relevant to the topics being studied.
- We offer two residential trips - a short one (1 night) in Year 5 and a longer one (4 nights) in Year 6. Children in Year 6 go to an outdoor pursuits centre where they take part in a variety of adventurous activities.
- We take children every year to the Surrey Young Citizens Event where they learn life skills and first aid.
- Each term the FOPCS fund a theatre production for all children, which usually takes place in our school hall from a touring theatre company - these are always hugely popular!
**How do you cater for children with additional needs?**
- Our Inclusion Leader, Helen Harber, coordinates provision for all children with additional needs. We offer a range of provisions, details of which can be found on the inclusion section of our website. If your child has additional needs, you are most welcome to ring and speak to Helen about how they can be met at Powell.
**How do you cater for more able children?**
- Our teachers adapt lessons to pitch the challenge appropriately for children at different levels in their class, and introduce more challenge when needed.
- We also take part in a ‘Gifted and Talented’ programme with other Dorking schools which provides enrichment activities (often led by local secondary schools) for children with a particular strength in specific areas.
**Why are you called ‘Powell Corderoy?’**
- Someone *always* asks this at Open Days! We’re named after the two founders of the school – Thomas Powell and Edith Corderoy. You can read about these two inspirational people in our school history book, written and researched by our staff and children!
**Do you still do the Summer Festival?**
- For anyone who came to Powell as a child, this is the *only* question that really matters… and the answer is yes! We even did a socially distanced, virtual Summer Festival during lockdown. Over 150 years of tradition can’t be defeated! | 1,707 | 868 | {
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Maths
We will begin the half term recapping our understanding of fractions (halving and quartering). We will then move onto measurement of weight, volume, length and height. We will finish the half term securing our understanding of measurement of time.
English
This half term in Year 1, we are starting by writing an information text with the theme ‘All about me’. We will continue to use our ‘non-negotiables’, which are capital letters, finger spaces and full stops. We will use subheadings to organise our facts. We will work on reading our writing back and editing our own work. We will continue to practise cursive letter formation. Later in the half term, we will write postcards.
Science
This half-term we will be working scientifically. Building on our learning in Autumn Term, we will be learning more about asking and answering questions, identifying and classifying, and observing closely. To do this, we will be comparing eye colour, classifying animals and investigating what plants need to grow well.
History
This half term, we will be looking at holidays! We will be learning about Queen Victoria and looking at how people spent their holidays in this time. We will also be learning about holidays today and discussing similarities and differences.
DT
Our topic this half term is bridges. We will begin by exploring different kinds of bridges and identifying which kind we like. We will decide on which materials will be best for making a bridge model. We will design, make, test and evaluate our own bridges.
PE
We will be practising our batting and fielding skills through a game called ‘Boundary Line’, based on cricket. We are also working on our athletics skills by running, jumping and choosing appropriate ways to throw at a target.
Computing
In Computing we will have a brief recall of internet safety. We will then focus the rest of the half term on using the laptops to create posters. During this time we will concentrate on the skills needed to do this. Some of these include copying and pasting a photo, inserting a text box and using basic punctuation.
Music
In Music this half term, Year 1 will learn about pitch and melodies. We will recognise low pitch and high pitch. We will practise singing short melodies with 1 and 2 pitched notes. We will create one bar of a rhythm grid using symbols.
RE
We will begin by learning some more about Judaism. We will then move on to looking more at ‘The Big Story’ of The Bible. We will look at different representations and images of the story, discussing our own interpretation of them.
RSHE
This half term RSHE is focussed on relationships and what is the same and different about us. We will look at our personal features, personal strengths and introduce simple body parts. We will begin to introduce private parts and gender. Looking at what is the same and what is different.
Trips, Special Events and Websites
Oxford Owl
topmarks.co.uk
phonicsplay.co.uk | 1,096 | 610 | {
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Math 3215: Homework 1
Will Perkins
due January 19
1 Sample spaces
We want to model the roll of a green and a red 6-sided dice.
1. What is the most natural sample space for this experiment? (You don’t need to list all the outcomes; either write the sample space formally in math language, or describe the sample space and give examples of individual outcomes).
2. Is ‘The red die comes up 6’ an outcome in this sample space?
3. Is it an event?
4. Come up with a sample space in which ‘The two dice come up the same’ is an outcome.
5. Is this sample space a refinement of the natural sample space?
6. Write a question you could ask in the first sample space but not the second.
2 Sample spaces
Consider modeling the opening-day ticket sales of the new Batman movie.
1. Describe a sample space for this model that you think is too coarse.
2. Describe a sample space you think is too fine.
3. Describe a sample space you think is appropriate.
3 Set theory
Let $A, B$ and $C$ be events. Write the following events in set-theoretic language and draw a Venn diagram with each event below labeled. Example: $A, B$ and $C$ all occur: $A \cap B \cap C$.
1. At least two of the three events $(A, B, C)$ occur.
2. At most one of the three events occurs.
3. $A$ and $B$ occur, but not $C$
4. Either $C$ and $B$ occur or $A$ does not occur
4 Equally likely outcomes
Consider the experiment of shuffling a deck of 52 cards, then drawing two cards off the top. The natural sample space has $52 \cdot 51$ equally likely outcomes.
Answer the following using the formula $\Pr(E) = \frac{|E|}{|S|}$.
1. What is the probability of the first card being red?
2. What is the probability of drawing a King and Queen?
3. What is the probability of drawing two red cards?
4. What is the probability of drawing no 2’s or 3’s?
5 Set Theory
We’ve seen a Venn diagram that shows all possible unions and intersections of 3 sets, $A, B, C$.
1. Can you draw a Venn diagram that shows all possible intersections of 4 sets? Try to make the drawing as clear and easy to understand as possible.
2. Is it possible to draw such a diagram for 20 sets? If so, describe how (don’t actually draw it), if not, say why not.
6 Countable infinite sample space
Let $S = \{0, 1, 2, \ldots\}$, and $P(i) = C \cdot \left(\frac{2}{3}\right)^i$.
1. What is $C$? (the actual number)
2. What is the probability of an even number? i.e. $\Pr[\{0, 2, 4, \ldots\}]$. | 1,109 | 661 | {
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Water is one of the most essential components of human life. Most of the earth is made up of water, and all life, whether a human being, an animal, or even a plant, is made up mostly of water. In space exploration scientists as scientist search for the possibility of life on other planets, they are always searching for evidence of water, because life as we know it can only exist with water. Water is so important to us, that the enemy of the human race, Satan, once revealed to the Elder Ambrose of Optina, that Satan was planning to destroy human life by polluting all the waters of the earth. It is no secret that many formerly pristine lakes and rivers have become polluted because of industrial waste, and even the oceans themselves and the aquatic life in them suffer from human pollution and waste. Many formerly beautiful bodies of water in which one could swim, from which one could drink water and fish are now poisonous, filthy dark remnants of their former selves.
When the Hebrews fled from Egypt, it was the waters of the Red Sea that opened a path to them for their flight to freedom and the Promised Land. It was the same sea that prevented the Egyptian soldiers from pursuing the Hebrews when the sea’s mighty waters closed up and swallowed the pursuing army. In Holy Scripture it is recorded that there once was a commander of the Syrian army named Naaman. He was a good man who had favor with God, but he suffered from leprosy. Naaman’s wife had an Israelite servant who suggested that an Israelite prophet could heal Naaman. The prophet Elisha told Naaman to bathe seven times in the Jordan River. After the seventh time, Naaman is healed from his leprosy. When mankind became overwhelmingly sinful, God used water, a flood, to annihilate mankind and start fresh with one righteous man, Noah, and his family. Sin entered into the world again, but this time the Lord uses water to wash away our sins, to cleanse our souls, to bring the grace of the Holy Spirit to us to refresh us, sanctify us, and make a pathway to the Kingdom of Heaven. Just as Naaman was cleansed of his leprosy, the waters of baptism cleanse us and recreate us as we become members of the Church and are numbered among the people of God. Just as water nourishes us and gives us physical life, the waters of baptism spiritually nourish us and make it possible for us to receive eternal life. If biological life cannot exist without water, likewise spiritual life and eternal life cannot exist without the waters of baptism. Our Savior had no need to be baptized. The Lord, unlike mankind, is without sin and corruption. The Son of God does not need any kind of cleansing. When the Lord descends into the Jordan River, it is not the Jordan that cleanses our Savior. In fact, it is the opposite which occurs. When the Lord entered the waters of Jordan, through this act not only the Jordan, but all the waters, rivers, oceans, and lakes of the earth, as well as all creation is sanctified, recreated and again filled with the Spirit of God. A wonderful and beautiful miracle takes place when a woman gives birth to a child. Now, through Holy Baptism, another great and beautiful miracle occurs, because now we experience a second birth. Having first been born from a woman, now, through baptism, we are born again, as it says in the Gospel, “from above,” *anothen*, in the original Greek. Baptism is the initiation, the foundation, the inauguration, the door by which all of the other Holy and saving Mysteries and blessings of the Church are granted unto us. Just as our Savior shows us the way by example and voluntarily descends into the Baptismal waters of the Jordan, everyone who would be a disciple of Christ must follow Him and likewise descend into the saving and cleansing waters of Holy Baptism in order to be able to enter into the Kingdom of Heaven.
Let us give thanks to the Lord that He has shown us His love and mercy. Let us give thanks that instead of annihilating us as in the days of Noah, the Lord instead gives all of us the opportunity to repent and voluntarily be cleansed of our sins. May the Lord help us in our struggles as we walk the path of our lives to keep His commandments. May the Lord help us to keep pure and inviolate the white garment with which we were clothed at our baptism. Having resolutely struggled to stay the course and follow the narrow path of the Christian life,
may we, on that final day, reach the shore of refreshment and rejuvenation. At that time, may we receive the recompense for which we yearn and hear the sweet words of our Savior, “Well done, thou good and faithful servant, enter into the joy of your Lord” (Matthew 25). Amen. | 1,694 | 1,002 | {
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Draw a picture of something you have learned about in guidance class with Ms. Johnson this year. Write a sentence, or have an adult help you write a sentence, about your picture.
These are us on the rug.
BEOtrice
Draw a picture of something you have learned about in guidance class with Ms. Johnson this year. Write a sentence, or have an adult help you write a sentence, about your picture.
Somebody who is not being nice you help them learn to be nice.
Name: Pippa/Pipsi/she/her
Draw a picture of something you have learned about in guidance class with Ms. Johnson this year. Write a sentence, or have an adult help you write a sentence, about your picture.
Kaleb is jealous of Alice's stuff. He decides to take some breathes.
Draw a picture of something you have learned about in guidance class with Ms. Johnson this year. Write a sentence, or have an adult help you write a sentence, about your picture.
This is a kid doing self talk.
Name: Normandie
Draw a picture of something you have learned about in guidance class with Ms. Johnson this year. Write a sentence, or have an adult help you write a sentence, about your picture.
I heard doing the stand up game.
Draw a picture of something you have learned about in guidance class with Ms. Johnson this year. Write a sentence, or have an adult help you write a sentence, about your picture.
This is an example of self talk.
I can do this.
Self talk
Dear Fam,
We have learned calming down tools, how the brain works and stress scale. I think it helped because our class is calmer.
Love Ethan
Dear mom and dad,
In guidance we are learning about the stress scale and how to keep calm, and to talk practices out not yelling at people and getting your own way. Main thing is staying calm.
From Lola
Dear Mom and Dad,
Here are some things I am learning in guidance. We learned how to take our pulse, use a stress scale, and take different kinds of breaths. We learned those skills to calm us down.
Love,
Ella
These three 4th grade students made a video/role play focusing on being assertive.
**Actors:** Eli, Skylar, Emmet. They are playing themselves.
*Emmet is playing with a ball...*
**Eli (in a mean voice):** Your ball looks dumb!!
**Emmet (looking sad):** oh, okay.
**Skylar to Eli:** Dude, you should not say those things to Emmet, it’s not nice. We can play three square all together!
**Eli (thinking):** I’m sorry.
**Skylar:** Let’s play all together.
*Emmet, Skylar and Eli start playing together.*
Over the past 3 or more months we have learned a lot, we have learned to have empathy & respect, listening with attention, to be assertive, respecting similarities & differences, understanding complex feelings, understanding a different point of view, and last of all conversion & compliments. Us 4th graders have learned to be better people with the help of our teacher Ms. Johnson.
Here in the fourth grade all of the students have been hard at work on their own page to add to the newsletter about their chosen subject and what it means to them, and some of the students have worked together to make a combined page. I must say it’s remarkable how much these kids have learned within these few months, and we are prepared to show you our work.
The names of the students hard at work are Eli, Bryer, Opal, Wyatt, Mariposa, Piper, Gavin, Skylar, Emmelyne, Sydney, and Emmet.
Dear Mom and Dad,
In guidance class we learned about a few things. One of them is being assertive which I will be talking about. Here is an example of being assertive, can you please get me a pencil? An example of not being assertive, give me a pencil. That would be aggressive. Being assertive is the best way to communicate what you need or what you want. Good times to be assertive are when you want something.
By Albert [Name]
Listening With Attention
It is important to listen with attention. Why? It helps the speaker feel heard and respected. It shows that you care about what they are saying and that they are worth your time. How do you show that you are listening with attention? Head up, eyes on the speaker, the occasional nod or “yup” or “uh huh”. Ask questions if you like once they are finished. Now you know how to make the person you are talking to feel listened to and respected.
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Make Back to School a BLAST!
It’s that time of year again: time to get ready for back to school! To help get you started, we’ve created a list of the top 10 things to get your child (and you!) ready for smooth sailing during the first few weeks of school.
1. Plan a back to school party
2. Create a morning schedule
3. Eat a healthy breakfast
4. Set out clothes the night before
5. Plan a healthy lunch
6. Make dedicated TV-free time
7. Create a quiet study space
8. Stick to a bedtime routine
9. Make time for family night
10. Stock up on school supplies
A Labor of Love
Regardless of when school starts, Labor Day traditionally symbolizes the end of summer. It’s one more opportunity to cook-out and kick-back! This year, we wanted to share with you some family-friendly options to celebrate Labor Day the healthy way.¹
Food Safety: to avoid food poisoning, make sure perishable foods are put away within 2 hours.
Sun Safety: Labor Day can be hot! Make sure to take breaks in the shade, drink plenty of water, and use sunscreen.
Water Safety: If you plan to celebrate around water, always designate an adult to keep watch.
Shop Outside the Lines
School supply shopping can be stressful, but it doesn’t have to be! Here are a few ideas to keep it fun:
Shop the sales. Many stores advertise annual school supply sales and it’s easier than ever to buy online, pick up in store options.
Make your own. Let your student show off their skills with these fun DIY ideas: https://innerchildfun.com/2013/08/diy-school-supplies-kids-can-make.html
Have them pick. Help them get excited for back to school by letting your student pick their own favorite colors and patterns.
Book It to the Library
September is Library Card Sign-Up Month. All public libraries offer free cards to adults and many offer them for children as well! And the library is more than books… Today, libraries offer movies, music, plus tons of digital options. They have free children’s programming and some libraries have even started maker spaces with STEM tools and 3D printers. Whatever you’re looking for, it’s only a library card away.²
Sources:
1) https://healthland.time.com/2012/08/31/how-to-stay-healthy-this-labor-day-weekend/
https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-emergencies/water-safety.html
2) https://www.ala.org/conferencesevents/celebrationweeks/card
We’re rethinking school meals!
Join us as we celebrate the good work in schools across the country.
rethinkschoolmeals.com
©USDA is an equal opportunity provider, employer, and lender.
Brought to you by: Chardon Food Service Department
Josephine Culliton SNS | 1,156 | 617 | {
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Nicaragua: Volcanic Activity
This infographic is on how volcanic activity and how this affects the nation and the direction in which its people, economy and produce could take in the years to come.
Background Information
- The national flag of Nicaragua was founded in 1907 but wasn’t made official until 1973.
- The blue on the flag represents both the Pacific and Caribbean Seas while the white symbolizes peace.
- Life Expectancy:
- Females: 78.4 years
- Males: 72.5 years
- Literacy Rate:
- population: 82.8%
- Male: 82.4%
- Female: 83.2%
- Overall population (2018): 6.21 million
- GDP per capita: 2,221.81 USD
- Main Production: Bananas, Coffee, Cotton, Sugar and Beef
- National Animal: Motmot (bird)
Volcanos
Nicaragua has a total of 19 volcanos, 5 of which have gone extinct and are no longer active.
Recent Volcanic Activity
The most recent eruption of a Nicaraguan Volcano occurred on June 21st, 2018. The Telican Volcano emitted ash, gasses and sand 500 meters into the air. It was minor. The Telican Volcano is located in the Leon region of Nicaragua.
Why this is important and relevant
01
Along the western coast of Nicaragua lies a subduction zone where two tectonic plates meet. The Cocos plate and the Caribbean plate make up this subduction zone and also creates a convergent boundary that creates an earthquake frequent region.
02
This subduction zone and convergent boundary makes Nicaragua an active volcano country. Telican Volcano, which is most active in Nicaragua, is a stratovolcano meaning it could have an explosive eruption resulting in a pyroclastic flow and Lahar. This along with the other active volcanos and earthquakes could cause a natural disaster.
03
Nicaragua is a third world country that relies heavily on produce exports and many of its produce, coffee being dominant, grow in regions where soil is rich in minerals from volcanic ash. If an eruption were to occur, the areas in which their crops are grown, cultivated and exported would be destroyed damaging Nicaragua Economy, fertile land and population.
04
Nicaragua’s economy in last few months has been in crisis due to protest and lack of government support. Lives have already been claimed as a result and Nicaragua’s second largest city, Leon is the epicenter for these issues. Volcanos like Telican if erupted, would cause serious, lasting damage to an already suffering nation.
What we can do
Individually there isn’t much we can do but geologists and volcanologists are closely monitoring volcanos like Telican.
Cities like Leon can ensure volcano disaster plans that would give the people of these places enough time to flee. A research of resources would be ideal.
Other volcanos to keep a look out for
Sangay - Ecuador
Santa Maria - Guatemala
Stromboli - Italy
Mount Etna - Italy
Mount Yasur - Vanuatu
Why Nicaragua?
The country of Nicaragua holds a special place in my heart. I went on a service trip to Nicaragua and it was one of the best experiences I’ve ever had. I lived with a family there and I wanted to research something that is really impactful and that is close to my heart. This research and overall general information can be used to help prevent unneeded damage and casualties.
Citations
Telican Volcano
https://www.volcanodiscovery.com/telica.html
History of volcanos
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2078062/
Nicaragua Produce
https://msu.edu/~bernster/nicaragua/beanpage5.htm
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Ever been name-called or teased or had rumors spread about you?
At Colina any form of harassment or bullying is unacceptable and we will do everything we can to help you!
What is a Bully??? A bully is someone who purposely hurts, frightens, or threatens someone else. They can hurt other people by name calling, teasing, rumor spreading, verbal threats, physical violence, purposely leaving someone out, or making offensive comments to someone else. Bullying is one sided, intentional, and repeated harassment.
What do I do if I am being Bullied? Try These Strategies:
TALK: Calmly, assertively, and clearly tell the bully that you don’t like what they are doing and what you expect them to do instead.
Example: “I don’t like it when you call me “four eyes.” You need to call me by my name. You can also use humor, say “so,” laugh it off, or change the subject.
WALK: Walk away and avoid the person who is bothering you. Go hang out with your friends or go to a teacher’s classroom. Go anywhere BUT where the bully is. However, make sure that you are around friends or adults that you trust!
IGNORE: Typically a bully wants to see you get upset, react, or say something back to them. If you completely ignore the bully then they may stop because they are not getting a reaction from you.
TELL: If the student continues to bother, bully, or harass you report it immediately to a teacher, counselor, or administrator. Whoever you chose to tell make sure that they are someone that you trust to help you! Sometimes the bully will not stop even after you try to stop it yourself. DO NOT IGNORE IT. It is extremely important that you report it so that the bully does not continue to harass you or another student. It is also important that you document and fill out a Student Report form with the school. We will do everything in our power to protect you and your privacy while resolving the situation. We do not want any student to accept this behavior!
What do I do if I see another student being bothered, bullied, or harassed? Report it immediately to a teacher, administrator or counselor. Sometimes you might see a student harassing another student. Come to the Counseling Office and fill out a Student Statement about what you saw. We will talk to you about what you saw and keep the conversation private and confidential.
How do I Fill Out a Student Statement Form? Come to the Counseling Office before school, between classes, during lunch, or after school to fill out a Student Statement Form. All forms are kept private and confidential.
What Happens Next??? We will call you in to speak with you about what happened to you or what you saw happen to another student. Second we will talk to the bully and hear what they have to say. Finally, we will investigate the incident and try to resolve the situation. If you are reporting a bully we will work with you to keep your name confidential.
No one should accept bullying or harassment. The teachers and staff at Colina will do all it can to stop any type of bullying behavior. Depending on the severity of the bullying or harassment responsible students will be subject to disciplinary action. No student should have their education interrupted due to being the subjected to harassment or bullying.
What NOT to do if you are Bullied
Don’t…
➢ Think it is your fault. No one deserves to be bullied!
➢ Fight back or bully the person back. This won’t solve the problem and it will get you into trouble.
➢ Keep it to yourself and hope that the bullying will “go away.” It is normal to want to try to ignore bullying and hope that it will stop or hope that the person will pick on someone else. However, bullying often won’t stop until adults and other kids get involved. Be sure to report bullying.
➢ Skip school or avoid clubs or sports because you are afraid of being bullied. Missing out on school or activities that you enjoy isn’t the answer. You have a right to be there!
➢ Think that you are a “tattle tale” if you tell an adult that you that you’ve been bullied. Telling is NOT tattling! It is the right thing to do.
Additional Resources:
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We’re in the season of Advent, counting the days until Christmas. It’s a festive season, but it can also be a stressful time. Tempers can run short.
Most of us have said things we wish we had not said. In the heat of the moment, our passion takes over and leaves our brains behind. One website posted an article in which people identified topics about which an argument ensued. These heated disagreements included:
- A discussion of which weighed more, a pound of bricks or a pound of feathers;
- A disagreement over who painted the Mona Lisa, one person saying the artist was Leonardo DiCaprio;
- An argument because of what someone did to the other in a dream;
- A brouhaha over the question of whether frosting turns a muffin into a cupcake;
- And a difference of opinion as to whether salsa and picante are the same thing.
Here’s a reminder to help us as we engage with others during Advent. These principles are not original with me, and perhaps you’ve read them before. They bear repeating. Before saying something you might regret later, ask yourself three questions:
- Does this need to be said?
- Does this need to be said by me?
- Does this need to be said by me, now?
If you can’t remember these rules, remember what the Bible says:
- “Let your speech always be gracious, seasoned with salt, so that you may know how you ought to answer everyone” (Colossians 4:6).
- “Let no evil talk come out of your mouths, but only what is useful for building up, as there is need, so that your words may give grace to those who hear” (Ephesians 4:29).
—Timothy Merrill
Prayer: Lord Jesus, help me to refrain from being hurtful today, and to use my words to bless others. In your name. Amen.
CHANGE ONE LETTER AND FIND THE CITY!
Directions: For each of the three words below, change one letter to an o and then rearrange the letters to spell a major city of the world.
PULSE
VICAR
CHAIN
Answers to Hidden Words (spelled backward): 2. nworg, 3. lived, 4. nolem, 5. tnurb, 6. htron, 7. naelc, 8. taews, 9. mrahc, 10. laets. Answers to Change One Letter and Find the City!: Seoul, Cairo, Hanoi. | 863 | 517 | {
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When a solution containing thiosulfate ions, $S_2O_3^{2-}$, is acidified the following reaction occurs.
$$S_2O_3^{2-}(aq) + 2H^+(aq) \rightarrow S(s) + SO_2(g) + H_2O(l)$$
The solid sulfur that is formed makes the mixture become cloudy. The rate of reaction can then be measured by timing how long it takes for the mixture to become too cloudy to see through.
You will investigate how changing the concentration of the thiosulfate ions affects the rate of reaction.
Throughout these experiments care must be taken to avoid inhaling the $SO_2$ that is produced. It is very important that as soon as each experiment is complete the contents of the beaker are emptied into the quenching bath.
FA 4 is 2.00 mol dm$^{-3}$ hydrochloric acid, HCl.
FA 5 is a solution of sodium thiosulfate, $Na_2S_2O_3$.
distilled water
(a) Method
Experiment 1
- Use the 50 cm$^3$ measuring cylinder to transfer 40.0 cm$^3$ of FA 5 into the 100 cm$^3$ beaker.
- Use the 25 cm$^3$ measuring cylinder to measure 20.0 cm$^3$ of FA 4.
- Add the 20.0 cm$^3$ of FA 4 to FA 5 in the beaker and start timing immediately.
- Stir the mixture once and place the beaker on the printed insert.
- View the printed text on the insert from above through the mixture in the beaker.
- Note the time when the print on the insert becomes obscured.
- Record this reaction time to the nearest second.
- Empty the contents of the beaker into the quenching bath.
- Rinse and dry the beaker so it is ready for use in Experiment 2.
Experiment 2
- Use the 50 cm$^3$ measuring cylinder to transfer 20.0 cm$^3$ of FA 5 into the 100 cm$^3$ beaker.
- Use the 50 cm$^3$ measuring cylinder to transfer 20.0 cm$^3$ of distilled water into the same beaker.
- Use the 25 cm$^3$ measuring cylinder to measure 20.0 cm$^3$ of FA 4.
- Add the 20.0 cm$^3$ of FA 4 to FA 5 in the beaker and start timing immediately.
- Stir the mixture once and place the beaker on the printed insert.
- View the printed text on the insert from above through the mixture in the beaker.
- Note the time when the print on the insert becomes obscured.
- Record this reaction time to the nearest second.
- Empty the contents of the beaker into the quenching bath.
- Rinse the beaker thoroughly.
Record all your results in a table. You should include the volume of FA 5, the volume of distilled water, the reaction time and the rate of reaction for both experiments.
The rate of reaction can be calculated using the following formula.
\[
\text{rate of reaction} = \frac{1000}{\text{reaction time}}
\]
| | |
|---|---|
| I | |
| II| |
| III| |
| IV| |
[4]
(b) A student suggested that the rate of the reaction is directly proportional to the concentration of the thiosulfate ions.
State whether your results support this suggestion.
Explain your answer.
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
[1]
(c) The student’s suggestion in (b) could be made more reliable by carrying out further experiments.
Prepare a table to show three further experiments you could carry out. Show clearly the volumes of FA 4, FA 5 and distilled water that you would use in each of these experiments. Do not suggest a volume of FA 5 that is greater than 40.0 cm$^3$ or less than 20.0 cm$^3$.
DO NOT CARRY OUT THESE ADDITIONAL EXPERIMENTS.
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Once upon a time, a woman and a man lived on the side of a mountain. They had most everything, clean air to breathe, a cozy, comfortable home, creatures large and small that lived with them among the pine trees. Best of all, through their property flowed a stream, sparkling, bubbling dancing water that flowed down from the top of the mountain to them. The stream was their life and their joy, its pure waters refreshed them, cleansed them. Coming down from above, the water was all theirs, until it flowed from their land down into the valley, and out into the world.
One day, this man and this woman, began to notice what was being done with this water after it left them. It was being wasted, being used to flush toilets, left dripping out of faucets needing repair, being used to manufacture products that no one really needed. It was being mixed with chemicals, and in drinks that were good for no one. And the couple became jealous for their precious pure life giving water. This is what they did:
They dammed up the stream. They demanded that those who would use this water that came down from above prove that they were worthy of it, that they would use it wisely. They doled it out bit by bit, but only to those who came right dressed in a proper attitude showing that they knew how precious this water was.
Their intentions were good, the best. But things did not work out the way they had hoped.
Their dancing bubbling flowing stream became behind that dam a large lake. And at first that too seemed a blessing, instead of others using what came down from above, it was theirs to use for fishing and water skiing, their dam looked like a better decision all the time. But then silt began to collect, and moss to grow, the waters that no longer flowed anywhere began to in time become stagnant. In time, the very waters that had brought life and cleansing and refreshment, became the source of disease, of death. The water they had so jealously protected, now gave life to no one.
Peace to you, Jesus said, with this word washing, cleansing, making whole. Peace to you he said again to disciples who had run away, to the one who three times swore, I do not know the man, to ten who now knew not peace but only fear as they huddled behind locked doors. Peace to you, a powerful word from God on high that would do that which it said, fill them with peace. With forgiveness, making whole what was broken, restoring, renewing. Peace to you.
And then, "As the Father has sent me, even so I send you." Peace was now theirs to take, to send out beyond themselves into all the world.
And when he had said this he breathed on them and said to them, "Receive the Holy Spirit. If you forgive the sins of any, they are forgiven; if you retain the sins of any they are retained." Jesus, raised from the dead was entrusting to his followers his own spirit, and the right that was his alone, for he had won it with his death, the power to forgive sins.
Yes, the peace of God, the Holy Spirit, the forgiveness of sins, these are a pure, life-giving stream flowing down from our Lord to us. When we drink from these waters, when we are cleansed by this stream we are made new, yesterday has no power over us, the threats of the future cannot own us, we are the Lord's, we belong to our God.
God has placed you beside this clear, bubbling stream of life that flows from Christ. Daily he invites you to refresh yourself in this stream. But he also has given you an awesome responsibility. He leaves it up to you whether this stream shall flow beyond you to your neighbors, to your mother or father, your brother or sister, to your friend or husband or wife, to your teacher or pastor or city council person, or school board member. If you forgive the sins of any they are forgiven, if you retain the sins of any they are retained.
The almighty God is going to take you so seriously that what you forgive he will forgive. The sin of your neighbor against you, that you let go of, God will let go of. The life-giving water will flow, life will be restored,
refreshed, renewed even as you speak the word, I forgive you.
And if you don't? Or if you are stingy? If you want to dam up all of God's good gifts for yourself, letting only a trickle, or even nothing flow to your neighbors? In time yours will be come the story of our couple on the hill, the very waters that once brought life become death producing. I believe Jesus was speaking as he said, "With the judgement you pronounce you will be judged, and the measure you give will be the measure you get."
As the Father has sent me, even so I send you. What must we do? Let it flow. Let the forgiveness of God go to all who need it.
He eats with tax collectors and sinners, they said of Jesus, too free with forgiveness they said of him. May God grant they will say the same of us. Let the waters freely flow, let us be as generous in forgiving as our Lord. Amen. | 1,606 | 1,093 | {
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UNIT 32 HOMEWORK 1
The Black Pool
Jag and Panther were having a big spat. Jag yelled, "Quit that."
Panther said, "I will quit when you quit."
Then the big cats ran—hissing and hitting. They traveled deep into the jungle. The big cats didn't see the big Black Pool because they were so mad.
Jag jumped back, but Panther fell into the Black Pool. It was a shock! Panther swam to the middle of the pool and began splashing Jag.
"Come on in," yelled Panther.
Jag said, "No way!"
Soon, the two big cats were having lots of fun.
UNIT 32 HOMEWORK 2
Never Ever Tan
Panther was all black from falling into the Black Pool. Jaguar was all spotted from being splashed by Panther. Mother Cat was upset!
Jag and Panther said, "What's the problem? We will just clean up."
Mother Cat said, "You do not understand. You can scrub and scrub, but you will never ever be tan."
Jag looked at her black brother. Panther looked at his spotted sister.
"Never tan," said the cats.
"What's done is done," muttered Mother Cat.
So, from that day to this, Panther has been jet black and Jaguar has been spotted.
The Living Jungle
The jungle lives along the river.
Feel the hot, hot sun.
Feel the wet, wet drops . . .
Drip, drip, dripping in the jungle.
Feel the living jungle.
Come to the jungle.
Listen to the insects.
Hum, hum, hum.
Listen to the bees.
Hear the living jungle.
Come to the jungle.
See the green, green jungle.
See the jaguar jump.
See the tree frog leap.
See the living jungle.
The jungle lives along the river.
Wet, dripping jungle.
Hum, hum, humming.
Feel, hear, see . . .
The living jungle!
Please initial with each reading. ____________ ____________ ____________
Sounds you know: j er Y p ay L v u J oo all sh ar ea qu
Words you can sound out:
jet quit leave yuck
ever spoon plant just
travel middle biggest hundreds
Words you have learned:
from even because the
America of father earth
Phrases you can read:
the living earth a lot of
up a creek you and me
Sentences you can read:
The black panther lives in the jungle.
Some of my friends said they would come by.
We should not jump off that wall.
© Sopris West Educational Services. All rights reserved. | 873 | 536 | {
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How to Balance A Checkbook
Kathy Prochaska-Cue, Extension Family Economist
Nancy G. Frecks, Extension Educator
Learning how to balance your checkbook is one step in managing your family’s finances.
Steps for Balancing a Checkbook
1. Write the balance shown in the bank statement on line 1 of the worksheet.
2. Compare deposits (checks, cash, and ATM deposit transactions) and withdrawals (checks, debit card and ATM cash transactions) on the bank statement to your checkbook.
3. Record any deposits (money put into the account) not on the statement in the table below line 2. List any withdrawals made (money taken out of account) but not listed in the statement on table below line 5. Enter the totals of each table on the appropriate line (line 3 for deposits and line 6 for withdrawals).
4. Enter any unrecorded deposits or withdrawals in checkbook and determine the new balance.
5. Enter any service charges or other bank charges which have not been subtracted from checkbook into checkbook.
6. Add line 3 to the bank statement balance (line 1) and subtract line 6.
7. Enter final adjusted statement balance on line 8. This figure should be the same as the balance in checkbook (line 9) after adjusting the checkbook for any bank charges.
8. If the two don’t balance, review the checkbook until you find where it differs from the bank statement. Make a correcting entry in the checkbook.
9. Highlight this balance as being correct with the bank statement and the statement date.
Use the worksheet on page 2 to balance your checkbook every month.
Worksheet for Balancing a Checkbook
Month_________________20______
Balance the checkbook with the new bank statement every month.
1. Bank statement balance $_____________
2. Deposits made but not listed on bank statement (Enter Total on line 3)
| Date | Amount |
|------|--------|
| | |
| | |
| | |
| | |
| | |
Total $_____________
3. Total of deposits not listed on bank statement + $_____________
4. Subtotal = $_____________
5. Checks written or withdrawals made but not listed on statement (Enter Total on line 6)
| Date | Amount |
|------|--------|
| | |
| | |
| | |
| | |
| | |
Total $_____________
6. Total withdrawals not on statement - $_____________
7. Subtotal = $_____________
8. Final adjusted bank statement balance $_____________
9. Current checking account balance $_____________
This publication has been peer reviewed.
UNL Extension publications are available online at http://extension.unl.edu/publications.
Index: Financial Management
Budgets and Record Keeping
Issued February 2009
Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Counties and the United States Department of Agriculture.
University of Nebraska–Lincoln Extension educational programs abide with the nondiscrimination policies of the University of Nebraska–Lincoln and the United States Department of Agriculture.
© 2009, The Board of Regents of the University of Nebraska on behalf of the University of Nebraska–Lincoln Extension. All rights reserved. | 1,658 | 693 | {
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Use this guide to help your family learn about and celebrate the Christmas story.
**Activity**
**Message Mix-Up**
**What You Need:**
- paper; printer (or writing utensil); scissors
**What You Do:**
Print out (or write down) the following Christmas song lyrics. (You may want to print out two copies so that you have a reference sheet.)
Then, cut out each individual lyric line. Finally, cut the lyric lines at the “/” mark, to divide up each lyric. Mix together all the halved lyrics lines, and invite your child to match up the lyrics with you.
If you need help, check the reference sheet. When you’ve matched all the lyrics, say, “That was a lot of fun! There are many different ways to deliver messages. In today’s story, we heard about a very important message that was delivered with a very specific purpose.”
Lyrics:
- “Oh, what fun it is / to ride in a one-horse open sleigh.”
- “Joyful, all ye nations rise, / join the triumph of the skies.”
- “Sing, choirs of angels. / Sing in exultation.”
- “Go tell it on the mountain / over the hills and everywhere.”
- “A thrill of hope, / the weary world rejoices.”
- “Feliz navidad. / Prospero año y felicidad.”
**Talk About the Bible Story**
How do you think the shepherds felt when the angel told them about Jesus?
Why does it matter whether or not we share the good news?
Does anything hold you back from telling people about Jesus? If so, why?
What are some ways we can share about Jesus with our friends? (We can tell them what Jesus did; we can treat them with love like Jesus did.)
Parent: Share about a time you invited a friend or family member who did not know Jesus to church with you, or to a community event. Were you nervous? How did God give you the courage to open up to the other person?
**Prayer**
Use this prayer as a guide, either after talking about the Bible story or sometime before bed tonight:
“Dear God, thank You for sending Jesus to us. There is no greater gift that we will ever receive! Help us to be brave and bold enough to tell others about You, and to invite them into our community. Thank You for the super-fun celebration that Christmas is. Keep our hearts focused on You today and every day. In Jesus’ name, Amen.” | 870 | 518 | {
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A recent news in one of the popular regional papers struck me hard when it titled that the deadly lumpy virus has affected deer and other animals after rising the death toll of cows. Across many Indian states, mainly Rajasthan (from where this deadly virus entered India) are bearing not just death of their livestock but now even the wildlife is getting fatally hurt from this virus.
Although Animal Husbandry was defined by western culture in the 18th century, but India has an even longer history of animal husbandry. We depend on domestic animals for our livelihood and also affectionately revere them, especially cows. The practice of raising selective breeding is a part of animal husbandry is developed for profit. A large number of farmers make their living from animal husbandry. And this isn't just for the livelihood, the connection between these farmers and their domesticated animals in India is very intricate and emotional.
The Aggravating Condition in this Lumpy Pandemic
For many rural farmers who are dealing with poverty and malnutrition, the
situation in the Thar Desert has reached a critical point. India accounted for about half of all hungry people worldwide in 2015, according to the United Nations World Hunger List. Due to the arid climate and erratic droughts, subsistence farmers face a significant problem with regard to food security.
Statistically speaking, in Rajasthan, a 10% average contribution to the state's G.D.P. comes from animal husbandry. This industry offers the best opportunity for rural self-employment at the lowest possible cost per unit. Consequently, the growth of livestock is an essential step toward rural prosperity. According to the 2012 livestock census, the state has 577.32 lac animals and more than 80.24 lakh poultry. Only 7% of the nation's cattle are in Rajasthan, but that small portion produces 12.72% of the nation's milk, 2.46% of its meat, and 34.46% of its wool. Rajasthan ranks top in the production of wool while coming in second for milk.
It is right to term that government, society, and humanity has failed in the endeavor to keep the livestock, the very source of livelihood intact. And those who have found a cure to this deadly virus are still seeking government support so that millions of animal lives can be saved. Ayurveda, the age-old secret natural science, originated in India has provided great results in saving cows from lumpy virus.
The Solution to this Animal Pandemic
Vasudheva Kutumbakam – is the only principle than can ensure sustainability and existence of life on this planet. We live in a delicate ecosystem and any species or animal affected will definitely have repercussion on others. Recently the spread of lumpy has been seen in animals other than cows. We don’t know at what pace this is increasing and how much it will affect.
Those who have found treatments for this lumpy virus and distributing the medicine should be appreciated and motivated. It is time to stop this virus and bring positive health results where all animals, domestic or wild, can live in good health.
There is an old saying, “unity is strength” and since COVID-19, the situation has risen again to such an extend that people need to come together and help in spreading, distributing, and delivering such cure to rid animals of this dreadful ailment. | 1,326 | 682 | {
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Please take a few minutes to complete the questions below. When answering, use a recent experience to reflect on.
**Trigger:** What are the things/behaviors/people that cause you to go into crisis?
- [ ] Being touched
- [ ] Being ignored/not listened to
- [ ] Sudden movements
- [ ] Loud noise
- [ ] Not having control or input
- [ ] Contact with a person(s) _______________________
- [ ] Being alone
- [ ] Being threatened
- [ ] Authority figures
- [ ] Not understanding something
- [ ] Being hungry/thirsty
- [ ] Staying in one spot for a long period
- [ ] Other: __________________________________________
**Warning signs:** What can you feel happening and/or can people see when you are getting frustrated?
- [ ] Sweating
- [ ] Crying
- [ ] Rude/inappropriate comments
- [ ] Loud voice
- [ ] Can’t sit still
- [ ] Clenching fists and/or jaw
- [ ] Fighting with hands
- [ ] Laughing/giddy
- [ ] Having negative thoughts/saying negative things about people/situation
- [ ] Pacing
- [ ] Rocking
- [ ] Swearing
- [ ] Other: __________________________________________
**How do you maintain or regain control:** It is important to identify strategies that make you feel better when you are having a hard time managing your emotions. Which of the following have worked for you? There are times when we can incorporate some strategies in the classroom or on a break.
| Movement | Touch/Temperature | Visual/Auditory | Smell/Taste |
|---------------------------|----------------------------|----------------------------|---------------------------|
| Exercise, walking, jogging, jumping, lifting weights, yoga | Cold compress | Dark room | Baking/cooking |
| Cleaning | Doing your hair | Humming/singing | Eating |
| Dancing | Fidget toy | Listen to music | Gum/candy/cough drop |
| | Chewing gum | Flipping through magazine/paper | Deep breathing |
| | Temp change | | |
| Drawing/doodling | (hot/Cold) | Nature sounds | Soda/cocoa/coffee/tea |
|------------------|------------|--------------|-----------------------|
| Rocking/swinging | Stress | Meditation | Flowers |
| Shower/bath | ball/fabrics/worry stone | Quiet space | Fruits |
| Writing/journeying | Body compress | Talking | Mints/fire ball |
| Other: | Elastic band | TV | Candles |
| | Other: | White noise | Scented lotions |
| | | Other: | Other: | | 1,841 | 589 | {
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GATTITU SECONDARY SCHOOL
HISTORY AND GOVERNMENT, FORM THREE
MID-TERM EXAM, 2016, TERM ONE
SECTION A (25 MARKS)
Answer ALL questions in this section
1. State two disadvantages of oral traditions as a source of history (1 mark)
2. State two causes of the agirirama resistance to the establishment of colonial rule in Kenya (2 marks)
3. State one economic reasons why nabongo mumias of the wanga collaborated with the British (1 mark)
4. Why did early agriculture develop in Mesopotamia (1 mark)
5. State one way in which one came became a citizen of Kenya (1 mark)
6. State two factors that made seyyid said to move his capital city from muscat to Zanzibar (2 marks)
7. Give one reason why early agriculture developed in Egypt (1 mark)
8. What was the main aim of the Berlin conferences of (1884-1885) (1 mark)
9. State two economic activities of the abagusii during the pre-colonial period (2 marks)
10. State the main economic activities of the shona in the pre-colonial period (1 mark)
11. Give two economic factors that led to the scramble and partition in Africa by European powers (2 marks)
12. Identify the chartered company that administered Zimbabwe during the process of European colonization (1 mark)
13. State two challenges experienced by the imperial british east African company (2 marks)
14. Identify two roles of the council of elders among the African societies before the colonial period (2 marks)
15. State two ways in which the maasai and the akamba interacted during the pre-colonial period (2 marks)
16. Identify two symbols of national unity in Kenya (2 marks)
17. Identify one reason why Africans why Africans were not allowed to grow cash crops (1 mark)
SECTION B (30MARKS)
Answer any TWO questions in this section
18a) state five reasons for the coming of Portuguese in the Kenyan coast (5marks)
b) Describe the result of the Portuguese rule on the Kenyan coast (10marks)
19a) Give five causes of the maji maji rebellion in Tanganyika between 1905 and 1907 (5marks)
b) Explain the result of the maji maji uprising (10marks)
20a) Give three uses of coal as a source of energy (3marks)
b) Explain six factors that promoted the scientific inventions in Europe (12marks)
SECTION C (15MARKS)
Answer ANY ONE question in this section
21a) state the factors that undermine national unity in Kenya (5marks)
b) Explain five methods of resolving conflicts in Kenya (10marks)
22a) Give the factors that led to the growth of Asante’s kingdom (5marks)
b) Describe the economic activities of the Asante kingdom during the pre-colonial period (10amrks)
SUCCESS IN YOUR EXAM | 1,357 | 620 | {
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ACTIVITY GUIDE
- NATURAL BLACKBERRY INKS & DIP PEN DRAWING
Connecting creatively to the landscape of the Wye Valley AONB and Forest of Dean
The perfect time to pick delicious blackberries is late summer/early Autumn and why not use the leftovers to create your very own natural ink, which you can use to make beautiful drawings of other natural objects using a found stick as a dip pen. You may be lucky enough to have blackberries in the garden which you could pick as a group and become part of the activity.
**Activity rating**
This activity is suitable for most people of any age but the sharpening of the stick dip pen would be best undertaken by staff.
**Preparation time**
15 minutes to prepare for the activity including covering the tables with a cloth.
**Time required for activity**
40 - 60 minutes.
**Shopping list**
- A bowl of blackberries either picked locally or a (defrosted) bag from the supermarket which you could do at any time of the year.
- Pestle and mortar.
- A teaspoon of salt and white vinegar (not essential unless keeping for a longer period of time).
- Some kind of sieve.
- Some small sticks/twigs from the garden.
- A suitable knife to sharpen the sticks.
- A pot to collect the berry ink.
- Assorted papers for drawing.
- Several natural objects to capture in your drawing, such as other plants, dried flowers/seed heads, leaves etc.
- Aprons.
Step by step instructions
1. Cover the work surface with a cloth as the berry juice may stain certain surfaces.
2. Take 4 or 5 blackberries and begin to crush them with the pestle and mortar to release the lovely dark red juice. Spend a couple of minutes doing this to achieve a really good depth of colour.
3. Pour all of the contents through the sieve with a suitable container to collect just the juice which is now your ink!
4. Repeat steps 2 and 3 until you have the correct amount for your group size. You will not need much as the ink will go a long way.
5. If you wish to preserve these drawings, add a very small teaspoon of white vinegar and salt, as this will help to prevent rotting and fading, although this is minimal and so not essential.
6. Take a small stick the size of a pencil and simply sharpen the end to a point. You can make really fine points or quite blunt points, and you will achieve different qualities of line when you produce your drawings.
7. Take your new dip pen and dip it into the berry ink making sure it has soaked some of the juice onto the wood before having a go at making some drawings. You will need to keep dipping the pen into the ink 2 or 3 times a minute.
NB: What you may notice is that the reddish ink colour changes over several minutes to a blue/grey colour! This is normal and due to the acid content in the paper you are using.
Top Tip!
• You can use the pestle and mortars for the natural earth painting activity. | 1,109 | 633 | {
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Olympeace
ACTIVITY REPORT
Activity number 4
Name of the activity: Olympic Games Research
| Teachers responsible | Participating teachers | Number of Participants | Duration of activitites | Location |
|---|---|---|---|---|
| Menabuoni Marilena | Menabuoni Marilena Tacconelli Manuela | 35 | 2 months | In class and at home |
| Materials Final product | Computers, paper and pencils Power point presentation about a chosen topic. |
|---|---|
| Aims of the activity Procedure | 1. Learning about a chosen topic of the olympics. 2. Developing cooperation skills and group responsability. 3. Developing the basics of ppt or prezi. 1. Students were given 18 different topics to chose from. 2. Brainstorming activity to chose the topic. 3. Research of information of the chosen topic. 4. Preparation of drafts and discussion with the group. 5. Students make their final version of ppt. 6. All ppts are presented in the class, everybody learns about everybody’s topics. 7. A final quiz can be done. |
Teacher's Assessment (From the teacher to the students)
‐
‐
| teacher and thier peers. | |
|---|---|
| Students’ C o-‐operativeness | |
| 3. Students were able to work in gorpus or pairs. 4. Students were able to share ideas and knowledge. | X |
| Students’ Autonomy | |
| 5. Students were able to organise and plan their own work. 6. Students were able to use different sources of information. | X |
| Students’ C reativity | |
| 7 . Students have shown original thought, initiative and inventiveness. | X |
| Concepts learnt by students | |
| 8 . Students have learnt different concepts related to the Topic. | X |
| Presentation | |
Students' Assessment (From the student to the activity)
‐
| 1. To learn things which I didn’t know about the task. | X |
|---|---|
| 2. To enjoy with an extra curricular activity | X |
| 3. To learn to co-‐operate with my peers. | |
| 4. To get to know what a European Project is like. | X |
| 5. To get to know other countries much better. | |
| 6. To learn what hings are called in other languages. | |
| 7. Did you like the activity/ task? | X |
Final evaluation of the activity/task (students' opinion)
Thanks to the activity we learnt more about the Olympic games(origin, history, rules, etc…). We improved our skills in using a pc (ppt programs etc…). We enjoyed to cooperate with our classmates and we had fun to create a quiz for primary school children. | 1,174 | 954 | {
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Friends of the Arboretum Native Plant Sale
Liatris aspera – Rough Blazing-star
COMMON NAME: Rough blazing-‐star
SCIENTIFIC NAME:Liatris aspera -‐ Aspera from Latin, meaning rough or harsh from the coarse nature of the leaves. It belongs to the aster family and was one of the many plants that Lewis and Clark identified on their journey to the Pacific Ocean.
FLOWER COLOR: Pink to magenta
BLOOMING PERIOD: Late July into August
SIZE: 2 to 3 feet tall
BEHAVIOR: Tends to become overly tall in new plantings and may require staking in small prairie gardens. The flowers form in groups like buttons along the stem. They begin blooming at the top and bloom downward along the stem.
SITE REQUIREMENTS: Must have a well-‐drained site, either on gravel or sand. It will not persist on heavy soils. Flowers best in full sun, but will tolerate light shade.
RANGE: Much of the eastern two thirds of the US (except for the Northeast) and south central Canada.
SPECIAL FEATURES: It is distinguished from other liatris species by its rough, narrow, alternate leaves along the stem. An excellent butterfly flower. Enjoyed by browsers like rabbits, deer and groundhogs so may be rare where these animals are common.
SUGGESTED CARE: If planted in dry soil, the corms (bulbs) will require watering during the first and second season. Once established supplemental watering should not be needed.
COMPANION PLANTS: On dry prairies it is with lead plant, azure aster, sideoats grama, yellow coneflower. On sandy soil and open oak woods it will be with little bluestem, butterfly weed, flowering spurge and spiderwort. | 706 | 1,408 | {
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Purpose:
To show polarity.
Required Materials:
2 – 25 mL Burettes Metal Pan
Ring Stand
(Frequently done)
1L Distilled Water
2 – Burette Holder Clamps
1L Hexane
1 – 3 inch Balloon
Silk Cloth
Procedure:
Place 2 25mL burettes in a 2 burette holder mounted on a ring stand. Place distilled water in one burette and place the Hexane in the other burette. Inflate a 3 inch balloon with air(inflate the balloon by mouth), and rub the balloon thoroughly with a silk cloth. Place a metal pan under the burette with distilled water; open the stopcock on the burette to let out a stream of water. Place the charged balloon close to the water stream, and the stream of water bends. Move the metal pan to the burette with Hexane, open the burette stopcock holding back the Hexane, place the charged balloon close to the Hexane stream and observe that the stream of Hexane was unaffected by the charged balloon.
Reaction:
Water is ionic and Hexane is not ionic.
Waste:
Pour Hexane in a 1 L bottle for later use, and pour the water down the drain.
Bending Water | 457 | 911 | {
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The interactive tale subtitled and adapted with EC+ pictograms, *Babel the cat who would be king* by the Belgian company EPIC, is a pioneering multimodal EC+ resource, supported by an empirical study aimed at encouraging the development of communication skills within the framework of the European Erasmus EC+ *Enhancing communication* project. EC+ follows the principles of Augmentative and Alternative Communication (AAC) for teachers, caregivers and professionals who have to deal with people with Complex Communication Needs (CCN) due to physical (reduced mobility), sensory (visual or auditory) or cognitive (intellectual) disabilities. The interactive tale Babel was proposed to a total of 10 children, of which 5 are ASDs, 2 Down syndrome, 1 Idis 15 and 2 TEL. The results have been variable according to the cognitive abilities of the children. The different sequences of the tale are followed in the cases in which the cognitive ability is more preserved, although, in some cases, the actions are followed but without causality. The children who had the most difficulties were children with ASDs. Some remarkable words were not well understood, such as, “grumpy, bored, says that a king needs a castle, who, adventures”. The most shocking images were when the lightning struck: everyone understood this event even though they do not understood the concept of the weather phenomenon. Similarly, another moment when almost everyone react was when the cat fell from the tree, children dropped to the ground. When asked, who wants to build a castle, most children said yes. The pictograms were understood according to levels, in some cases, there are some that have not understood when the complexity of the story increases, however, the basic emotions were understood. According to levels of cognition, children can relate what is most relevant in the story, although without following the order of the actions. We must take into account the fact that all of them have the expressive component of language and difficulties since verbal memory was affected. Asking for the favorite character, there’s equality between the cat and the bird. All the children found it easier to access the reading or simply visual comprehension of the story thanks to EC+pictograms.
BABEL ES UN GATO VIEJO Y GRUÑÓN
SU CASA ES VIEJA Y BABEL SE ABURRE
BABEL SE SUBE A UN ÁRBOL
BABEL NO PUEDE TOCAR LAS NUBES Y SE ENFADA
UN RAYO LE ALCANZA. BABEL SE CAE DEL ÁRBOL
BABEL VE UN PÁJARO DENTRO DE UNA JAUJA
BABEL PIENSA QUE ES UNA CORONA DE REY | 1,129 | 560 | {
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Quiz – Model Organism
Part A: True/False Questions
1. Squid has large nervous system.
2. Arabidopsis thalania is one of the seven model organisms.
3. Saccharromyces cerevisae is a plant.
4. Studying squid's nervous system can help us understand human's nervous system.
5. Model organism should be expensive and hard to breed.
7. Rat equals to mouse.
6. Model organism should be able to produce large amount of offspring for genetic study.
8. Both mouse and rat belong to the subfamily called Murinae.
9. Arabidopsis is the only plant classified as top model organism.
10. Rat is primary model organism for studying human genetically inherited diseases.
Part B: Multiple Choice Questions
1. What are the characteristics of a model organism?
A. Cheap
B. Straight forward
C. Short life cycle
D. All of the above
2. Why model organism should have simple genome?
A. For sequencing
B. For identifying gene
C. Both A and B
D. None of the above
3. Which of the following is a model organism?
A. E. Coli
B. Zebra fish
C. Fruit fly
D. All of the above
4. Why is rat used to be a top model organism for medical research?
A. Its physiology can be monitored easily
B. Its DNA is similar to human's DNA
C. It is small in size
D. It is hard to breed
5. Which of the following is a limitation for using mouse and rat as model organism for research?
A. Expensive to keep
B. Life cycle is long
C. Small number of offspring per pregnancy
D. All of the above
6. Tobacco has been widely used to study which of the following virus?
A. Tobacco mosaic virus
B. Tobacco streak virus
C. Tobacco rattle virus
D. Tobacco ringspot virus
7. Why is Arabidopsis thalania widely used as model organism?
A. Rapid life cycle
B. Requires little space
C. Genome has been sequenced
D. All of the above
8. What characteristics of rice has been widely studied?
A. Pest resistance
B. Yield
C. Both A and B
D. None of the above
9. How many species are on the world? (estimation)
A. 0.5 million
B. 5 million
C. 95 million
D. 195 million
10. Which of the following biological processes of a particular specie can be studied through a model specie?
A. Protein synthesis
B. Hydrolysis
C. Respiration
D. All of the above | 1,030 | 1,652 | {
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教學計畫書 Syllabus
| 課號 | | EM1510 | 學分 credit | 2 | | | 時數 hour | 2 |
|---|---|---|---|---|---|---|---|---|
| 中文課名 | | 工程圖學 | | | Course | Engineering Drawing | | |
| 授課教師 instructors | | 張介民(Chang, Chieh-Min) | | | 選/必修 Selection | 必修 Required course | | |
| 類別 | 中文 | | | | 英文 | | | |
| 學校 教育 使命 與本 課目 的關 係 | 1. 工程專業知識 2. 思考創造能力 | | | | 1. Professional engineering knowledge 2. Creative thinking | | | |
| 本課 程可 培養 學生 之核 心能 力 | 1. 具備艦船工程及動力系統基礎學 理 2. 理解艦船工程及動力系統相關數 學、基礎科學及工程知識的能力 4. 培養學生具備實務能力 | | | | 1. Acquiring an understanding of the disciplines on naval architecture and power system 2. Understanding naval architecture and power system on a foundation of math, science and engineering knowledge 4. Utilizing practical skills | | | |
| 課 程 目 標 | 訓練學生識圖、電腦製圖之基本能 力，並培養其對空間的觀察力，使 與機械設計、機動學等課程相互結 合，而應用到實際的工程設計上。 | | | | The course is designed to give students in an ability to read and write the language of engineering graphics; to study its basic theory and to be familiar with its accepted conventions. Students are to learn to use a CAD package and apply on the engineering design projects. | | | |
課 程內容以投影幾何原理、工程製圖 Introduction to computer aided drawing
| 指 定 用 書 | 工程圖學—王輔春、楊永然、朱鳳 傳、康鳳梅、詹士良 合著， 全華科技圖書，2006 | | |
|---|---|---|---|
| 參 考 書 籍 | 電腦輔助繪圖—AutoCAD 2002 王雪娥、陳進煌 編著，全華科技圖 書公司，2002 年 | | |
| 教 學 方 式 | 課堂授課、課堂作業與CAD 軟體操 作 | | |
| 教 學 進 度 | 1 週 | 工程圖學之基本原理原則及應用 | |
| | 2 週 | 應用幾何 | |
| | 3 週 | 應用幾何 電腦輔助繪圖軟體(AutoCAD) | |
| | 4 週 | 電腦輔助繪圖軟體(AutoCAD) | |
| | 5 週 | 點線面的正投影 | |
| | 6 週 | 物體的正投影 | |
| | 7 週 | 三視圖 | |
| | 8 週 | 正投影及三視圖 AutoCAD 練習 | |
| | 9 週 | 期中考 | Midterm Examination |
| | 10 週 | 剖視圖 | Principles of Sectioning |
|---|---|---|---|
| | 11 週 | 剖視圖 | Principles of Sectioning |
| | 12 週 | 剖視圖AutoCAD 練習 | Sectioning Practice in AutoCAD |
| | 13 週 | 尺度標註 | Dimensioning Principles |
| | 14 週 | 尺度標註AutoCAD 練習 | Dimensioning Practice in AutoCAD |
| | 15 週 | 公差 | Tolerance |
| | 16 週 | 表面符號 | Surface Texture Symbol |
| | 17 週 | 公差與表面符號之標註 | AutoCAD Practice |
| | 18 週 | 期末考 | Final Examination |
| 成績評 核方式 assessm ent | | 期中考 30% 期末考 30% 作業 40% | Midterm exam 30% Final exam 30% Assignments 40% |
| 教學評 量工具 Assessm ent Tools | | 評量工具說明： 由授課教師訂定。 | Assessment tools description: To be determined by teacher |
| 諮詢時 間 office hour | | 課堂宣佈 | | | 1,416 | 1,140 | {
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PROGRAMS BY SYLVIA MENDOZA
WOMEN!
Sylvia celebrates women who make a difference, women wishing to reinvent themselves, women who take a risk, women who have survived great adversity and women who inspire our future generation of girls and boys.
Women, Teen Girls, Women's Groups, Middle & High School, ESL
Never underestimate your power as a woman!
INSPIRATIONAL LATINAS
Hear true-life stories of amazing women and their very personal struggles to break down barriers and soar past stereotypes. Learn about the hardships and victories of Ynez Mexia (age), Ellen Ochoa (gender), Rita Moreno (background); Julie Stav (language), and Dr. Vicki Ruiz (education). Let these women inspire you to step out of your world, crash through comfort zones, and find your own personal success. Discover that you are never too young or too old to begin building the life of your dreams. Some popular programs include:
Face Your Demons, Find Your Dream
Girl Power: Be Anything You Want to Be
Second Chances: Reinventing Yourself
Women, Teens, Visionaries
Finding the Passion Within, The Driving Force of Your Being!
EVERYDAY HEROES
You? A Hero? Yes. Everyday heroes have a voice and speak for the underdog. Everyday heroes take action, get involved, create change. Everyday heroes are visionaries. What is our responsibility in this world? We must move beyond the box, beyond our comfort zones, to see what we can do and what we can offer the world. We have a gift to share with the world—are we brave enough to take that risk and bare our souls? Break barriers, move ahead and soar past stereotypes to be the best you can be.
There's a Hero in All of Us
Some popular programs include:
Gutsy Women Going Places
Soaring Past Stereotypes
ABOUT SYLIVIA MENDOZA:
Latina journalist Sylvia Mendoza is an advocate for the promotion of diversity, literacy, and women's empowerment through education. Sylvia is the author of The Book of Latina Women: 150 Vidas (Lives) of Passion, Strength and Success, an important historic perspective on Latinas who have made significant contributions in the arts, politics, science, and history. Sylvia's workshops and programs motivate and inspire Women's & Multi-cultural Studies programs, clubs and associations for girls and women, and students, writers, educators and librarians. As a featured speaker for the National Women's History Project, Sylvia has appeared on C-Span's Book-TV to share true stories about amazing Latinas and their very personal struggles to make the world they lived and loved a truly better place.
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Mangalyaan, known formally as the Mars Orbiter Mission, or MOM, was launched by the Indian Space Research Organisation (ISRO) last November. With 5 scientific instru ments that collectively weigh just 15 kilograms, it is designed to image the planet and probe the composition of the surface and atmosphere, including testing for methane and measuring the ratio of deuterium to hydrogen.
As a result, the anticipation surrounding MOM comes not from the science, but from what a safe arrival would mean for India. "It will be a validation that Indian research and development has come of age," says Amitabha Ghosh, an Indian-born planetary scientist based in Washington DC. "India is still per ceived as a place where work is outsourced, not because of superior science and engineering skills but because of a cost advantage."
SPACE
Indian Mars craft prepares for orbit
Mangalyaan aims to be Asia's first successful Martian mission.
BY SANJAY KUMAR
opportunity for insertion, says A. S. Kiran Kumar, who runs ISRO's Space Applications Centre in Ahmedabad. "We are verifying everything daily and watching closely for any disturbance," he adds.
Vignesh Nair wanted to know the speed of the spacecraft; Mayyan Baatish asked why India was going to Mars at all, given the cost. For once, the 30-odd members of the Astronomy Club at the G. D. Goenka Public School in a Delhi sub urb were discussing something home-grown: India's Mars spacecraft Mangalyaan, which is due to start orbiting the red planet on 24 Sep tember. If all goes according to plan, it will be the first successful Mars mission launched by an Asian nation — and a point of Indian pride.
Those are modest goals compared with, say, the much larger NASA orbiter MAVEN (Mars Atmosphere and Volatile Evolution), which is also en route to the red planet. Scheduled to arrive just three days ahead of MOM, it has eight instruments and would be the first spacecraft to examine questions such as how the solar wind has stripped away the Martian atmosphere.
ISRO has launched 35 satellites for countries including France, Germany, Canada, Israel and Singapore. Success for MOM could boost that commercial space industry, says Ajey Lele, a research fellow at the Institute for Defence Stud ies and Analysis, a think tank in New Delhi.
Ghosh worries that MOM's development was rushed, having taken just 15 months, according to ISRO. "A significant gestation period would have ensured proper engineering rigour and maximized the chances of success," he says.
Whatever happens next, says Lele, India has learnt a lot from MOM. Using the light weight PSLV at launch, for example, meant that the craft had to take a circuitous route to Mars, because it could not achieve the velocity needed to travel to the planet directly. "Being able to launch a robust spacecraft, overcoming minor glitches, sending it towards Mars inno vatively, braving adverse space weather and radiation hazards while maintaining reliable communication for nearly ten months — it is already a significant achievement for India's first deep-space endeavour," says Lele. ■
Additional reporting by Alexandra Witze.
Scientists also question the choice of rocket for the mission. MOM was launched using ISRO's low-power workhorse rocket, the Polar Satellite Launch Vehicle (PSLV), designed for putting satellites into low Earth orbit. That lim ited the weight of the payload — and, some suggest, MOM's scientific potential, although ISRO says that it miniaturized components to compensate. ISRO has been working for more than a decade and a half on the more power ful Geosynchronous Launch Vehicle, but the rocket has suffered a string of failures and did not manage to conduct a fully successful launch until January this year.
But trepidation still dogs the mission. MOM is about to enter a critical period: it has been in sleep mode for several months and must soon restart and then slow itself down, by fir ing its rockets for about 24 minutes, before it can enter Martian orbit. There is only one
1 8 S E P T E M B E R 2 0 1 4 | V O L 5 1 3 | N A T U R E | 2 9 1
© 2014 Macmillan Publishers Limited. All rights reserved | 1,843 | 928 | {
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Education
CROUP
(Adapted from Barton D. Schmitt Instructions for Pediatric Patients, 2nd ed. 1992)
CROUP is a narrowing of the "windpipe", usualy as the result of a viral infection. The hoarseness is due to the swelling just below the vocal cords. STRIDOR occurs as the opening between the vocal cords becomes narrowed, due to the swelling around them.
STRIDOR is a harsh, raspy, vibrating sound or "honk" that can be heard when a child breathes in. Stridor is most often present when the child is crying or coughing. If the disease becomes worse, stridor may be heard when the child is sleeping or relaxed.
* Croup usually lasts for 4 or 5 days, and generally gets worse at night. The worst symptoms are classically seen on the 2nd and 3rd nights of the illness
* Primary symptoms of croup include a tight metallic cough (like a barking seal), a hoarse voice, and fever can be high early in the illness
* Other associated symptoms my include a runny nose and sore throat
Home Treatment for Croup
* Dry air usually makes the cough worse, so keep the child's room humidified.
Mist
Cool, moist air is best (cool mist humidifier or open the window).
for at least 20 to 30 minutes! (air conditioning in room or car, or a car ride with open windows is also effective).
On a cool night it is recommended to open the window, or for increased coughing TAKE CHILD OUTSIDE
If this does not help try:
* Remember that these treatments will help the breathing, but the cough will still be barky.
* Steam bathroom-close the door and run the shower on hot; when bathroom is steamy take your child in for 10-15 minutes. Stay calm, cuddle child to keep him comfortable.
* Avoid exposure to smoke-this can make croup worse.
Cold Liquids
*Constant cold, thin drinks may help to decrease the swelling in the throat and help to keep the child hydrated!
Over-the-counter medications may decrease symptoms, but will not shorten the illness. Ibuprofen (Not recommended for < 6months old) For discomfort due to fever or for increasing "honking" sound. Benadryl: (Not recommended for children < 4 years old) May use for increasing "honking" sound. Dextromethorphan:(DM present in cough medicines) Not recommended unless directed by provider.
Call Back If...
* Breathing becomes difficult
* Stridor at rest! (with every breath)
* Lips turn blue or dusky
* Any signs of dehydration, no urination in 12 hrs, no tears, dry mouth, sunken eyes and/or lethargy
* Child develops excessive drooling, spitting, or difficulty swallowing
* Any fever > 3 days or > 103 for 4 hours or > 102 for 6 hours.
Updated 2016
Century-Airport Pediatrics
Phone: (716) 893-7337
Fax: (716) 893-7699
Contact Phone: (716) 893-7337
2625 Harlem Rd. Suite. 210 Cheektowaga, NY 14225 | 1,271 | 687 | {
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Assignment
DIRECTIONS: Read Ben Okri's "A Prayer from the Living" and answer the questions that follow.
1. On page two, the narrator says, "In the town everyone had died," however, he can't mean this literally as a few lines down he writes, "The only people who weren't dead were the dead." This would seem to contradict the idea that all were literally dead as well as suggest there are two sorts of "dead" people. Keeping this in mind, explain what Okri intends by describing the town as populated by the dead.
2. The way that Okri describes the town and people who inhabit it help establish the point of view of the dead. Choose one such description of either the way something looks, sounds, feels, tastes, or smells and explain how it helps to create this point of view. You should use evidence from the text (quotation) in support of your answer.
3. In the final page, the Western photographer films the schoolroom. He is described by Okri as "good-hearted" and "weeping" amid the dead and the dying. However, the singing and demeanor of the "dead" are described as "intensely joyful." What explains this difference in point of view between the "white man" and the starving Africans? Explain using evidence from the text (quotation).
Model for Question Number Two
Question:
How does the way the author describes something reveal a point of view?
Sample Answer Template:
By describing _____ in a _____ manner, the author reveals how [somebody feels a certain way about something]. For example, when the author pictures _____ as _____, it suggests _____. This helps the reader to understand _____ because _____. In other words, _____.
Descriptive Passage from Okey Ndibe's "My Biafran Eyes":
Air raids became a terrifying staple of our lives. Nigerian military jets stole into our air space, then strafed with abandon. They flew low and at a furious speed. The ramp of their engines shook buildings and made the very earth quake (3).
Example Paragraph:
In describing the Nigerian bombing raids that disrupted his life, the young Okeu Ndibe reveals how helpless he feels in the face of war. For example, the air raids are described as a "staple of our lives." To be "a staple" means that it forms an important part of something, and here it suggests just how large the idea of a bombing looms in the author's mind. Whether or not the bombs that "shook buildings and made the very earth quake" occur often, they seem like they do to the young Ndibe, and the fact that he sees the bombs in terms of their destructive potential suggests his fear. In context of the description, then, the bombs are frightening because there is no defense against them. They come at any time, and they can wipe out Ndibe at any time.
This evidence is a description, and the explanation is how what the way the thing describes shows the way that he feels. If you're explaining an inference, you're doing it right. If you're just summarizing the evidence or repeating it, you're doing it wrong (see below).
Bad Example:
In describing the Nigerian bombing raids that disrupted his life, the young Okeu Ndibe reveals how terrified he is in the face of war. For example, he describes the air raids as a "terrifying staple of our lives." This shows that he was scared. In other words, he worries that might be a victim of the bombs, and as a result, is frightened.
This evidence is literally labelling the point of view. As a result, there's nothing left to say after the evidence other than repeat the same idea again and again (terrifying scared frightened). When you go to find your evidence, what you're looking for is the way that the author describes something-not a literal answer to the question How does the author feel? Look for descriptions, not passages or words that answer the question literally. | 1,470 | 826 | {
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The Global Sustainability Project Fact Sheet 2019-20 School Year
Sponsor: The Picerne Family Foundation has created and is sponsoring the Global Sustainability Project (GSP) in collaboration with the Advanced Placement Programs at South High School and the Earthwatch Institute.
Objectives: (1) to broaden students' understanding of another culture; (2) to experience conservation and sustainability issues of another country; and (3) to make a direct contribution to solving local environmental sustainability issues.
Program: There are three aspects to the GSP program.
2. Overseas expedition. During the summer 2020, students will participate in a 12-day international research expedition conducted by Earthwatch to study endangered rhinos at a South African wildlife preserve and national park. This will be a South High student-only expedition accompanied by Ms. Minahan. Students will depart for South Africa in late July 2020.
1. Expedition Preparation. Students will spend time in lunch and/or after school meetings during the 2019/20 school year with Ms. Minahan to learn more about the ecology, culture, and history of South Africa.
3. Service. Prior to departure on the overseas research expedition, students are required to contribute 40 hours of meaningful volunteer work on a sustainability project, approved by Ms. Minahan, at a local conservancy, university or ecological nonprofit organization.
Eligibility: To participate, students must be a junior taking an advanced placement course in any subject at South High and have a minimum overall 3.0 GPA.
Expenses: The Picerne Family Foundation will provide scholarships for up to 10 students that will cover airfare and the cost of the expedition. Students will be responsible for obtaining a passport, inoculations, gear and all other related expenses. Limited financial assistance will be available for students unable to meet all of these expenses.
Time Commitment: Students will:
* Volunteer 40 hours during the 2019/20 school year working on a local sustainability project at a local conservancy, university or ecological nonprofit organization chosen by Ms. Minahan.
* Meet after school and on weekends as needed with Ms. Minahan. The meetings will be devoted to expedition preparation, research, and field trips.
* Journalize and document volunteer project with photos, and present this experience to foundation members, parents, peers and community members upon the completion of the project.
* Complete and submit on time all required travel documents, inoculation requirements, passport application, etc. Students who fail to do so will be dropped from the program.
Application Process:
* Wednesday, Sept. 25, 2019 at 3:00pm – Written Applications Due (Late applications will not be accepted)
* Tuesday, June 4, 2019 at 6:00pm. South High, Room N-2 – Parent & Student Information Session.
* Sept. 25 – Oct. 11 – Picerne Family Foundation Selects GSP Finalists
* Friday, Oct. 25 – Announcement of GSP Participants
* Wednesday, Oct. 23, 2019, South High, Room N-2, Time TBA – Presentations & Interviews with Finalists
* Wednesday, Oct. 30, 2019 at 6:00pm, South High, Room N-2 – Parent & Student Orientation Session.
More Information: To learn more about the Global Sustainability Project and the Picerne Family Foundation, visit www.picernefoundation.org. For more information about the Earthwatch Institute and the Conserving Endangered Rhinos in South Africa expedition, go to www.earthwatch.org. | 1,630 | 738 | {
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Native Beauty Flower Arranging with Native Plants
Why Native Cut Flowers?
Many native plants can be used as fresh cut flowers or as dried seedheads to create beautiful floral arrangements. In addition, a garden of native flowers and shrubs will bring bees, butterflies, and birds to your yard. Native plants have co-evolved with our native wildlife and can best provide them with the food, habitat, and cover they require for survival.
You can cut some flowers for your own use and share the rest with wildlife. Plants will often bloom again after their first flowers are harvested, providing a new supply of pollen and nectar for pollinating insects. Shrubs also benefit from pruning, as they usually flower and fruit on new young branches.
Many of our bees, butterflies, birds and mammals are declining as a result of lost habitat and the lack of nutritious food offered by native plants. Many animals, in fact, cannot survive on non-native flora. On a global scale, the earth is on the brink of the 6 th mass extinction. By planting native wildflowers and trees, gardeners can enjoy indoor bouquets of gorgeous native wildflowers and, at the same time, insure that native flora and fauna continue to grace their lives.
Ten Best Native Plants for Fresh Cut Flowers
1. Prairie Blazing Star Liatris pycnostachya
2. Purple Coneflower & Pale Purple Coneflower Echinacea purpurea and Echinacea pallida
3. Butterfly Milkweed
Asclepias tuberosa
4. Black-eyed Susan, Brown-eyed Susan and Sweet Black-eyed Susan Rudbeckia hirta, Rudbeckia triloba and Rudbeckia subtomentosa
5. Foxglove Beard Tongue
Penstemon digitalis
6. Goldenrod
Solidago species
7. Aster
Symphyotrichum (Aster) species
8. Blue Wild Indigo Baptisia australis
9. Sneezeweed or Helen's Flower Helenium autumnale
10. Yellow Coneflower Ratibida pinnata
Tips on Harvesting & Care of Fresh Cut Flowers and Grasses
1. Clean tools, pails & vases.
2. Harvest early in the day (or at dusk).
3. Water Quality: Avoid hard, softened and chlorinated water. Instead, use distilled water, water from a dehumidifier or rainwater.
4. Floral Preservative: Many flowers do not do better with preservatives. I recommend conditioning with distilled water with 1-teaspoon chlorine bleach per gallon to initially reduce bacteria, but recommend using only distilled water in the vase.
Ten Best Native Plants for Dried Seedheads
1. Yarrow
Achillea millefolium
2. White Sage
Artemesia ludoviciana
3. Milkweeds
Asclepias species
4. Wild Indigo
Baptisia species
5. Coneflower
Echinacea species and
6. Rattlesnake master Eryngium yuccifollium
7. Bittersweet
Celastris scandens
8. Rose hips
Rosa species
9. Compass Plant and Prairie Dock – leaves and seedheads Silphium laciniatum and Silphium terebinthinaceum
10. Sweet Everlasting Gnaphalium obtusifolium
Three Most Common Methods of Drying
Drying is not an exact science and some experimentation may be needed. I've used all three methods below successfully. If using one of the standing methods, only plants with sturdy stems should be used.
1. Hanging with stems bound with rubber band (stays tighter than string, as stems become thinner as they dry)
Ratibida pinnata
2. Standing in vase without water
3. Standing in 1½ - 2 inches of water; let water evaporate for 7-10 days
Five Best Grasses for Fresh or Dried Arrangements
1. Side-oats Grama
Bouteloua curtipendula
2. Prairie Dropseed Sporobolus heteroleus
3. Indian Grass Sorghastrum nutans
4. Big Bluestem Andropogon gerardii
5. Bottlebrush Grass Elymus hystrix (Hystrix patula)
Sources of Native Plants
See dnr.wi.gov; search for "Native Plant Nurseries" and "Restoration Consultants"
Other sources:
Ask local nature centers & chapters of Wild Ones: Native Plants, Natural Landscapes. They often have plant sales at which you can purchase native plants and also can provide information on local nurseries that carry native plants of excellent quality.
Mariette Nowak, February 2019 Author, Birdscaping in the Midwest, UW Press, 2012 | 1,868 | 1,002 | {
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MARIAN CENTRAL CATHOLIC HIGH SCHOOL
1001 McHenry Avenue Woodstock, IL 60098-3099 (815)338-4220 FAX (815) 338-4253 www.marian.com
For the Home – Circles of Care Safe Environment Program, Grade 10
Theme: Bullying/Harassment
April 18, 2019
Dear Parents,
The safety of your children is always uppermost in your mind. We have taken many additional steps in recent years to do our part in ensuring that your children will be in a safe place at Marian Central. All of our staff and volunteers have received the required background checks and training. We are implementing a program entitled "Circles of Care Safe Environment Program" to help your children recognize the steps they can take to keep themselves safe. Lesson plans have been prepared for different age groups among the students.
This year's lesson focuses on bullying and harassment. During the lesson, students will learn to identify different forms of bullying and harassment, identify ways to respond if he or she is bullied by another, and name and practice some approaches that may help someone who is being bullied.
We are also enclosing information sheets for you that may help you with matters that can affect your own children: "Q and A" from the National Center for Missing and Exploited Children; Tips on Internet Use, Social Networking and Telephone Use, borrowed from the Diocese of Joliet; and resources from www.connectsafely.com: "Tips to Prevent Cyberbullying."
You are encouraged to spend some time reviewing the enclosed documents yourself, and then sitting down with your children. Each of the "rules" noted contains some application to common sense safety tips that you may share with your children. Other parts of the "rules" apply to some of the decisions that you make as parents for the safety of your children. A question and answer segment provides some suggestions on how you can best address these concerns with them. Naturally, household policies may change during the high school years to reflect a growing maturity and sense of responsibility on the part of your son or daughter. Our goal is to equip both you and your children with the knowledge that can help to keep them safe.
The basic point is that parents need to be involved with their children. The more you know about the daily events of your children's lives, the better you are able to spot any danger signs that may surface. The more regular your communication with your children, the more free they are to come to you with their concerns.
May our Lord bless you and your family.
Sincerely yours in Christ, Ms. Debra Novy, Principal | 1,065 | 547 | {
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DIGITLE – BC CALCULUS Puzzle 211 – Taylor Polynomials
Directions: The first 5 problems have single digit or letter answers. The 6 th problem has a 3-digit answer (counting leading zeros if present). You have a choice: solve the easier single-character answer problems or tackle the more difficult 3-digit answer and the multiple choice. Once you have done that, attempt to solve the puzzle by entering the following url on your computer, tablet, or phone: https://mastermathmentor.com/mmm/digitle.ashx. The correct puzzle answer will be the digits/letters of your answer(s) scrambled. Use the following interpretation. You get 6 tries. Problems should be done without graphing calculators.
Green : the digit is in the answer and is in the correct spot. Grey : the digit is not in the answer.
Yellow: the digit is in the answer but is not in the correct spot.
Single Digit or Letter Answers:
1) Let f be a function having derivatives for all orders of real numbers. The first three derivatives of f at are given in the table below. Use the third-degree Taylor polynomial at to approximate . x = 0 x = 0 f − 1 2 ⎛ ⎝ ⎜ ⎞ ⎠ ⎟
2) The Taylor series for a function f converges to for all x in the interval of convergence. The nth derivative of f at x = 1 is given by . The graph of f has a relative minimum at the point (2, 4). Use the 3 rd degree Taylor polynomial for f, centered at x = 2 to approximate . f x ( ) f n ( ) x ( ) = ( − 1) n n ! n −1 ( )2 for n ≥ 2 f 2.2 ( )
3) Let be the 4 th degree Taylor polynomial for the function f about x = –1. What is the value of ? 12P 4 x ( ) = −6 + 3 x + 1 ( ) + 18 x + 1 ( )2 + x + 1 ( )4 f 4 ( ) −1 ( )
4) A function has derivatives of all orders at x = 0. Let denote the nth degree Taylor polynomial about P n x ( )
5) Use the 2 nd degree Taylor polynomial about x = 0 for to approximate f x ( ) = e − x 3 e − 1 6.
Three Digit Answer:
6) What is the coefficient for in the Taylor series for about x = 0? x 9 2x 2x + 1 | 959 | 559 | {
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DIGITLE – AB CALCULUS Puzzle 121 – The Accumulation Function
Directions: The first 5 problems have single digit answers. The 6 th problem has a 5-digit answer (counting leading zeros if present). You have a choice: solve the easier single-digit answer problems or tackle the more difficult 5-digit answer. Once you have done that, attempt to solve the puzzle by entering the following url on your computer, tablet, or phone: https://mastermathmentor.com/mmm/digitle.ashx.
The correct puzzle answer will be the digits of your answer(s) scrambled. Use the following interpretation. You get 6 tries.
Green : the digit is in the answer and is in the correct spot. Grey :
Yellow: the digit is in the answer but is not in the correct spot.
Single Digit Answers:
1) The graph of the linear function f is shown to the right. Let g be the defined by
( )
x
g x. Find the value of.
=
f t
( )
dt
g3
( )
− g−2
()
the digit is not in the answer.
1
∫
2) The graph of the function f is shown to the right. Let g be the continuous function defined by . If a is the value of x where g has its absolute minimum and b is the value of x where g has its absolute maximum, find the value of a – b. g x ( ) = f t ( )dt 0 x ∫
−
3) The functions f and g are differentiable for all real numbers. The table below gives the values of the functions and their first derivatives at selected values of
4) The graph of the linear function f is shown in the figure to the right. If
5) Let f be given by . For what value of x does f have an inflection point? f x ( ) = t 2 − 10t + 24 3 dt 0 x ∫
5-Digit Answer:
6) At the end of a tour, guests are invited to take a model Porsche at its factory. During that time, the toy cars come off the assembly line and fall into a basket at the rate of 10 per minute, shown by the dashed line in the figure to the right. Let represent the rate, measured in toy cars/min, that the guests take cars from the basket, shown by the piecewise graph. Suppose at the start of the 100-minute period, there were 185 toy cars in the basket. First find the number of minutes elapsed when there is a maximum number of cars in the basket. Second, find this maximum number of cars. For instance, if you think the maximum number of cars was 75 after 40 min., your 5-digit answer is 40075. If you think the maximum number of cars was 250 after 100 min., use 99250. R t ( ) | 1,037 | 612 | {
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DIGITLE – AB CALCULUS Puzzle 126 – Average Value
Directions: The first 5 problems have single digit answers. The 6 th problem has a 5digit answer (counting leading zeros if present). You have a choice: solve the easier single-digit answer problems or tackle the more difficult 5-digit answer. Once you have done that, attempt to solve the puzzle by entering the following url on your computer, tablet, or phone: https://mastermathmentor.com/mmm/digitle.ashx. The
correct puzzle answer will be the digits of your answer(s) scrambled. Use the following interpretation. You get 6 tries.
Green : the digit is in the answer and is in the correct spot. Grey : the digit is not in the answer.
Yellow: the digit is in the answer but is not in the correct spot.
Single Digit Answers:
1) Suppose , where a is a non-zero real number. The average value of on [–a, a] = mk. If f x ( )dx = k 0 a ∫ f x ( )
.
is an odd function, find the value of m f x ( )
2) A monsoon hits a remote jungle in Honduras. The rate of rainfall is given by the function and is shown by the table to the right at various values of t where t is given in R t ( )
minutes and is given in inches per hour. Find the average amount of rain that fell over the 30-minute
R t
( )
period in inches per hour as calculated by a trapezoidal rule using = 5 minutes. Answer in inches per hour.
Δ
t
3) Let . For what value of b does the average value of on the interval [0, b] equal the average rate of change of f on [0, b] ? f x ( ) = x 4 f x ( )
4) A particle moves along a straight line with velocity . The average acceleration of the particle from to and be expressed as kπ. Find the value of k. v t ( ) = 2 t sint ( )2 t = π 2 t = 3 π 2
5) A company is experimenting with a jet-pack. Someone wearing the jet pack can control their speed vertically. A person wearing one has velocity is shown on the figure to the right, where t is measured in minutes and is measured in ft/sec. He is initially 100 feet above sea level and lands exactly where he began. What is the person's average speed over the 10-minute period? v t ( ) v t ( )
5-Digit Answer:
6) (Calculator active – set calculator to 4 decimal place accuracy) A glass blower works with glass at extremely high temperatures as glass melts at temperatures around . To shape glass, it has to be brought up to high temperatures and then be allowed to cool slightly. Suppose a glass blower is working with glass whose 2,600°F
temperature is given by where
Ris measured in hundreds of degree
R t
( )
=
30− 6t
()
sin
2
t ⎛ ⎞
⎝
π
3
⎜ ⎠
⎟+
2.3t+7.4
Fahrenheit and t is measured in minutes. When the temperature of the glass is greater than , an alarm goes off and the glass blower must wear a special set of protective eyewear. If the glass blower shapes the glass for 7 minutes, find the average temperature when the glass blower must be using the eyewear. 1,500°F | 1,330 | 758 | {
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Address:_ _________________________________________________________________________________
DISASTER-SPECIFIC CHECKLISTS
Flood
Review these considerations with your real estate agent, home inspector, contractor, or other trusted advisor if the home is likely to experience a flood.
Location Checklist
* Is the home likely to flood? ☐ YES ☐ NO
* Is the home located in a FEMA-designated flood zone? ☐ YES ☐ NO
» Zones beginning with V or A indicate the highest level of risk. Zones B, C, and X have a moderate to low risk, but be aware that these designations may change and that flood zone designations do not capture the full potential of flood risk in a given location.
* Is there a flood history of your potential home and homes nearby? ☐ YES ☐ NO
* Was the location once a floodplain, swamp, filled creek, riverbed, lake, or part of the sea or ocean?
☐ YES ☐ NO
* Is the home located near a dam, levee, or other water defense infrastructure whose failure or malfunction could result in flooding? ☐ YES ☐ NO
* Is the home located near a tsunami inundation, hazard, or evacuation zone? ☐ YES ☐ NO
If you answered yes to any of the above questions, speak with a qualified, licensed engineer, inspector, or local code official to determine the best course of action to protect your home from disasters OR consider a home in another location.
Construction Checklist
Determine the flood zone of the home and note that homes outside of a flood zone can still flood, especially in hurricanes. The best flood preparedness plan includes structural mitigation, as well as flood insurance.
q Hydrostatic flood vents are installed.
» A home's elevation certificate will provide information like the number and location of vents and the total amount of vented space.
q You have an elevation certificate that reflects the base flood elevation (BFE) or expected flood level for the property.
» If you don’t have this information, you may be able to secure it from local floodplain officials, the planning and zoning office, or the builder; or you can hire a licensed surveyor to prepare one.
q The home is built on an elevated foundation.
» If so, is it a pile, pier, or another type of foundation? ☐ YES ☐ NO
q Appliances, including the water heater, air conditioning unit, and furnace, are above projected level of flooding for the location.
q Receptacles, lights, and switches are elevated above the base flood evaluation (BFE) or expected flood level.
q There is a backflow valve to prevent sewage from coming back into the home in case the municipal system fails due to flooding.
Depending on the age of the home, you may want to undertake certain structural retrofits and upgrades at the time of purchase. Flood-specific options include:
q Elevating the lowest floor.
q Providing flood protection for utilities and mechanical equipment.
q Installing backflow preventers.
q Installing flood vents.
q Anchoring fuel tanks.
q Adding a sump pump with backup power.
q Improving the basement/foundation wall drainage.
Maintain your home to keep it ready for a flood by:
q Checking the water flow around the property after a storm to ensure proper rainwater flow and drainage away from the home.
q Cleaning gutters and positioning downspouts to allow water to flow away from your home’s foundation.
q Securing any loose items in your yard as they can become water-borne debris during flooding from storm surge or rising water.
q Anchoring fuel tanks and other outside appliances or placing them on platforms as they can detach, float, and spill hazardous waste. | 1,588 | 785 | {
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Transformative Education
VISION
A world in which people with intellectual disabilities are leaders in engendering and sustaining acceptance and respect within schools and communities through Special Olympics' inclusive sports, fitness and youth activation programming.
THE PROBLEM
The Issue
Many young people today, especially those with intellectual disabilities, face discrimination, bullying and isolation contributing to unwelcoming and intolerant schools and communities for all.
1
Limitations
Schools have limited resources and competing priorities.
Limited activation outside the United States.
In most countries, children with intellectual disabilities either have limited schooling or are not in school at all.
Need to innovate and adapt approach to meet wide variety of education systems and local cultures.
Need to move from episodic and narrowly focused approach to outcomes based approach.
Our Role
Successes
We equip young people and adult influencers, including educators, with effective tools and training to create sports, classroom and community actions that produce friendships and acceptance, driving positive attitude and behavioral change.
Dynamic activation tools that combine inclusive sports, youth leadership, whole school involvement and community connection.
Proven impact in creating positive attitudes & inclusive behavior.
Significant U.S. implementation of Project UNIFY (2,100 schools in 42 states).
Hundreds of thousands of youth making commitments to end the use of the word retard.
THE SOLUTION
Expand Project Unify in the 170 countries where Special Olympics operates to effect large scale attitude and behavioral change. Configure and adapt the successful U.S. model in order to take youth activation and education to scale in different cultures, countries and settings.
UNIFY
Adapt in Schools & Communities
> Special
> Segregated
> Integrated
> Not in School
Youth
Leadership
Inclusive
Sports
Whole-School
Involvement
Community
Connections
2
omizable, engaging manner in order to catalyze action by the broadest audience possible.
Deliver continuously updated youth activation and education training, information and materials directly to end users in a real-time, cust-
Unleash and apply the power of digital technology and social media to deliver relevant, fresh and adaptable program content and messaging to students, teachers, administrators and people.
Activation
Tools
> Social Networking
> Advocacy Campaign
> Unified Sports > Young Athletes
> Unified Leadership > Sports Competitions
+
> Get Into It Curriculum
Adult Influencers
Students & School-age Youth
> Fans in the Stands/Partners
3
expand its reach and effect systemic, sustainable change.
Quantify and leverage the positive impact of youth activation and education at the individual, school, community and societal levels to
Utilize research to measure the positive attitudinal and behavioral impact on people with and without intellectual disabilities. Use that data to engage partners, influence education systems and impact policy/laws.
Track Intervention Effectiveness
Leading to Broader Support, Sustainable Implementation and Lasting Change at the Community Level.
New Partners
= | 1,536 | 644 | {
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Information Systems, Data & Information - Past Questions
1. 13.3 Information flows within an organisation by both formal and informal mechanisms.
(a) What is meant by formal information flow? Give an example of a formal information flow mechanism. (3 marks)
(b) What is meant by informal information flow? Give an example of an informal information flow mechanism. (2 marks)
2. 13.4 An accountant calculates an organisations profit and loss based upon financial information from many sources. Name three characteristics that this information must have to be described as good information for the accountant and, for each characteristic, state why it is necessary. (6 marks)
3. 13.3 &13.4
A high-street building society uses a data processing system to record receipts and withdrawals from its customers' accounts. The data from branches are sent once a day up to the ICT systems at head office in Yorkshire to update all master accounts, and all data is then input into various management information systems.
(a) For each of the following users, state the level of information that is needed by:
(i) a Customer Service Clerk in a local branch;
(ii) a Branch Manager;
(iii) the Managing Director of the building society. (1 mark x 3)
(b) For each of the following individuals, name a suitable output, state how it may be used, and give a typical item of data that it may contain.
(i) a Customer Service Clerk in a local branch;
(ii) a Branch manager;
(iii) the ICT Manager, controlling all ICT systems within the building society;
(iv) the Managing Director of the building society. (3 marks x 4)
(c) Explain why the information used by the Customer Service Clerk is not appropriate for the Managing Director. (3 marks)
4. 13.4 One way of classifying information is by its source, examples of which are internal, external, primary or secondary. State four other ways of classifying information, giving an example of each classification stated. (8 marks)
5. 13.4 An ice-cream manufacturer is considering introducing frozen yoghurts to its product range. A market research company is to find out if there is a market for the product by
asking a sample of people in city centres the same set of questions.
A paper questionnaire, like the example in Figure 1, will be filled out with the responses given by each person. Some responses are written as a cross in a box, or as a circle around a number or letter. Other responses will be written down as free text, recording the comments made by the interviewees. The responses recorded on the questionnaires will be processed by an ICT system, and summary information will be produced for the ice cream manufacturer.
(a) For the free text responses:
(i) suggest a suitable data capture method;
(1 mark)
(ii) describe a suitable method for trying to ensure accurate data entry. (2 marks)
(b) For the crossed or circled responses:
(i) suggest a different data capture method that would be suitable for these responses; (1 mark)
(ii) describe a suitable method for trying to ensure accurate data entry. (2 marks)
(c)
For the information that will be presented to the ice-cream manufacturer, suggest and justify a suitable output format for:
(i) summarising the free text responses;
(2 marks)
(ii) summarising the crossed and circled responses;
(2 marks)
(d) Explain why the market research company has chosen to use an ICT system to process the responses. (2 marks)
6. 13.3 Information Flow
The structure of an organisation can influence the flow of information through it. Explain two effects that the structure of an organisation could have on the flow of information. (4 marks)
7. 13.3 Information
Information produced by ICT systems may be required both within (internal) and outside (external) organisations such as schools and supermarkets.
(a) Describe two examples of internal information requirements, stating for each:
o who needs the information;
o what information they require;
o what it is to be used for.
(6 marks)
(b) Describe two examples of external information requirements, stating for each:
o who needs the information;
o what information they require;
o what it is to be used for.
Total: 65
(6 marks) | 1,880 | 884 | {
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February is Turner Syndrome Awareness Month
WHAT IS TURNER SYNDROME?
Turner syndrome (TS) is a chromosomal condition that affects girls and women. Females typically have two complete X chromosomes (the sex chromosomes). Turner syndrome is caused by the absence of all or part of the second X chromosome in some or all of the cells of the body.
Early diagnosis is vital so that treatment can begin for any TS related health issues.
Short Stature of unknown cause
Unexplained delayed puberty/ menstruation
Kidney irregularity (horseshoe shape, absence, or unusually small)
Reduced fertility
Educational difficulties
Numerous moles
How Common is Turner Syndrome?
TS affects approximately 1 in every 2,000-4,000 live born baby girls. It is the second most common genetic/ chromosomal disorder in females.
Down Syndrome 1 in 700
Turner Syndrome
1
in
2,000 - 4,000
Cystic Fibrosis 1 in 3,500
Did You Know?
TS can be diagnosed during fetal life, in infancy, during the late pre-teen period (8–12 years), or in late adolescence/early adulthood. A simple blood test is used to determine the karyotype (chromosome makeup).
Signs of Turner Syndrome
Droopy eyelids, low set/prominent ears, narrow roof of mouth
Neck webbing (from fetal cystic hygroma)
Hearing Loss (both conductive and sensorineural)
Recurrent middle ear infections
Excellent verbal skills/vocabulary
Believe in Miracles!
It is estimated that 98% of Turner syndrome pregnancies end in miscarriage, many even before diagnosis. Those who are living with TS truly are miracles!
SOME HEALTH ISSUES RELATED TO TS
KIDNEY AND
LIVER
CONCERNS,
TYPE II DIABETES
HYPERTENSION,
HEART
ABNORMALITIES
SCOLIOSIS,
OSTEOPENIA, AND
OSTEOPOROSIS
CELIAC/CHRON’S
DISEASE
HEARING LOSS
REDUCED FERTILITY
LYMPHEDEMA
(SWELLING)
EDUCATIONAL
DIFFICULTIES
Turner syndrome is a
variable
condition. Not
every person will be
affected in the same way
or to the same degree.
SLOWER PROCESSING SPEED,
REPETITIVE THOUGHTS,
ANXIETY/
DEPRESSION
ARE ALSO COMMON
THYROID DISEASE | 1,188 | 524 | {
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