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WORK EXPERIENCE POLICY
RATIONALE
Nidderdale High School is committed to providing educational experiences which prepare students for their post-16 destinations and ultimately the world of work. The school's work experience programme is an important part of the curriculum offer at Key Stage 4.
AIMS
1. To enable all students to gain first hand experience of the world of work.
2. To develop the personal and social skills of students through active learning situations outside their normal education experience.
3. To develop the confidence of students in relating to adults in the wider community.
4. To widen students' awareness of opportunities available to them in the community.
5. To enrich the educational experience of all students by relating their work within school to the world of work outside the school.
6. To aid the development of mature career choices.
7. To develop the skills required to apply for employment and other post-16 opportunities.
8. To foster links for the mutual benefit of school, its students and the business community.
9. To develop independence, and a sense of responsibility in students through the expectation that they will obtain and maintain relevant work experience and comply with workplace expectations.
Work Experience at Nidderdale High School takes place for 1 week in July of Year 10. It is viewed as an important part of the upper school curriculum and has the support of all staff some of whom undertake at least one visit to a student on placement. This interaction between school, staff, the student and the placement provider forms an essential part of the work experience scheme.
All students regardless of culture, gender, social background or physical ability have equal access to work experience although health considerations and disability may make some placements unsuitable for some students. All students must however meet the minimum standards of maturity required to embark upon a work placement in addition to parental permission. Under the direction of the Headteacher the Work Experience Coordinator and Key Stage 4 Learning Manager will judge an individual student's suitability for the work placement experience.
Each new placement is provided following contact by school to discuss the details of the placement with the provider. All placements are subject to the NYBEP administered Health & Safety check. Placements used previously will have been visited by a member of the school staff during the past 12 months. Students select their own placement with the assistance of the Work Experience Coordinator. It is the responsibility of the student to contact the employer and arrange where possible a pre-placement visit.
The school's senior leadership team actively support the work experience programme by:
a) ensuring work experience has a dedicated Calendar slot
b) providing the Work Experience co-ordinator with admin assistance as required
c) supporting Work Experience promotions and actively encouraging business/education links
The school's Work Experience scheme follows the Local Authority's guidelines for work experience. Placements are provided by a wide range of employers both small and large each of whom provides a valuable learning experience. The school recognises that all committed employers have a role to play in the Work Experience programme.
Parents are consulted early in Year 10 and are invited to an information evening provided by the school Work Experience Coordinator. They are kept fully informed of the scheme and are encouraged to provide placements, assistance during preparation and, essentially, support their child during the placement. Parents have the opportunity to comment on the scheme and the achievements of, and benefits to, their children by contacting the Work Experience Coordinator.
In Key Stage 4 some students may have an extended work experience placement of up to 2 days per week as part of a carefully planned, bespoke curriculum.
Work Experience provides useful cross curricular links and often provides the stimulus for work in academic subjects e.g. English, Technology. At the end of each work experience programme all students take part in a de-briefing session and staff involved in the programme evaluate the scheme suggesting possible changes for the following year based on the findings of the evaluation.
Approved by Governing Board 20 Mar 2023
Next Review: March 2024 | 1,885 | 813 | {
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Philosophy, Ethics and Religion
KS3 - Year 9 Curriculum Overview 4
Topics being taught
What you will be assessed on
Christian Beliefs
1.1 The Trinity
1.2The Creation of the
Universe and Humanity
1.3 The Incarnation
1.4 The Last Days of Jesus' Life
1.5 The Nature of Salvation
1.6 Christian Eschatology
1.7 The Problem of Evil and Suffering
- Classmarker Assessment on each of the specification points
- Knowledge & Understanding of various denominations of Christianity
-Analysis and evaluation of religious views
- Classmarker Assessment on each of the specification points
How you can support at home
Purchase a revision guide and encourage students to use it
Encourage students to explore how topics apply to the wider world, the law, the news, current affairs.
Ask students about what they've learned and, if applicable, how it compares to their own religion or morality.
- Knowledge & Understanding of various denominations of Christianity -Analysis and evaluation of religious views
1.8 Divergent Solutions to the Problem of Evil and Suffering
- End of unit assessment on Christian Beliefs
Encourage students to explore and practice past papers
CHRISTMAS HOLIDAYS -CHRISTMAS HOLIDAYS -CHRISTMAS HOLIDAYS -CHRISTMAS HOLIDAYS
Topics being taught
What you will be assessed on
How you can support at home
Living the Christian Life
3.1 Worship
3.3 The Nature and Purpose of Prayer
3.2 The Role of Sacraments in the Christian Life
3.4 Pilgrimage
3.6 The Future of the Church
- Classmarker Assessment on each of the specification points
- Knowledge & Understanding of various denominations of Christianity
-Analysis and evaluation of religious views
- Classmarker Assessment on each of the specification points
- End of unit assessment on Living the
Visit some local Churches and watch one of the services taking place
Watch and discuss short documentaries on areas of Christian Life, such as Pilgrimage
Ask students about what they've learned and, if applicable, how it compares to their own religion or morality.
3.5 Christian Religious Celebrations
3.7 The Importance of the Local Church
Christian Life
Knowledge & Understanding
3.8 The Worldwide Church
of various denominations of Christianity -Analysis and evaluation of religious views
Encourage students to explore and practice past papers
EASTER HOLIDAYS -EASTER HOLIDAYS -EASTER HOLIDAYS -EASTER HOLIDAYS -EASTER HOLIDAYS
Topics being taught
What you will be assessed on
How you can support at home
Marriage and the Family
2.1 Marriage
2.2 Sexual Relationships
2.3 Families
2.4 Support for the Family in the Local Parish
2.5 Family Planning
2.6 Divorce and Remarriage
2.7 Equality of Men and Women
2.8 Gender Prejudice and Discrimination
- Classmarker Assessment on each of the specification points
- Knowledge & Understanding of Christianity, Atheism and Humanism
- Analysis and evaluation of religious and non-religious views
- Classmarker Assessment on each of the specification points
- Knowledge & Understanding of Christianity, Atheism and Humanism - Analysis and evaluation of religious and non-religious views
- End of unit assessment on Marriage and Family
Purchase a revision guide and encourage students to use it
Ask students about what they've learned and, if applicable, how it compares to their own religion or morality.
Encourage students to explore how topics apply to the wider world, the law, the news, current affairs.
Encourage students to explore and practice
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Nature note: Connections
You know that BBC programme, Only Connect, where brainy panellists have to guess the unlikely connections between quite different words. Well, here's a free suggestion for a tricky question: what's the connection between cows, beetles and partridges?
Starting with cows, then. Cows have been blamed for a serious contribution to global warming through their massive emissions of methane gas. That comes from both ends – belching and flatulence. Apparently, a cow can produce some 50 gallons of methane a day, and since methane is over twenty times as powerful as the carbon emissions we hear so much about, and there are some 16 million cows in Britain, you can see (and often hear) the scale of the problem. In New Zealand, which has much more livestock than we do, there was even talk of a 'flatulence tax' to help save the planet. But I recently read a scientific article with the splendid title, 'In praise of cowpats', which makes a rather different point. Cowpats feed a host of insects. Masses of flies and beetles arrive within minutes of a fresh, glistening cowpat hitting the ground; these are followed by legions of others as the pat matures, decays and is eventually pulled underground by worms
and dung beetles, so contributing to new plant growth. Each pat in open pasture produces this way some 1,000 developing insects – so with an average output of six pats a day that's 6,000 insects a day or over 2 million a year.
The grey partridge
would only last a few months and the earth would eventually become a vast compost heap, supporting only a gigantic blooming of fungi. We also know that insects are under great threat, largely from the pesticides with which we drench the land, which in turn explains why farmland birds have declined so sharply.
And we now know how crucial insects are to the whole chain of animal and plant life. They pollinate plants, provide food for birds and mammals, and are crucial to human agriculture and food supplies. It's been estimated that if all the world's insects were to disappear humanity
Which brings me to the third element in my quiz question: the grey partridge, whose numbers in Britain have declined by a staggering 90% in a single generation.
Page20April 2019
www.villagevoices.org.uk
They were common in Shingle Street when we first arrived, but wholly absent now. Now – I'm getting to it – the scientific name of the grey partridge is perdix, so called because the whirring sound of a covey of partridge taking flight was thought similar to the natural human process described by the ancient Greek verb perdomai meaning 'to break wind'. So, there you have it. Not many people know that.
Jeremy Mynott
Shingle Street
Heritage Garden
The Heritage Garden is not full of spring flowers, though we can now boast five different varieties of snowdrop, all with tiny variations.
One delightful bulb that we do have is a grape hyacinth called 'Baby's Breath'. It has neat leaves and pale blue flowers, about 4cm in height.
Like the snowdrops, we must remove all the seed heads in case the insects have been busy and cross pollinated it.
Grape hyacinth 'Baby's Breath
www.villagevoices.org.uk
We shall be checking our dahlia tubers in their boxes of compost, though they probably won't go out till late April. The ones under straw will stay tucked up until they show signs of life.
I am hoping to obtain funding to pay a part-time gardener to replace me.
Miggie Wyllie
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Smart Cooking for Your Health
This is the fourth article in a series focusing on cardiovascular disease presented by DeKalb Medical.
in place of some or all of the butter or oil. As a general rule, use half the applesauce and half the fat. You will also want to opt for heart healthy oils, like olive oil or canola oil.
Loaded Spaghetti
We all hope for good health and a long, productive life. Fortunately, you play a major role in making that a reality. Many of the health issues that plague our society today come, at least in part, from making poor lifestyle choices. A high-fat, high-calorie diet can put you at risk for high cholesterol,
Ask The Doctor Alice Schuler Registered Dietitian
high blood pressure and diabetes, all of which can lead to
One of the keys to getting and staying healthy is making good food choices. The USDA Dietary Guidelines for Americans emphasize the need to reduce the amount of fat, sodium (salt) and added sugar we consume. Sound difficult? It may not be as hard as you think.
heart disease and stroke.
By understanding what foods are high in calories, fat, sugar and sodium, you can make better choices. By choosing wisely at the grocery store and making simple substitutions when cooking, you can eat the things you love without putting yourself at risk. Here are a few simple shopping tips that can help you get started:
Reducing the amount of butter, lard and other saturated fats in your diet is another way to protect your arteries and decrease your risk of heart attack or stroke. While completely eliminating these ingredients from the foods you eat is not a realistic solution, cutting down on them or substituting other, healthier, ingredients could be just the ticket.
For cakes and muffins, use applesauce or fruit puree
Instead of using butter as a spread on your bagel or toast, consider using low-fat cream cheese or an allfruit jam. Rather than frying meats (without the skin) or vegetables, try dipping them in a beaten egg and then coating with flour, herbs and crushed Corn Flakes or bread crumbs. Then cook them under a broiler which gives them a golden, crisp coating without all the fat.
For baking, it is best to use canola oil. When cooking, it is better not to substitute reduced-fat margarine or corn oil spreads for regular butter unless a recipe specifically calls for their use. However, you can simply reduce the amount of butter or oil called for in a recipe. This table gives you an example of how much you can safely cut from a recipe and still have delicious results.
You don't have to skimp on flavor to cut calories and fat from your diet. You just have to know the tricks of the trade!
This meatless sauce tastes like oldfashioned Italian spaghetti sauce, is loaded with veggies and has a zesty aroma.
n 1 Tbsp. olive oil
n 1 medium onion, chopped
n 1/4 cup chopped green bell pepper
n 2 cans (28 oz. each) crushed tomatoes, drained
n 1 medium zucchini, chopped
n 1 medium carrot, grated
n 1 Tbsp. dried oregano, basil & thyme
n 1/2 cup fat-free chicken broth
n 8 oz. spaghetti, preferably whole-wheat
In heavy saucepan, heat oil over medium heat. Add onion, green pepper, zucchini and carrot and sauté 2 minutes. Add oregano, basil, thyme and broth. Stir in tomatoes. Reduce heat and simmer, uncovered, 40 minutes, stirring occasionally.
n 7 garlic cloves, chopped
n 1 cup chopped mushrooms
n 2 Tbsp. tomato paste
n Salt and pepper
Meanwhile, cook spaghetti according to package directions. To vegetable mixture, add garlic, mushrooms, tomato paste, salt and pepper, to taste. Raise heat to medium,cover and cook 10 minutes. When spaghetti is done, drain and transfer to warmserving bowl. Add sauce and toss.
Source: American Institute for Cancer Research | 1,544 | 858 | {
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Using puffed rice to simulate collapsing ice shelves and rockfill dams
15 October 2018, by Bob Yirka
The problem of partially soaked brittle porous media. Credit: Francois Guillard and Itai Einav
A pair of researchers at the University of Sydney has found that puffed rice and milk can serve as a stand-in to simulate collapsing ice shelves and rockfill dams. In their paper published in the journal Science Advances, Itai Einav and François Guillard discuss their experiments with rice and milk in their lab and what they believe it showed them about real-world collapse events.
Prior research has shown that ice shelves and rockfill dams have something in common—they both are prone to collapse events. Collapse events occur as porous material at the bottom of a structure becomes saturated, making it weaker. At some point, the material just above the weakened material collapses down into the saturated material. With ice shelves, the collapse can be quite majestic—with rockfill dams, such a collapse can be catastrophic for those living downstream. For that reason, scientists would like to know more about how they work.
With ice shelves and rockfill dams, a collapse event can take a very long time and the material is quite large. Such characteristics make studying such events difficult. To get around both problems, Einav and Guillard came up with a suitable stand-in: puffed rice and milk.
To simulate what happens when a rockfill dam collapses, the researchers filled a hollow tube with puffed rice and then added pressure pushing down from the top—the bottom of the tube was sealed, preventing the rice puffs from being ejected. The researchers then added a small amount of milk, which seeped into the bottom of the tube.
Sketch of rockfill dam collapse under capillary action.
Credit: Francois Guillard and Itai Einav
The researchers report that the milk was absorbed upward into the puffed rice until a certain point at which the pressure pushing down on the rice caused the dry puffed rice to collapse down into the softened wet puffed rice. As it did so, the dry puffed rice grains snapped, crackled and popped. The researchers dubbed the collapse event a "ricequake," and noted that they occurred repeatedly as milk continued to saturate each new bottom layer. They noted also that the time between collapse events grew longer.
1 / 2
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Intrigued by their findings, the researchers created what they call a "crushing wave model," which they believe could prove useful for describing the behavior of much larger collapse events.
Schematic of the experiment. Credit: Francois Guillard and Itai Einav
More information: Itai Einav et al. Tracking time with ricequakes in partially soaked brittle porous media, Science Advances (2018). DOI: 10.1126/sciadv.aat6961
© 2018 Phys.org
APA citation: Using puffed rice to simulate collapsing ice shelves and rockfill dams (2018, October 15) retrieved 21 May 2019 from https://phys.org/news/2018-10-puffed-rice-simulate-collapsing-ice.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Music Educators
Toolbox
Formative
Assessment
Formative Assessment Packet
Teacher Worksheet
3
For each musical concept, there are several formative assessments, one corresponding rubric, and one teacher record sheet. Concepts addressed in the formative assessments include seven musical elements: rhythm and meter, form and design, dynamics, tempo, articulation, pitch, and performing. Select formative assessments also include Student Worksheets.
Using the Formative Assessments
* Performing, responding, and creating tasks
The Formative Assessments have been designed so that each includes the following:
* Solo, small-group, and whole-group work
* A scaffold of each musical concept to its Summative Assessment task
* Varied modalities for different learning styles
Please note: In order for these assessments to be formative, teachers should facilitate each task in a way that gives students both task performance feedback and the opportunity for revision.
Scope of Musical Concepts in the Grade 3 Formative Assessments
© 2014 The Carnegie Hall Corporation
Music Educators
Toolbox
Pitch
Steps and Leaps
Notes on Treble Staff
Treble and Bass Clef
| A | B | C |
|---|---|---|
| Solo/Group Responding Task: Students listen to and use agreed-upon signals to identify patterns of ascending and descending steps and leaps. | Group Responding Task–Worksheet: Students listen to a melody and circle the shape (melodic contour) heard from given choices. | Solo/Group Performing Task: Students: 1. Sight-sing given motifs/song, then name that tune. 2. Improvise four-beat melodic phrases with a partner, then share with the class. |
| Solo Responding Task: Students identify and notate given pitch names on the treble staff. Students may identify pitches using solfege, scale degrees, absolute pitches, and/or graphic or standard notation. | Group Creating Task: With partners or in small groups, students use the notes B, A, and G to improvise and/or compose a short piece in A–B–A–B form. | Solo Creating Task: Students compose melodic fragments to fill in two blank measures in a given piece. Students draw in bar lines, double bar lines, and one repeat sign. Students then label the form of the piece. |
Except where otherwise noted, this work is licensed under http://creativecommons.org/licenses/by-nc-sa/3.0/
| Rubric | 4 Standing Ovation | 3 Stage Ready | 2 Practice, Practice, Practice |
|---|---|---|---|
| Create, Respond to, or Perform: Pitch Steps and Leaps Notes on the Treble Staff | Creates, responds to, and/or performs pitches accurately. | Creates, responds to, and/or performs pitches with some inaccuracies. | Creates, responds to, and/or performs pitches inaccurately most of the time, but may be accurate occasionally. |
| A | B | C |
|---|---|---|
Music Educators
Toolbox
Student Worksheet
Formative
Assessment
3
Pitch
Name:
Date:
Steps and Leaps
Write in notes that step up from middle C to C.
Write in notes that step down from C to middle C.
&Ï
Ï
Ï
& Ï
Write if the interval is a step or a leap in the space below each pair of notes.
&Ï Ï
& ÏÏ
&ÏÏ
Ï Ï
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1. Fragile
2. Precious
3. Juvenile
4. Ridiculous
5. Impartial
6. Social
7. Hysterical
8. Contagious
9. Notorious
10. Simultaneous
11. Volatile
12. Ambiguous
Word List:
Spelling/Vocabulary Strategy: The suffixes –al & -ic, -ile, and –ious ("of; relating to; capable of; characterized by; full of") form adjectives when added to base words or roots. The suffixes –ful, ive (full of; given to, marked by) form adjectives when added to base or root words. Take apart the word and think about its parts. Remember the spelling patterns for these suffixes.
A: Define the 12 spelling words above.
Graded: Word, spelled correctly, definition =36pts.
B: Create a story using each spelling word. The spelling words must be used as listed above (noun). Underline the spelling words in the story. Each spelling word must appear in its own sentence but may be used more than once throughout your story. Have fun with it and be creative. BTW- Spelling counts!
Graded: Sentence per word (1), word (1), spelled correctly (1), word underlined (1), content meaning (2) = 72pts.
Graded: Overall creativity, cohesiveness, and comprehension of words and sentence structure =12pts. Does it make sense?
TOTAL 120pts.
Reminder: Please make sure to punctuate your sentences.
Definitions(140pts) due Monday:
Write word, indicate part of speech, and define. List 2 examples of Synonyms. List 2 examples of antonyms.
Word bank:
Fill-in the Blank (60 pts) due Tuesday
1. Many rodeo performers are _________________ at twirling a rope while on horseback.
2. Sometimes mediations by a neutral individual can lead to a(n) _________________ settlement of a dispute.
3. You are not likely to become a marathon runner if you are _________________ to strenuous exercise.
4. I did not expect such a _________________answer to my request for directions. After each _________________ signed the peace treaty, the war was declared officially over.
5. The newcomers had nothing but_________________ feelings toward all their neighbors.
6. The mayor gave final _________________glance at the text of her speech before mounting the podium.
7. The coming of winter gave a new _________________to the appeals for food and clothing for needy families.
8. It is best to store flour in a container with a plastic cover that is _________________ to moisture.
9. Journalists, at the time, were eager to interview survivors of the Chicago _________________.
10. The _________________ of the refugee in the photograph reveals the pain of homelessness. Most people _________________ at the mere sound of the dentist’s drill.
11. Our city needs to develop a _________________ plan of action for dealing with storms and other emergencies.
12. Many inspiring stories and plays have been written that _________________ the heroic deeds of Joan of Arc.
13. We found it difficult to believe that our good friend could be capable of such ________________.
14. Experienced mountaineers know that a single mistake can put an entire expedition in serious _________________.
15. A cup of _________________ tea will not warm you up on a chilly morning.
16. If you have a full-time job outside of the home, you may find it exceedingly difficult to be a _________________ housekeeper.
17. Lawyers are paid to _________________ legal papers and explain the fine print to their clients.
18. Looking at old scrapbooks and reading old letters can bring on a vague sense of __________________ for days gone by and friends no longer near.
19. In the novel, the survivors of a nuclear explosion _________________ into a state of barbarism and anarchy.
20. Risking ones one’s own life to save the lives of others is considered the _________________ of selfless valor.
FYI: *Friday-Test will consist of:
1. 25 Choosing the Right Word (50pts)
2. 10 identify Synonyms (20pts)
3. 5 identify Antonyms (10pts)
4. 20 completing the sentence. (60pts)
140pts | 1,964 | 922 | {
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First Communion Prepare-O-Meter
Are you ready for your First Communion? Circle Yes or No for each question below. For each Yes answer, color one of the segments of the meter. Start from the bottom of the meter.
Can you make the Sign of the Cross?
Yes No
Can you say the Our Father?
Yes No
Can you pray the Hail Mary?
Yes No
Do you go to church?
Yes No
Do you know the Eucharist is the Body and Blood of Jesus?
Yes No
Can you name the 7 Sacraments?
Yes No
Can you tell what Jesus did for us?
Yes No
Dear Parent or Guardian,
This year your child will receive their First Holy Communion. This is one of the holiest events in the life of a Catholic.
Do you remember when you brought your child to the Church for Baptism? Recall the words of the celebration of the Sacrament of Baptism:
"You have asked to have your child baptized. In doing so you are accepting the responsibility of training them in the practice of the faith. It will be your duty to bring them up to keep God's commandments as Christ taught us, by loving God and our neighbor. Do you clearly understand what you are undertaking?"
Rite of Baptism
When you answered yes, you took on the wonderful responsibility of raising your child as a Catholic. You started your child's life as a disciple of Jesus Christ. Now your child has reached a new stage in his or her faith development: the celebration of the second Sacrament of Initiation, Eucharist.
First Communion is the first time your child will receive the Body and Blood of our Lord. Communion is the Real Presence of Jesus Christ in the Eucharist and enables us to share in the life of the Holy Trinity: God the Father, God the Son and God the Holy Spirit. Receiving Communion is a primary way that Catholics live their faith.
First Communion is such a holy event it cannot be treated lightly. It must be prepared for. Your pastor, parish staff, and catechist will guide you and your child through the preparation process. In keeping with the promise you made before God at your child's Baptism to raise him or her as a Catholic, take your child to Mass regularly. Pray nightly so your child will make talking to God a lifelong habit and will remember the prayers they must know. Review the lessons your child is learning in their religious education class and help them to understand that the Eucharist is not ordinary food but Jesus Christ himself.
It's great that you chose to raise your child as a Catholic! The celebration of First Communion is a happy time that the entire Church shares with you and your child. The Church celebrates with you as your child joyfully encounters Christ in the Eucharist for the first time.
In Christ, | 1,052 | 593 | {
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*Adapted from Learn NC*
Grades: 6-8
Time: 45 minutes to 1 hour
Goals: To understand the biological processes of shoreline erosion and how humans have attempted to prevent erosion over time.
Objectives:
Students will be able to: define the different man-made and natural structures used to prevent the erosion of a shoreline; explain the effects these structures have on erosion rates and natural movement of barrier islands; and describe the differences in erosion during normal tides, spring tides, and storm surges during nor'easters and tropical storms.
Materials:
Extra-long plastic bins
Sand of different grain sizes
Pitchers of water
Large rocks
Pieces of wood
Gravel
Sticks or twigs
White paper
Pencils or pens
Procedures:
1. Pre-Activity (introduction): Have the students define erosion in their own words. Introduce the terms scarp and escarpment as well as storm surge and coastal flooding. Explain what could happen (and what has happened) on the barrier islands along the Atlantic coastline during high impact and high intensity storms and explore the differences between the daily and seasonal erosional patterns of the coast.
2. Activity: Divide the class into groups of 5-6 students each, passing out all the materials to each group. Instruct them to build a barrier beach using the sand on one side of the bin. They can choose to use fine sand or coarse sand, but remind them that they will get different results and to note this on their papers. They are permitted to construct a basic dune system, but have them gently slope it downward into the bin. The empty side is for them to pour water into, up to the lowest edge of the sand. Instruct them to gently rock the bin to create slow waves, representing the daily flow of tides. Instruct them to write down their observations. They may use rulers instead of rocking the bins to create waves as well.
Beat the Surge [MC]
Ask them to think about the types of structures they have seen being used to fortify beaches to stop them from eroding. You can give them examples such as bulkheads, groins, jetties, sea walls, dunes, etc. Their next task will be to test the remaining materials, as examples of these structures, to see how they hold up to normal daily tidal fluxes as well as heavy storm surges. They may use them in combinations as well, but remind them to write down all of their results. Urge the students to generate waves but try not to overflow the bins. To get the best results, this experiment can be taken outside so the students can create larger waves.
3. Post-Activity (review): Discuss how these structures altered the erosion rates and the noticeable changes to the shoreline. Use storms such as Katrina in Louisiana and Sandy in New Jersey to explain how these storms altered the shorelines and how these states chose to fortify their beaches. Elaborate on how we can look ahead to the future and alter not only our perception of beach erosion but also of storm surges and protection.
Key Words:
Beach erosion
Storm surge
Bulkhead
Jetty
Groins
Sea wall
Dunes
Hardened structures
Temporary structures
Background Information:
*Adapted from Learn NC*
A natural barrier island ebbs and flows, just as tides will do daily. On one side of the island, waves, currents, tides, and winds will erode the sand away; on the other side, the sand will accrue. Barrier islands will change shape and appear to move closer to the mainland and north and south parallel to the coastline as time progresses. Because of this natural shift in the landscape, and the overdevelopment of these islands, decision makers have added hardened structures to literally stop an island from moving altogether.
These structures, such as rock sea walls, bulkheads, groins, and jetties, were once thought of as permanent solutions to the problem of barrier island movement and erosion. What decisions makers failed to realize was that these hardened structured not only continued to allow coastal erosion to occur, it exacerbated the problem. If you place a hardened structure next to one piece of property, the erosion to the neighboring property would increase. In the case of groins along the New Jersey coastline, for example, an aerial photo would reveal a series of eroded beaches. This is one reason beach replenishment is funded every three to five years.
When storm surges, hurricanes, and tropical storms come in contact with barrier islands, they are slowed down and their power is slightly diminished. The purpose of a barrier island is to act as a "barrier" for the mainland. When coastal erosion, due to the placement of hardened structures, occurs, these natural phenomena have no place to go but directly onto the mainland. Since the mainland is much more developed than a barrier island, this causes much more damage. | 1,935 | 1,028 | {
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Name: ____________________________
Using Lay and Lie
| | to lay meaning: put something down |
|---|---|
| present tense | lay or lays • When Ben and Cheri come in, they lay their keys on the table. • When he comes in, Ben lays his keys on the table. |
| past tense | laid • Yesterday, I laid my keys on the table. |
| present participle | laying • Bob is laying his keys on the table. |
past laid
lain participle
laid my keys on the table.
*
Cheri had lain
on the couch all day.
Complete each sentence with the correct form of lay or lie.
1. Grandma ________________________ her spoon next to the stove.
2. Eddie is ________________________ on his bed.
3. Earlier today, Martha had ________________________ her purse on the chair.
4. John and Dennis ________________________ on the ground, looking at the stars.
5. Kendra had ________________________ on a raft in the pool all afternoon.
6. My dog ________________________ on the sofa when I leave the house.
7. Yesterday, Aldea ________________________ her pencil on the book.
8. Do you see Jacob ________________________ his baseball cap on the shelf?
ANSWER KEY
Using Lay and Lie
| | to lay meaning: put something down | to lie meaning: to recline |
|---|---|---|
| present tense | lay or lays • When Ben and Cheri come in, they lay their keys on the table. • When he comes in, Ben lays his keys on the table. | lie or lies • Cheri and Ben lie on the couch. • Cheri lies on the couch. |
| past tense | laid • Yesterday, I laid my keys on the table. | lay • Yesterday, Cheri lay on the couch. |
| present participle | laying • Bob is laying his keys on the table. | lying • Cheri is lying on the couch. |
past laid
lain participle
laid my keys on the table.
*
Cheri had lain
on the couch all day.
Complete each sentence with the correct form of lay or lie.
1. Grandma lays her spoon next to the stove.
2. Eddie is lying on his bed.
3. Earlier today, Martha had laid her purse on the chair.
4. John and Dennis lie on the ground, looking at the stars. Note: Lie is present tense. Also accept past tense form, lay.
5. Kendra had lain on a raft in the pool all afternoon.
6. My dog lies on the sofa when I leave the house.
7. Yesterday, Aldea laid her pencil on the book.
8. Do you see Jacob lay his baseball cap on the shelf? | 1,071 | 593 | {
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SOBER Breathing Technique
SOBER breathing is an intervention where its components can be found in mindfulness based practices. The technique is used to help manage panic attacks, reduce anxiety and stress, and helps to prevent or to disengage from high risk situations that can prevent harm to self and others. It is also used in the help of breaking addictive processes and behaviours, as well as managing pain.
When practiced it helps to gain clarity of your situation by calming the body and mind which in turn provides an opportunity for more rational choices to be made. The mechanics allow effective breathing to take place whereby your blood that carries oxygen can be helped to reach all extremities of the body.
When experiencing panic attacks, stress and anxiety breathing becomes restrictive therefore so does the oxygen in your body. When this happens it affects your mind, body, thoughts, feelings and emotions that often distort your cognitive process. The body becomes tense as its not getting a sufficient blood and oxygen flow which impacts the mind further. So breathing correctly helps brings balance to your oxygen and blood flow, therefore reducing stress on the body and helps the mind rectify itself.
S
– Stop…
…whatever you are doing immediately, even if you are shopping, out socialising, in doors etc.
O
– Observe…
…your surroundings objectively. Imagine you are standing back from the situation like sitting on a wall observing whatever the events are unfolding in front of you but you are not a part of that scene.
B – Breathe…
…gently in through your nose and hold for 3-5 seconds and gently release your breath through your mouth, hold 3-5 seconds before you breath back in through your nose again. Repeat this action 5-10 times.
E – Evaluate…
…how you now feel and note how your perspective on the situation has changed. The external situation may have not changed but your thoughts and feelings are more likely to have positively shifted.
R – Respond…
…rather than react. You will feel more empowered to make a choice rather than panic and stress more in order to deal with yourself and the given situation. If you can at this point find a safe place for you that brings comfort. This may be sitting by a tree or near water, it may be a coffee bar or a particular room in your home or garden.
Bring your attention to colours such as the blue sky, smells like the scent of flowers, sounds like running water, eat some fruit/food and drink water or something that you like and when you do, intake slowly to gain full pleasure from your taste senses. Any colour, scent, sound and taste that brings you a sense of calmness is ok. When you feel ready continue with your day or night in a way that feels safe and fruitful to you. | 1,017 | 559 | {
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News Release
Minister Tony Piccolo
Minister for Emergency Services
Saturday, 11 July, 2015
Winter fire warning
Winter has brought much need rain and cooler temperatures, but it also has brought 169 house fires.
While the number of fatalities is reducing each year, between 50 and 60 South Australians are injured in house fires. South Australia has recently recorded a number of significant house fires, including fires involving injuries and a fatality.
Emergency Services Minister Tony Piccolo said figures show cooking mishaps accounted for almost 75 per cent of those house fires.
"Unattended cooking is one of the most common causes of house fires," Mr Piccolo said.
"Over the last five years, four South Australians have died and a further 10 have been seriously injured due to cooking fires.
"Each winter, MFS and CFS firefighters respond to hundreds of cooking fires and the damage these fires cause can range from partial or total house loss, through to burn injuries and fatalities."
Last winter, Metropolitan Fire Service and Country Fire Service firefighters responded to more than 340 house fires linked to cold-weather related causes.
MFS Commander Greg Howard said there was one key message on home fire safety for this winter.
"Never leave cooking unattended. If you leave the kitchen, turn the power off. If a fat or oil fire starts, never use water to put it out," he said.
"Use a fire blanket, cooking utensil lid or a Dry Chemical Powder fire extinguisher.
"If the fire frightens you, our advice is to close the kitchen door, evacuate the home and phone Triple Zero immediately. There's no charge for the fire service to attend a fire."
The MFS urges all householders to follow these key cooking fire safety tips:
- Never leave cooking unattended.
- Never throw water onto an oil or fat fire. Use a fire blanket, cooking utensil lid or a Dry Chemical Powder fire extinguisher.
- Use extra caution when cooking with oils. Heat cooking oils slowly.
- Never try to move a pan that has caught on fire. This may result in spillage, injury and the spreading of fire.
Media contact: Spiro Karanikos-Mimis 0401 040 532
www.premier.sa.gov.au
Twitter: @sa_press_sec
- If a fire occurs in the oven, turn the oven off and leave the oven door closed to smother the fire. If the fire does not go out, evacuate your home before calling triple zero for help.
Country Fire Service State Coordinator Leigh Miller said every person in the home should know how to use a fire blanket and fire extinguisher before the need arises.
"Householders should consider buying a fire blanket and a portable fire extinguisher that meet the Australian Standard to keep them safe in the kitchen. A Dry Chemical Powder fire extinguisher with a minimum rating of 5B(E) is recommended."
The South Australian Fire Services recommend combining the above safety tips with photo-electric smoke alarms that are less than 10 years old and a Home Fire Escape Plan.
| Fire Cause | Winter 2013* | Winter 2014* |
|---|---|---|
| Cooking fires | 216 | 249 |
| Chimneys & Flues | 47 | 46 |
| Home heating fires | 14 | 36 |
| Electric Blankets | 1 | 4 |
| Clothes Dryers | 3 | 8 |
| TOTAL (1 April to 30 Sept) | 281 winter fires | 343 winter fires |
*Fires responded to by MFS and CFS firefighters.
www.premier.sa.gov.au
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Examination Policy
SCHEME OF EXAMINATIONS AND EVALUATION
Classes: VI – VIII
The CCE is integrated well with the system of evaluation. Assessment is done in scholastic and co-scholastic areas over the year.
Scholastic Evaluation
Grade of formative assessments over the two terms (F1+F2+F3+F4) is given and the grade of summative Assessment (S1+S2) is given based on 9 point grading scale.
| | | | Percentage of | |
|---|---|---|---|---|
| Type of | | | Weightage in | Term wise |
| | Month | Evaluation scheme | | |
| Assessment | | | academic | |
| | | | | Weightage |
| | | | session | |
| | | Class work/Homework/Oral questions/Quizzes/ | | |
| | | Projects/Assignments/ Experiments/Conversation | | |
| Formative | | | | |
| | April– | | | |
| Assessment | | | 10% | |
| | May | + | | |
| -1 | | | | |
| | | | | FA1+FA2= 20% |
| | | Monday Written Test | | |
| Formative | | | | |
| | July- | | | |
| Assessment | | -do- | 10% | |
| | Aug. | | | |
| -2 | | | | |
| Summative | | | | |
| | Sep- | | | |
| Assessment | | Written Test | 30% | SA 1= 30% |
| | Oct. | | | |
| -1 | | | | |
| | | Class work/Homework/Oral questions/Quizzes/ | | |
| | | Projects/Assignments/ Experiments/Conversation | | |
| Formative | | | | |
| | Nov.- | | | |
| Assessment | | | 10% | |
| | Dec | + | | |
| -3 | | | | |
| | | Monday Written Test | | FA3+FA4= 20% |
| | | Class work/Homework/Oral questions/Quizzes/ | | |
| Formative | | | | |
| | Jan.- | Projects/Assignments/ Experiments/Conversation | | |
| Assessment | | | 10% | |
| | Feb | | | |
| -4 | | | | |
| Summative | | | | |
| Assessment- | March | Written Test | 30% | SA 2= 30% |
| 2 | | | | |
Part 2 Co-Scholastic Areas :- [2A] : Life skills :- Grades are given once a year based on 5 point grading scale where student is assessed on thinking skills, social skills and emotional skills-self awareness, problem solving, decision making, critical thinking, creative thinking, interpersonal relationships, effective communication, empathy, managing emotions, dealing with stress
[2B]: Work Education
[2C]: Visual and Performing Arts
[2D]: Attitudes & Values
Part [3A]: Co-curricular Areas: - Consist of literary and creative skills, scientific skills, information and communication technology, organizational and leadership skills wherein a student is assessed for any two skills based on 5 point grading scale once a year .
o Class VI students will be assessed for literary and creative skills, ICT
o Class VII students will be assessed for scientific skills, ICT
o Class VIII students will be assessed for organizational and leadership skills, ICT
Part [3B]: Health and Physical Education: -Student is assessed on any two from eight areas Sports, Gymnastics,
Yoga, First-Aid, Gardening / Shramdaan once a year based on 5 point grading scale.
o Class VI students will be assessed for FIRST AID and SPORTS
o Class VII students will be assessed for GARDENING and SPORTS
o Class VIII students will be assessed for YOGA and SPORTS | 2,017 | 1,011 | {
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Published on Kitchen Gardeners International (http://kgi.org)
Home > Preschoolers at the garden
Preschoolers at the garden
Tue, 05/28/2013 - 15:25 -- Roots Community...
Thomas Berry, The Dream of the Earth
?Teaching children about the natural world should be seen as one of the most important events in their lives.?
At Roots Community Garden our goal is twofold:
1) To give families in need an opportunity to grow healthy foods and in this process 2) create a stronger connected community.
In 2012, our birth year, we were able to commit to and fulfill our goal. Goals need sustainability and this was we met through the generous donations of our community partners, private donors, grants and through the very families that volunteer at the garden. This being our second year, we are looking at sustainability in the broader sense and have put it to question:
How do we continue to help POC families grow healthy foods, connect our community and touch the very future lives of those that will one day ignore or respect the land (the latter being our wish)?
Once again, our donors, grantees and volunteers have answered the call to help us successfully begin the 2013 growing season and once again begin to fulfill our twofold goal. But what of those that will one day ignore or respect the earth? It became evident that we needed to reach out to the little ones that run and play at Roots Community Garden while their parents and caregivers volunteer their time.
This weekend we were able to reach out to our local preschool program and have an educational excursion to the garden. Despite a very wet week, the sun shone brightly at Roots Community Garden and the air was full of the laughter and oohhs and aahhs of the little ones. Once again, ROLE members answered the call to educate preschoolers and their parents on the importance of growing your own food, on respecting the earth and the little creatures that inhabit it. It was awe inspiring to see ROLE women give back not just to the here and now community, but to our very future as they educated the little ones about nature.
Thanks to our grants we were able to purchase lady bugs and praying mantis? that were introduced to the garden by the children. They planted plant pumpkin seeds, enjoyed stories about lady bugs and other insects, made insect arts and crafts and bird feeders out of toilet paper rolls to hang in their own homes. We finished our day with games and more laughter.
Close to 40 preschoolers visited the garden that day and we are certain that 40 seeds of admiration for earth have been planted and will begin to flourish.
To teach one child about respecting our treasure Earth, is to teach multiple generations about caring for fellow man, building community and helping fulfill the original plan of living at peace and respecting the
land. RCG
Image (optional):
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The Supreme Court of the Territory of Nevada was created by the Act of Congress Organizing the Territory, section 9. This Act, signed by President James Buchanan, became effective March 2, 1861 (U.S. Statutes at Large, 1863 , v 12, pp. 209-214), and provided that the judicial power of the Territory was vested in a supreme court, district courts, probate courts, and justices of the peace. The supreme court consisted of a chief justice and two associate justices, any two of whom constituted a quorum. They were appointed by the President of the United States and held their offices for four years. They were directed to hold a term at the seat of government of the Territory annually. The Territory was divided into three judicial districts, and each justice held district court in his respective district at such time and place as prescribed by law. The supreme and district courts had the same jurisdiction as vested in U.S. civil and district courts in all cases arising under the constitution of laws of the United States, as well as the constitution or laws of Nevada Territory affecting persons or property.
On March 27, 1861, President Lincoln appointed three justices to the Territorial Supreme Court; on July 17, 1861, Territorial Governor Nye assigned each to a judicial district to serve also as a circuit court judge. The Territorial Supreme Court rendered 88 decisions, which were never formally reported. Former Chief Justice George Turner was commissioned by the legislature to have them published, but the bill was vetoed by Governor Blasdel; Turner took the majority of opinions with him when he left the state and they are considered lost.
Justices of the Supreme Court, Nevada Territory
Biographical information is available in the Russ McDonald biographies for all Territorial Justices except Powhatan B. Locke. Information about Locke is available in the Russ McDonald Papers at the Nevada Historical Society.
Name, Years in Office:
-Turner, George Enoch, chief justice; 1861-1864. Resigned, August 22,1864.
-Mott, Gordon Newell, associate justice; 1861-1863. Resigned, August 11,1863.
-Jones, Horatio McClean; 1861-1863. Resigned July 30 or August 1, 1863.
-Locke, Powhatan B.; temporarily appointed to Jones' vacancy August 31, 1863; 1863-1864. Resigned August 22,1864.
-North, John Wesley; temporarily appointed to Mott's vacancy August 20, 1863. 1863-1864. Resigned August 22, 1864 .
1 / 2
Records of the Supreme Court of Nevada Territory
The records of the territorial Supreme Court are of two types: bound volumes labeled "Record and Judgments," which are, in effect, a minute book and its index; and original case files documenting actions and decisions of suits brought before the Supreme Court. The minute volume is arranged chronologically and begins with a list of attorneys authorized to practice law in the territory. Cases 1-29 heard before the court are summarized. This volume is indexed in a separate book. The case files, which are incomplete, contain documents submitted to the court and are arranged by case numbers ranging from #1 to #88. The case files have been microfilmed – the film is available in the Nevada State Library.
Item: TSUPCT-0001 to 0012 Dates: 1862-1864
Old #:
Type: Case Files
Remarks: Files of cases held before the territorial Supreme Court, numbered cases 1-88.
Cases 87 and 88 were held over to the Nevada State Supreme Court.
Agency: Territory, Nevada
Division: Supreme Court
Item: TERR-0005 Date: 1862
Old #:
Type: Volume
Remarks: Record and Judgments, Index to Volume A
Agency: Territory, Nevada
Division: Supreme Court
Item: TERR-0006 Date: 1862
Old #: NT/V/A1/11
Type: Volume
Remarks: Record and Judgments, Volume A
Agency: Territory, Nevada
Division: Supreme Court
Territorial Supreme Court Case files
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Children home alone
Is your child ready to be left home alone?
Thousands of children in Wisconsin arrive home after school to an empty house. The census bureau estimates that nationwide, nearly 7 million children between the ages of 5 and 14 are left home alone for some period of time each school day.
Most children under 12 are not mature enough to safely handle this responsibility, and some children over 12 may not be able to do so.
As parents, the question remains: when is it safe to leave my child home alone?
Generally speaking, a child age 12 or older can babysit if they are responsible and have completed a certified baby-sitting course. This is an excellent guideline for parents to follow when determining if their child is ready to be left home along or responsible for younger siblings.
What parents can do
♥ Parents need to determine if their child is ready to be on his or her own. Your child may be ready to be home alone when he or she:
o Is unafraid to be alone in the house.
o Follows house rules again and again.
o Can be relied upon to tell the truth.
o Exhibits common sense.
o Can positively deal with unexpected situations.
o Can safely keep busy without constant supervision.
♥ If your child is ready to stay home alone, you can ensure your child's safety by preparing for emergencies.
o Locks and smoke alarms work properly.
o Child knows how to use a fire extinguisher and first aid kit.
o Emergency numbers are posted by the phone.
o Firearms, ammunition, alcohol, prescription drugs or other items that may be a temptation to an unsupervised pre-teen or teen are locked up.
♥ Most important, spend time talking to your child about safety, security and home rules. Establish rules for checking in with you or another adult immediately upon arriving home.
♥ Determine whether friends can visit or if your child can play outside when home alone.
♥ Encourage your child to keep the doors locked and not to reveal to callers that he or she is home alone.
♥ If your child is not ready to be left home alone, there are other supervised programs available to help fill the gap between the end of school and a parent's arrival at home, including:
o Homework clubs and before and after school care at many area schools.
o Centers that provide daycare for younger children that also may have before and after school programs for older children.
o Community centers and youth organizations that provide supervised recreation programs for school age children, pre-teens and teens.
Your donation helps provide needed programs. | 988 | 523 | {
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Prentice Hall Literature Book Grade 8 Answers Yahoo
Grade level: 7-12.
Prentice Hall Literature, Penguin Edition ((c)2007) components for Grade 6. Prentice Hall Literature: Common Core EditionPearson Prentice HallPrentice Hall LiteraturePearson Prentice Hall Prentice Hall Literature, Penguin Edition ( 2007) components for Grade 7. Prentice Hall Literature, Penguin Edition ( 2007) components for Grade 6. Prentice Hall Literature, Penguin Edition ((c)2007) components for World Masterpieces. Grade level: 8. Prentice Hall Literature, Penguin Edition ((c)2007) components for Grade 7. Prentice Hall Literature, Penguin Edition ((c)2007) components for Grade 8. Prentice Hall Literature, Penguin Edition ((c)2007) components for Grade 9. Pearson is proud to introduce Pearson Prentice Hall Literature - an exciting literature program for grades 6-12 designed to meet the needs of all learners. Prentice Hall Middle Grades Literature maintains the quality content for which Prentice Hall is known, with the research-based approach needed to succeed in literature. The American Experience Pearson Prentice Hall Literature is an engaging specifically on comparing literary works. Lesson activities include instruction and
Prentice Hall Literature, Penguin Edition ((c)2007) components for Grade 10.
program that reaches all students through personalized instruction. Highly engaging visuals and contemporary lesson designs have been carefully crafted into the program to ensure students will be easily engaged and stay highly motivated as they experience outstanding literature, poetry, and contemporary media. Prentice Hall Literature includes explicit instruction of skills--reading, vocabulary, literary analysis, and writing conventions--all in the context of the literature students read. The American Experience and British Tradition focus practice of reading and literary analysis skills. Prentice Hall Literature is organized around big and essential questions based on the Understanding by Design model by Grant Wiggins. Students frequently revisit these questions throughout lesson activities to deepen their understanding of universal themes. The Understanding by Design model helps you deliver focused instruction by teaching skills in context rather than in isolation. Prentice Hall Literature Student Edition includes Informational Texts, Comparing Literary Works, Writing Workshops, and end-of-unit activities. Every unit is hosted by an award-winning contemporary author, and the instruction targets specific reading strategies. The unit introduction includes introducing the Big Question and the unit genre and author. This "Big Question" section helps to to get you and your child thinking about important ideas to guide reading. The literature includes both classic and contemporary selections and the Informational Texts feature has students applying learned skills to real-life. Reader's Notebook - Interactive workbooks with targeted reading and skill support for every selection in the student edition, plus additional full-length selections: Interactive reading, literary analysis, and vocabulary support Selection summaries and guides for note-taking Sentence Page 1/2
Copyright : frittord.pages4.cloud.anyone.no starters for reading-writing connections "Turbo" vocabulary building tools "Big Question" writing activities All-in-One Workbook - Skills and assessment practice for all students, the All-in-One provides: Practice with reading skills, grammar, vocabulary, and literary analysis Writing support Test practice Fluency practice Copyright: bae6a579cc676abea471d584d3bf82e6
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Probability Homework Homework: Tree Diagrams∗
Kenny M. Felder
This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License †
Abstract
This module provides practice problems which develop concepts related to tree diagrams, in preparation for later homework sets on probability.
Exercise 1
The following tree diagram represents all the possible outcomes if you
ip a coin three times.
Use the diagram to answer the following questions.
a. One possible outcome is First
ip heads, second
ip tails, third
ip heads. Locate and circle this outcome on the diagram. Then, in the space below, answer the question: what is the probability of that particular outcome?
b. What is the probability that all three
ips will be the same?
c. What is the probability that exactly one of the coins will end up heads?
d. What is the probability that at least one of the coins will end up heads?
e. Suppose there were a thousand people in a room. (A really big room.) Each one of those people pulled out a coin and
ipped it three times. Roughly how many people would you be able to say, All three of my
ips came out the same?
∗ Version 1.1: Jan 7, 2009 3:59 pm -0600
† http://creativecommons.org/licenses/by/2.0/
Exercise 2
There are seven dierent types of star. In order of decreasing temperature, they are: O, B, A, F, G, K, and M. (Some astronomers remember this based on the mnemonic: Oh, be a
ne girl: kiss me.) Within each stellar type, stars are placed into ten subclasses, numbered from 0 to 9. Our own sun is a type G, subclass 2.
a. How many dierent type-and-subclass categories are there? (In other words, if you drew the tree diagramwhich I am not recommendinghow many leaves would there be?)
b. Of these type-and-subclass categories, how many of them have a letter (type) that is a vowel, and a number (subclass) that is a multiple of 3?
c. If you surveyed a thousand randomly chosen stars, how many of them would you expect to be G2 like our own sun?
Exercise 3
According to the U.S. Census Bureau, the U.S. population crossed the 300 Million mark in the year 2006. In that year, three out of four people in the U.S. were considered white; one out of four belonged to minority ethnic groups. (*Hispanic or Latino was not considered a separate ethnic group in this study.) Children (under age 18) made up approximately one quarter of the population. Males and females were equally distributed.
a. In a room full of a hundred people randomly chosen from the U.S. 2006 population, how many of them would you expect to be white?
b. Of those, how many would you expect to be children?
c. Of those, how many would you expect to be boys?
d. So, what is the probability that a randomly chosen person in the U.S. in 2006 was a white boy?
e. What assumptionnot necessarily true, and not stated in the problemdo you have to make in order to believe your answer to part (d) is accurate? | 1,214 | 731 | {
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Framlingham Nativity Trail
Welcome to the Framlingham Nativity Trail from Monday 7 th December
The Framlingham Nativity Trail is a new pandemic friendly way for children and families to explore the Christmas Story together. Twelve parts of the Christmas story have been posted in shop windows in Framlingham Town. You can find a list below to find them. We hope you enjoy the journey. Please remember to greet the shops and businesses you visit with a wave of thanks, most of them have been in lockdown and have had a difficult year – A smile or wave of thanks through the window may make their day!!!
1) Phoebe and Flo - 22a Well Close Square, Framlingham, IP13 9DS
2) East Anglican Children's Hospice Shop 8 Bridge Street, Framlingham, IP13 9DP
3) Sewing Allsorts - 8 Bridge St, IP13 9AH
4) Dust with Cocoa - 7a Market Hill, IP13 9AN
5) St Elizabeth Hospice Shop - 8 Market Hill, IP13 9AN
6) Ruby Tiger - 1 The Old Mews, IP13 9AN
7) Narwhal Interiors – 23 Market Hill IP13 9AN
8) Framlingham Travel - 29 Market Hill, IP13 9AN
9) Collated - The Guildhall, Market Hill, IP13 9BD
10) Out and About - 4b Market Hill, F IP13 9BA
11) Sue Ryder Shop - 2 Market Hill, F IP13 9BA
12) Bulstrodes - 2 Market Hill, IP13 9BA
Once you have completed the trail if you send it back to us with your family names, once we have checked it, all will be mentioned as Trail Hero's on our social media and appear on a golden Trail Blazers heart on the church community Christmas Tree of hope!!
Framlingham Nativity Trail
Activity Sheet – the answer to the first part of each question can be found as you follow the trail, one question for each stop. The second part needs a bit more research at home. Have fun!
1) God’s special messengers foretold the birth of Jesus. They were called the P _ _ _ _ _ _ _
Can you find our if the prophets are from the Old Testament or the New Testament? Old/New
2) Mary had a special visitor to tell her of God’s plans. His name was Gabriel but what was Gabriel?
Can you find out where about sin the world Nazareth is?
3) When Mary visited Elizabeth the baby in Elizabeth tummy did what? Can you find out who Elizabeth’s baby grew up to be?
4) In Mary’s song what does she tell us will happen to the hungry?
Mary song has a special name, can you find out what it is?
M _ _ _ _ _ _ _ _ _
5) What was the name of Mary’s future husband?
The Prophet said the child would be given the title Emmanuel – can you find out what Emmanuel means?
6) Who gave the order that all the world should be registered?
Can you find out how far it is from Nazareth to Bethlehem?
Framlingham Nativity Trail
7) There was no room for Mary and Joseph in the inn. When Jesus was born what kind of bed did, he have?
Can you find out the real purpose of baby Jesus makeshift bed?
8) What did the angels tell the shepherds they should NOT be?
The angels speak of the birth of the Messiah, can you find out what the word Messiah means.
9) What did Mary do with the things the shepherds told her? Jesus was born in Bethlehem but someone else in the bible was also born there, can you find out who?
10) How did the wise men from the east know that Jesus had been born?
The church has a special day to remember the arrival of the wisemen, can you find out what that day is called?
11) Which town did Mary and Joseph travel to do what was required by the law?
The Jewish temple would later be destroyed by the Romans, can you find out which year that happened?
12) Mary and Joseph took Jesus home to Nazareth what region is Nazareth in?
Can you find out what work Jesus' dad did?
Framlingham Nativity Trail
This is to certify that those mentioned below are Framlingham Nativity Trail hero’s 2020 having successfully completed the trail!
Rev Chris Davey | 1,628 | 945 | {
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WE ARE ALL LOOKING FORWARD SPENDING TIME WITH FRIENDS AND FAMILY
~ TIPS ON HOW YOU CAN PREVENT FLU WHILE TRAVELING ~
The risk for exposure to influenza during travel depends somewhat on the time of year and destination.
* In the Northern Hemisphere, the flu season can begin as early as October and can last as late as April or May.
* In the temperate regions of the Southern Hemisphere, influenza activity typically occurs during April – September.
* In the tropics, influenza activity occurs throughout the year.
* Travelers in the Northern and Southern Hemispheres can be exposed to influenza during months that fall outside of those listed above, especially when traveling as part of large tourist groups (e.g., on cruise ships) that include people from areas of the world where influenza viruses are circulating.
CDC recommends that everyone 6 months and older get a flu vaccine yearly.
* Everyone 6 months and older should get a flu vaccine yearly, preferably in the fall before the U.S. flu season begins.
People who have not gotten a flu vaccine for the current season and are traveling to parts of the world where influenza activity is ongoing should get a flu vaccine to protect themselves during their trip.
* This is particularly important for people at high risk of flu-related complications.
* The flu vaccine used in the Northern Hemisphere usually protects against the main viruses that have been circulating in other parts of the world.
People should get vaccinated at least 2 weeks before travel because it takes 2 weeks for vaccine immunity to develop after vaccination.
* No information is available about the benefits of getting revaccinated before summer travel for those people who already were vaccinated during the preceding fall, so revaccination is not recommended.
* Keep in mind that influenza vaccine manufactured for the upcoming or current season usually expires the following June. After June, flu vaccines are usually not available in the U.S. until the influenza vaccine for the next season is produced and made available in the fall.
* Also, even if you receive the previous season's vaccine before travel during the summer months, you should still receive the new flu vaccine that coming fall or winter.
More Information for Travelers
* If you are sick with symptoms of influenza-like illness, you should not travel. These symptoms include fever, cough, sore throat, runny or stuffy nose, muscle or body aches, headache, and fatigue. Some people may have vomiting and diarrhea, though this is more common in children than adults. It's important to note that not everyone with flu will have a fever.
If you are sick, stay home until at least 24 hours after you no longer have a fever or signs of a fever without the use of a fever-reducing medicine, such as Tylenol ® . | 1,223 | 559 | {
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MATH 2100 / 2350 – HOMEWORK 2
Fall 2019
due Wednesday, October 2, at the beginning of class
Sections 1.4, 1.5, 3.1, 3.2
This homework assignment was written in L A TEX. You can find the source code on the course website.
Instructions: This assignment is due at the beginning of class. Staple your work together (do not just fold over the corner). Please write the questions in the correct order. If I cannot read your handwriting, you won't receive credit. Explain all reasoning.
Mathematical Writing: An important component of this course is learning how to write mathematics correctly and concisely. Your goal should always be the convince the reader that you are correct! That means explaining your thinking and each step in your solution. We will talk more about this when we cover formal proofs in a few weeks, but for now I expect you to do the following: explain your reasoning, don't leave out steps, and use full sentences with correct spelling and grammar (including your use of math symbols). For example, don't write "3 ∈ S = ⇒ 3 ∕∈ S"; instead, write "Since 3 ∈ S, it follows that 3 ∕∈ S".
1. Negate the following statements.
(a) If it is raining, then there is lightning.
(b) If n is a natural number, then either n is even or n is odd.
2. Use a truth table to determine whether the two statements are equivalent.
3. Form a predicate and a quantified statement that represents the following sentence: "Every university has a dorm that is at least 20 years old."
4. Negate the statement "There is a car that everyone wants to buy."
5. Use Venn Diagrams to determine whether the equation below is true:
6. List 5 elements of each of the following sets, unless there are fewer than 5 elements (in which case, list them all and justify how you know you've listed all of them).
(a) {x ∈ R : x ∕∈ N and x 2 ∈ N}
(c) {z ∈ N : z = 5k + 2 for some k ∈ Z}
(b) {S ⊆ N : the sum of the elements in S is less than 3}
(d) {r ∈ Z : r = 2k for some k ∈ Z and r = 2ℓ + 1 for some ℓ ∈ Z}
7. Write each of the following sets in set-builder notation.
(a) The set A of real numbers that are not rational numbers.
(b) The set B of rational numbers whose numerator is 1 and whose denominator is a prime number.
(c) The set C of pairs of real numbers (r1, r2) that add up to a natural number.
(d) The set D of subsets of the real numbers whose size is 10 or less.
8. Determine whether the statement below is true or false. If true, give a few sentences of justification (a formal proof is not necessary). If false, give specific examples of sets that make the statement false.
9. Determine whether the statement below is true or false. If true, give a few sentences of justification (a formal proof is not necessary). If false, give specific examples of sets that make the statement false.
10. Determine whether the statement below is true or false. If true, give a few sentences of justification (a formal proof is not necessary). If false, give specific examples of sets that make the statement false.
For all setsAandB: ifA
⊆
BthenA
⊆P
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St John's Curriculum Overview – Year 12
| Subject title | Art and Design – Photography (AQA) |
|---|---|
| Setting arrangements | Mixed Prior Attainment |
Topics, Skills and Assessment covered during the course
| Topics covered | Skills developed |
|---|---|
| Component 1 – Portfolio: The emphasis of this component will be on the development of understanding and skills in using an appropriate range of materials, processes and techniques including: portraiture landscape photography (working from the urban, rural and/or coastal environment) still life photography (working from objects or from the natural world) documentary photography, photojournalism fashion photography experimental imagery multimedia photographic installation moving image (video, film) Students must include in their portfolio: a selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study at least one extended collection of work or project, based on an idea, concept, theme or issue. This should demonstrate the student’s | • Intellectual, imaginative, creative and intuitive capabilities • Investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement • Independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes • An interest in, enthusiasm for and enjoyment of art, craft and design • The experience of working with a broad range of media • An understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate • Knowledge and experience of real-world contexts and, where appropriate, links to the creative industries • Knowledge and understanding of art, craft, design and media and technologies in contemporary and past societies and cultures • An awareness of different roles, functions, audiences and consumers of art, craft and design. |
ability to sustain work from an initial starting point to a realisation. It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials.
Portfolios may also include:
- sketchbooks, workbooks, journals. Alternatively, students may wish to present a series of related images mounted on sheets.
- critical/contextual work, which could include written material such as journals, reviews, reflections and evaluations, annotations and historical background material. Evidence may be included from books, journals, moving images, photographs, digital presentations and the internet, as well as studies made during a residency, site, gallery or museum visit.
- where appropriate to the student's area of study, test pieces, samples, storyboards, models or maquettes.
- use photographic techniques and processes, appropriate to students' personal intentions, for example:
Within the context of photography, students must demonstrate the ability to:
- lighting
- viewpoint
- depth of field
- aperture
- shutter speed and movement
- use of enlarger
- use media and materials, as appropriate to students' personal intentions, for example:
- chemical and/or digital processes
- film
- chemicals appropriate to darkroom practices
- photographic papers
- digital media, programs and related technologies
There is no restriction on the scale of work produced. Students should carefully select and organise.
- graphic media for purposes such as storyboarding, planning and constructing shoots.
Resources Recommended for Revision and where they are available:
Additional support and help for the course
TBA
Homework
After school art club twice a week.
TBA
Extra-Curricular:
Day trip to The Tate Modern and residential trip in January.
are not their own and provide evidence of drawing activity and written annotation.
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Use the scenario to identifying populations and samplings.
Answer Key
1) A mayor wanted to see if the people in his town thought he was doing a good job.
Answers
2) A musician wanted to see what people who bought his last album thought about the songs.
1.
D
Which choice best represents a sample?
A. The residents of the town.
B. The people who voted for the mayor.
C. 1,000 unemployed voters.
D. The residents of 6 different neighborhoods.
Which choicebestrepresents a
population?
A. Every person who bought the album.
B. Every person from age 5 - 12 who bought the album.
C. A selection of 3,286 people who bought the album.
D. 232 girls who bought the album.
3) A beverage company wanted to see if people in the United States liked their new logo.
Which choice best represents a population?
A. 145 male and female employees
B. 6,943 children age 5 - 15
C. A selection of shoppers from different states.
D. Every person in the United States.
4) A restaurant chain wanted to find out how the customer experience was in a store.
Which choicebestrepresents a
population?
A. Every 25 customer.
B. All of the people who ate at the store.
C. 215 customers who spent more than $12.
D. 296 customers who filled out complaint cards.
5) A toy store owner tracking how much kids spend each month on toys. Which choice best represents a sample?
A. 257 boys age 7 - 15
B. All of the kids who buy toys.
C. 277 rich kids.
D. 206 kids from age 10 to 15.
6) A survey company was trying to see if people in a state thought the pollution was too high.
Which choice best represents a sample?
A. A selection of people from each neighborhood in the state.
B. Every person who sent in a complaint about pollution.
C. Every person in the state.
D. A selection of people who live in dirty neighborhoods.
2.
A
3.
D
4.
B
5.
D
6.
A
Math www.CommonCoreSheets.com
2
1-6 83 67 50 33 17
Name:
0
Use the scenario to identifying populations and samplings.
Answer Key
1) A mayor wanted to see if the people in his town thought he was doing a good job.
Which choice best represents a sample?
A. The residents of the town.
B. The people who voted for the mayor.
C. 1,000 unemployed voters.
D. The residents of 6 different neighborhoods.
3) A beverage company wanted to see if people in the United States liked their new logo.
Which choice best represents a population?
A. 145 male and female employees
B. 6,943 children age 5 - 15
C. A selection of shoppers from different states.
D. Every person in the United States.
5) A toy store owner tracking how much kids spend each month on toys. Which choice best represents a sample?
A. 257 boys age 7 - 15
B. All of the kids who buy toys.
C. 277 rich kids.
D. 206 kids from age 10 to 15.
Math www.CommonCoreSheets.com
Answers
2) A musician wanted to see what people who bought his last album thought about the songs.
1.
Which choice best represents a population?
A. Every person who bought the album.
B. Every person from age 5 - 12 who bought the album.
C. A selection of 3,286 people who bought the album.
D. 232 girls who bought the album.
4) A restaurant chain wanted to find out how the customer experience was in a store.
Which choice best represents a population?
A. Every 25 customer.
B. All of the people who ate at the store.
C. 215 customers who spent more than $12.
D. 296 customers who filled out complaint cards.
6) A survey company was trying to see if people in a state thought the pollution was too high.
Which choice best represents a sample?
A. A selection of people from each neighborhood in the state.
B. Every person who sent in a complaint about pollution.
C. Every person in the state.
D. A selection of people who live in dirty neighborhoods.
2
1-6
D
2.
3.
4.
5.
A
D
B
D
6.
A
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4. A script for the Ndyuka (20 marks)
The Afaka script, named after its inventor Afáka Atumisi, was invented around 1910 to write the Ndyuka language of Suriname. The Ndyuka people trace their ancestry to communities of escaped South American slaves, and their language is a creole language with roots in both West African languages and English. Although the grammatical structure of the language is more similar to other creole languages and to West African languages, you will find that many of the individual words are derived from English words. The following letter, probably written by Afáka himself in 1917, is one of the earliest surviving documents in this writing system.
Here is a translation:
Oh my God, my Lord, I start with the words on the paper that you've given Afaka. But I'm deathly ill. How can I say it? I went to Paramaribo, Lands Hospital, two times. Because I have no money, they chased me away. They say I must first earn money before I go to the Hospital. Therefore I pray the Lord God that he will give me a hand with the medicine for my illness. But I will talk to Abena. He will bring this to the Priest of the Ndyuka. So as the Father says it is good for us. But I have pain in my head. All my nose is rotting from the inside. So I have no rest, I tell you.
For your convenience, the letter is also presented with more spacing between the lines on the last sheet of this question paper.
In the table on the next page, Afáka's letter is presented in a Roman alphabet transcription. It has, however, been broken into 23 phrases and then scrambled. (The phrases are split according to Afaka's punctuation; they won't necessarily line up with the phrases or sentences of the English translation.) Furthermore, we have left labelled blanks in many of these phrases (e.g. _A_) where one or more words are missing.
4.1. Write the missing words in the first column on the answer sheet.
4.2. Write the meanings of these missing words in the second column
A script for the Ndyuka (20 marks)
| | 1. missing word(s) | 2. meanings |
|---|---|---|
| A | | |
| B | | |
| C | | |
| D | | |
| E | | |
| F | | |
| G | | |
| H | | |
| I | | |
| J | | |
| K | | |
| L | | |
| M | | |
| N | | |
4. A script for the Ndyuka (20 marks)
| A | sa | @1 | will |
|---|---|---|---|
| B | de taki | | they say |
| C | siki fu mi | | my illness |
| D | mi sa go | | I will go |
| E | afaka | | Afaka |
| F | tu | | two |
| G | a sa gi me | | he will give me |
| H | pamalibo | | Paramaribo |
| I | mi ede | | my head |
| J | gadu | | god |
| K | bigi | | begin |
| L | siki fu dede | | deathly ill |
| M | abi moni | | have money |
| N | ala | | all |
| O | ma mi sa taki abena | | but I will talk to Abena | | 1,357 | 809 | {
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UKLO Round 1 2012
1. Being with it in Yolmo (5 marks)
Yolmo is a Tibeto-Burman language spoken in Nepal by around 10,000 people. The sentences below come from a small dialect spoken by around 500 people in the district of Lamjung. The characters ʈ and ɖ represent sounds like 't' or 'd' but with the tongue-tip curled back. Below is a list of sentences in Lamjung Yolmo with their English translations.
Question 1. (Write your answers on the separate answer sheet.)
What do the following Yolmo words or phrases mean?
a. ngà
b. áma
c. ɖòke
d. kwèla nyòke
e. ngàki kéeki
Translate the following into Yolmo:
f. I eat rice with my sister.
g. I buy clothes with my dog. (Hint: Assume that I exchange my dog for the clothes.)
Q1. Being with it in Yolmo (5 marks)
a.
b.
c.
d.
e.
f.
g.
SOLUTION
How to mark an UKLO script
Terminology
* target: the correct answer; e.g. 'A B C d' (where X, Y and Z are wrong)
* point: a number that you assign, which the spreadsheet eventually translates into a 'mark'; e.g. 1 for A
* script answer: the answer in the script you're marking; e.g. 'A X C D'.
* unit: a part of the target that carries a point; e.g. A, X and C. Typically a unit is a word, a phrase or a word-part.
* sign: a 'mark' that you make on each unit in the script.
o tick: on a completely right unit; e.g. on A and C
o cross: on a completely wrong unit; e.g. on X
o half: on a partly right unit; e.g. on D (for d)
Example:
* score: the number you assign to the entire script, following the directions in the marking scheme.
Principles
* Each correct unit or partly right unit in the script answer increases the score.
* Completely wrong units in the script answer are penalised simply by not increasing the score.
o e.g. A X C d scores 3 because X scores 0.
* Similarly, units in the target that are missing from the script answer are penalised simply by not increasing the score.
o e.g. A C d scores 3 because only A, C and d score anything.
* But if the script answer contains more units than the target, the surplus units should be penalised.
o e.g. A B C d X scores 3 because X scores -1, though A B C d score 4.
* No score should be worse than a completely blank answer, so there are no negative scores.
o e.g. A B C d X Y Z Z Z scores 0, because althought each X, Y and Z reduces the score by 1, the effect stops when the score reaches 0.
How to score
1. Follow the marking sheet for
a. recognising units
b. assigning ticks and halves
c. assigning points for ticks and halves.
2. Count the units in the script answer and compare this number with the number of units in the target. If the script answer contains more units than the target, go to 4. Otherwise (i.e. in the vast majority of cases) go to 3.
3. Add up all the points for ticks and halves. That's the score.
4. As in 3, but then deduct the number of surplus units, i.e. the difference between the numbers of units in the script answer and in the target.
Q1. Being with it in Yolmo (5 marks, 9 points)
* a-e: 1 point each if all correct; ½ if one mistake.
* f, g: 2 points each if all correct; 1 if one mistake; ½ if two mistakes
| a. I | b. mother | c. walk | d. buy clothes | e. with my voice |
|---|---|---|---|---|
| f. ngà ngàki ádzi nyímu tó sake. | | | | |
| g.ngà ngàki khíki kwèla nyòke | | | | |
Comments:
Comments on Yolmo:
This is a very straightforward problem.
* f,g: each sentence is a re-combination of meaning chunks from sentences in the data. Find those chunks, identify the Yolmo words that carry them, and put them together, following the word-order pattern in the data sentences.
* a-e: find all the Yolmo sentences containing the word concerned and identify the meaning that they all contain but no other sentences contain. | 1,743 | 1,044 | {
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3. Axolotl in the water (16 marks)
Nahuatl was the language of the Aztec empire, which dominated central Mexico in the fifteenth century. Some Nahuatl sentences have been translated into English below:
| 1 | Nacatl itlacual in itzcuintli. | The dog eats the meat. |
|---|---|---|
| 2 | Xocolatl notlacual. | I eat the chocolate. |
| 3 | Niquitta in itzcuintli. | I see the dog. |
| 4 | Quitta in itzcuintli in calli. | The dog sees the house. |
| 5 | Nechixcuepa in axolotl ipan in atl. | The axolotl1 in the water confuses me. |
| 6 | Ical in oquichtli ipan in tepetl. | The man’s house is on top of the hill. |
| 7 | Quixcuepa in itzcuintli in cihuatl. | The dog confuses the woman. |
| 8 | Nipantlalia ipan in milli. | I ride (horseback) on the field. |
| 9 | Nechitta notah. | My father sees me. |
3.1. Translate the following:
a. Axolotl tlacualli ipan nocal.
b. Itzcuintli nopan.
c. My father's father sees the axolotl.
3.2. Describe Nahuatl word and sentence formation as concisely and as clearly as possible; if you prefer, use formulae rather than prose. Someone with no background knowledge should be able to translate sentences 1-9 and a-c given your description and a dictionary.
1 The axolotl is a freshwater salamander native to Lakes Xochimilco and Chalco in the vicinity of Mexico City.
Axolotl in the water (16 marks)
3.1 (6 marks)
a.
b.
c.
3.2 (10 marks)
Axolotl in the water (15 marks)
3.1 (6 marks)
| a. | In my house , the axolotl is food / eaten |
|---|---|
| b. | The dog is on top of me |
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1) Create a database of your relatives using predicates child_of/2, male/1, female/1 and married_to/2. child_of(x,y) means x is the child of y, and married_to(x,y) means x is married to y. If two persons have the same name (e.g. joe), make them distinct by calling one joe1 and the other joe2 etc. Make sure you have all the information up to your grandparents from both the mother side and the father side. (to be done indivudually)
2) Write definitions for the following predicates.
3) Implement the following predicates in Prolog.
```
father(X,Y):- .... /* X is the father of Y */ mother(X,Y):- .... /* X is the mother of Y */ aunt_m(X,Y):- .... /* X is the aunt of Y (mother's sister) */ aunt_f(X,Y):- .... /* X is the aunt of Y (father's sister) */ grandfather(X,Y):- .... /* X is the grandfather of Y (both mother and father side) */ grandmother(X,Y):- .... /* X is the grandmother of Y (both mother and father side) */ cousin(X,Y):- ... /* X is the cousin of Y */ niece(X,Y):- /* X is the niece of Y */ nephew(X,Y):- .... /* X is the nephew of Y */ brother(X,Y):- ... /* X is the brother of Y */ sister(X,Y):- ... /* X is the brother of Y */
```
countHowMany(E,L,N). N is the number of times E occurs in list L. For example, ?-countHowMany(b,[a,s,b,d,b,e,b],R) should bind R to 3.
reversePairs(X,Y). Y is a list obtained by reversing the first two elements, followed by reversing the next two elements, etc., in X. For example, ?reversePairs([1,2,3,4,5,6,7,9],R) should bind R to [2,1,4,3,6,5,9,7].
split(X,N,Y,Z). Y is a list obtained by taking the first N elements of list X and putting them in Y, and the remaining elements in Z. For example, split([a,s,d,f,g,h,j],2,R1,R2) should bind R1 to [a,s], and R2 to [d,f,g,h,j]).
minMax(L,Min,Max). Min is the smallest element of L, and Max is the largest. For example, ?-minMax([5,3,4,6,3,8],R,S) should bind R to 3, S to 8.
vector_add(A,B,C). If A and B are lists of numbers, then C is a list of numbers such that an element of C at position i is the sum of the element of A at position i and the element of B at position i. For example, ?-vector_add([1,3],[5,8], R) should bind R to [6,11].
4) A tree can be represented in Prolog in the following way.
- An empty tree is represented by the atom empty.
- A tree with a left child l and a right child r as node value v is represented by node(l,v,r).
Some predicates are given for you below for manipulating binary search trees with this representation.
```
insert(V,empty,node(empty,V,empty)). /* insert a value into a binary search tree */ insert(V, node(L,V2,R), node(L2,V2,R)):- V=<V2, insert(V,L,L2). insert(V, node(L,V2,R), node(L,V2,R2)):- V>V2, insert(V,R,R2). insert_list([],empty). /* insert a list of numbers into an empty binary search tree */ insert_list([H|T],Tree):- insert_list(T, Temp), insert(H,Temp,Tree). size(empty, 0). /* size of the tree - how many nodes it has */ size(node(L,_,R),S):- size(L,X), size(R,Y), S is X+Y+1. in_order(empty,[]). /* inorder traversal */ in_order(node(L,V,R),Res):- in_order(L,LT), in_order(R,RT), app(LT,[V],X), app(X,RT,Res). app([],L,L). /* append two lists */ app([H|T],L,[H|TL]):- app(T,L,TL). min(node(empty,V,empty),V). /* find the minimum value in a binary search tree */ min(node(L,_,R),V):- min(L,V).
```
Implement the following predicates on binary search trees.
find(V,T) succeeds if value V is in the T
post_order(T,L) succeeds if L list containing the values in the tree T in the same order as in a "postorder" traversal.
inner_nodes(T,L) succeds if L is a list containing the values in the inner nodes of the tree T.
max(T, Max) succeeds if Max is the the maximum value in tree T (hint: the maximum is "rightmost value" in the tree) | 1,948 | 1,081 | {
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AIR POLLUTION AND YOUR HEALTH
MORPC's Air Quality Program strives to make Central Ohio's air safer to breathe and to protect public health. We issue alerts to inform you when air pollution levels are high so you can plan your day to stay healthy. We also provide suggestions on how you can take action to make air quality better for everyone.
BE AWARE OF THE AIR YOU'RE BREATHING
Use MORPC's air quality forecasts and Air Quality Alerts to help you plan ahead. Sign up for free at www.morpc.org/airquality. When air pollution is expected to reach 101 or the Unhealthy for Sensitive Groups level, MORPC will issue an Air Quality Alert for Central Ohio.
111 Liberty Street Suite 100, Columbus, Ohio 43215 │ www.morpc.org │ P. 614.233.4130
groups of people. This includes children, adults who are active outdoors, people with heart or lung diseases (such as asthma and COPD) and older adults.
WHAT ARE WE BREATHING?
Ground-level ozone pollution is harmful to breathe, and is created when emissions from cars, power plants, lawn equipment and industry react chemically in the presence of sunlight.
Particle pollution particles are so small that they can get into the lungs, potentially causing serious health problems.
Air quality in Central Ohio has been improving for many years, but we still have work to do in order to maintain healthy air for all.
TAKE ACTION TO IMPROVE YOUR AIR QUALITY
Stay informed. Sign up for Air Quality Alerts at www.morpc.org/airquality so you know when it's most important to take action.
Rethink your ride. Try carpooling, vanpooling, combining trips, riding the bus, biking or walking. Visit www.gohiocommute.com/morpc to plan your trip.
Take transit. Check out the Central Ohio Transit Authority at www.cota.com or 614.228.1776. Also check out the Delaware Area Transit Agency at www.ridedata.com or 740.363.3355.
Walk or bike for short trips. Do you have a bike and don't know where to go? Use the Columbus Metro Bike Map at www.morpc.org/bikemap.
Turn the key; be idle free. idling your car to reduce harmful air pollution.
Refuel your car after 8 p.m. Filling your tank after 8 p.m. combined with warm temperatures during the day can create ground-level ozone.
Use greener lawn equipment. Replace gas-powered equipment with electric or hand-operated options.
Save energy. Start with an energy audit to identify ways you can be more comfortable and spend less money. Call MORPC to learn how at 614.621.1171.
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NEW VALLEY PRIMARY SCHOOL REMOTE LEARNING
Thursday 14 th January
RECEPTION CHERRY CLASS
Remember to email pictures and videos to: firstname.lastname@example.org
Thursday 14.01.21
Phonics
RWI are now providing lessons for set 1 and set 2 phonics. They are complete lessons and are provided daily. Please do log in at 9.30am each day to learn a new sound. Each sound will be available for 24 hours. The set your child needs to focus on will be emailed to you.
Literacy
Talk through the adventures your child's toy went on. If you can print the pictures you took, that would be great. If not use the pictures on a screen as a stimulus and ask them to draw up to three pictures from their toy's journey in sequence. When you talk through the sequence of pictures use the words (you can mix them up as you see fit):
next Next
Then
Finally
After that
next First
Important points to remember:
Please print the sheet on the next page to draw and write on. If there isn't enough space please use the format to draw bigger boxes and lines on larger paper. I don't mind how big it is (within reason!)
* Keep the sentences simple, it will make your child feel successful.
* Use the sound mat provided to help formation and finding the sounds (it's OK if they can't hear every sound).
* Children should not trace or copy a grown up's writing. When we are back at school, they will write independently.
* Rehearse the sentence 3 times with your child. As I have done on video call.
* Writing should be as independent as possible (it's OK if it looks wiggly!)
me to
Click watch
Maths Comparing Numbers to 5
Children will continue to develop the understanding that all numbers are made up of smaller numbers.
Allow them to explore and notice the different compositions of 4 and 5. For example 5 can be composed of 1 and 1 and 3 or 2 and 3 or 1 and 4. Encourage them to subitise (instantly recognise these small quantities without counting). Encourage them to notice how numbers can be composed of 2 parts or more than 2 parts.
Give the children 5 bean bags/balled up socks. Ask them to throw them into a hoop/bucket/ wash basket noticing how many land inside the hoop and how many land outside. Encourage them to record their results. Is there ever 0 inside or outside the hoop/wash basket?
Sequencing My toy's adventures. | 941 | 558 | {
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Census 2020 in Alameda County: What You Need to Know
The U.S. Constitution mandates that every ten years we take a count -- or a census -- of America's population. This means every adult, child, and infant in your household should be counted. Census data is used for two very important reasons:
* Distributing federal funding: using population totals and other census data, the federal government allocates $675 billion dollars to states every year. California receives $76 billion through this distribution.
* Determining political representation: each state gets a certain number of seats in the House of Representatives and the electoral college is based on state population size.
The Census By The Numbers
Alameda County gets billions of dollars from the federal government for essential services -- healthcare, school programs, housing, transportation, social services and more -- based solely on the census count.
* For every person not counted, our community loses ~$1,000 in funding per year for ten years.
* Approximately 60% of Alameda County's revenue comes from federal and state resources.
* An undercount of only 6% means our community would lose $1 billion over the next decade.
Our hard-to-count populations:
* Immigrants
* People of color
* Young children
* Renters/frequent movers
* Low English proficiency households
* Large or overcrowded households
* Senior citizens
* People without high school degrees
* People with disabilities
* Households without computer or internet access
* People experiencing homelessness
Addressing Concerns About Census Participation: The Citizenship Question
The census should count everybody. And yet, every census "undercounts" people of color, immigrants, because of the Census Bureau's recent efforts to add a citizenship question, which is raising fears that Census data might be used to target people. Here's what you need to know: Census responses are confidential and there are very strong laws protecting your data. Under law, the Census Bureau cannot share an individual's Census data with the public, state or local governments, law enforcement, or other federal agencies. Additionally, Census data can only be used for statistical purposes. If you have questions about t he c i t izens hi p q ues t i o n or data confidentiality, Advancing Justice – Asian Law Caucus has attorneys who can speak with you about these issues free of cost. Please contact Julia Marks at email@example.com .
and other hard-to-count populations. The danger of an undercount is worsened with Census 2020
Our Community Counts • Our Community Belongs
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E-lesson inspirations
These are not lesson plans; there is no prescribed sequence of steps. Instead, you can pick and mix activities depending on your specific teaching situation and your lesson aims. The activities are built around a video clip and they all focus on global issues. Decide if your students should watch out of class or in class, and if you want them to watch the whole video, or just a section. You can of course listen/watch first and be inspired to come up with your own ideas!
Title: One-Minute Meditation
Internet source: http://search.yahoo.com/search?fr=chr-greentree_gc&ei=utf-
8&ilc=12&type=937811&p=one+minute+meditation+youtube
Overview: This is a cartoon-story demonstration of the power of meditation. The message is: you can make a meaningful change to your state of mind quickly. You can learn to stay calm in stressful situations.
Topic: relaxation, consciousness change, waking up, mindfulness
Level / context: intermediate
Duration: 5.36 min
Extras: Captions in English
PRE-VIEWING ACTIVITIES
'Four Corners' Put up a statement in each corner of the classroom: A: 'I meditate regularly.' B: 'I would like to learn to meditate.' C: 'Meditation is for yogis.' D: 'I have my own ways of relaxing.' Ask students to go to one of the corners and then justify their choice. This can be done in corner-groups, or as a whole-class activity with the teacher 'interviewing' some of the students.
'Recall & Share' Do a quick brainstorm on situations that can be stressful. (E.g. exams, being late, getting lost, missing your flight) Then ask your students to recall the last time they felt stressed out. Give them a few minutes to bring the experience back to mind. Then they share their stories in pairs or small groups.
Note: You might want to demonstrate telling your story to the whole class first. It's easier for the students to share personal stories after the teacher has set the scene for this. In addition, you can feed in some useful language.
'Key lexis' Check understanding of key vocabulary, language chunks. E.g. feel stressed / feel anxious / have trouble (sleep)ing / sit straight / rigid / focus on your breathing / notice / a balanced position / get distracted / feel refreshed / feel a bit more awake / state of mind / it takes a minute
WHILE VIEWING ACTIVITIES
'Echo listening' Pause the clip after each unit of speech and ask your learners to hear the echo with their inner ears. This focuses their attention and increases retention. Do this for 1-2 minutes.
'Sound off, captions on' Watch part of the clip without sound and pause for a few second with each main caption. Let your students read the text and let the language sink in. This is particularly suitable for a 2 nd watching.
POST-VIEWING ACTIVITIES
'Share your response' Ask them how they felt, what they experienced during the oneminute meditation. They can share in pairs first, and then volunteers can make comments in whole-class mode.
'Key lexis' Check understanding of key vocabulary, language chunks. E.g. feel stressed / feel anxious / have trouble (sleep)ing / sit straight / rigid / focus on your breathing / notice / a balanced position / get distracted / feel refreshed / feel a bit more awake / state of mind / it takes a minute.
'Creative definitions' Ask your students to recall the definition given for 'a minute' ('A moment with handles on it'). Give them two minutes to come up with similar alternative definitions for e.g. day, life, hour, evening, morning, night etc. Appreciate all the ideas.
'Follow-up reflection' Trigger question: How does the message of the video relate to wider social, economic, environmental issues? Can your state of mind influence the way you see things?
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SHUBHAM'S EXPERIENCE
Life after my arrival from India to Canada was not easy. It was a very sudden change that brought many challenges into my life. It was quite shocking to face a new education system and a completely new atmosphere in my life. I started grade 11 in Fredericton High School in September 2014, and I struggled with communicating in English to others. I joined the school's social and sport clubs to meet local students to help me develop my communication skills.
My parents went to attend English classes at the Multicultural Association because their communication skills in English were low. It was my responsibility to take care of my younger brother, and to help him in his studies after school. I worked a part time job after school and helped my uncle in a grocery store. After high school, I started my education at UNB Fredericton. I struggled in my classes due to my weak English, but it was a new challenge that I needed to face. I had never felt comfortable studying in University until I asked for help from my professors and fellow class mates. I participated in dance performances and competitions which increased my confidence and made me well known in the local community. Cricket is my favorite sport and my dream is to represent India in the international games, but I was not happy to move to Canada since
Cricket is not as popular here as it is in India. I did not have much of a problem finding a Cricket club outside of the school, but I found it difficult to find someone to play with in school, but I did not give up my interest in playing cricket. I talked to /my teachers to see if I could give a presentation on Cricket and let other students know about the sport, and they were very kind and gave me the opportunity to present to my peers. It was received very well!
To continue my passion of playing Cricket, I joined the Loyalist Cricket Club in Fredericton, which quickly became my favorite part about coming to Canada. I have been developing my basic technical and behavioral skills of Cricket through this club. When I was 16, I was selected to bae in the Cricket New Brunswick team, and I impressed many people in the provincial tournament games. My teammates motivated me and kept me working hard in order to achieve more in the future. My parents were not happy to support me in Cricket, but I worked hard and made a great impact in the provincial tournaments. My hard work paid off, and gave me the gift of being selected for the Atlantic Cricket team, one of the highest performing teams in Canada.I hope that I will keep working hard in the future and I never give up on my dream! | 949 | 540 | {
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Football
Key Words
Teamwork - It's important that you work together and get along with other players or members.
Respect – Respect within PE can be developed in the following ways:
* Caring for equipment and apparatus
* Celebrating others' successes, including of opponents
* Keeping themselves and others safe i.e. when travelling in a space, moving equipment
* Listening to teachers' instructions
* Understanding everyone has a right to take part regardless of ability
* Listening and responding to others' ideas
* Recognising others' contributions.
Receive- If you receive the ball in the game, it means someone sends it towards you.
Control – To control the ball is to master it. Properly controlling the ball means that a move will be successful. The control movements to focus on are: directed control and gathering the ball while moving – these introduce speed into the play.
Speed - The rate at which someone or something moves or operates or is able to move or operate.
Possession - This is a term used in football, and other sports, to describe who has the ball. It can also be used to describe how long a team/player has/has not had the ball.
Accuracy – One of the most important skills in football is shooting. You have to shoot to score goals, and you need to score goals to win games. Therefore, it's important to strike the ball accurately to help improve your chances of scoring a goal.
Shoot – Shooting is easily the most common way for goals to be scored. It is done using feet or using the head.
Cushion - When used as a verb, to cushion, means to pass or shoot in a controlled, delicate way. The ball is passed to a player, who then guides or directs the ball, taking the speed off the pass or cross. We can use the adjective to describe this kind of shot, header or pass: a cushioned header is a header with no force or power added, the player simply directs the ball skilfully into the net.
Attack and Defence - Attacking is the term used to describe the movement of the team in possession of the ball. Defence is the action of preventing an opponent from scoring. Space - To know how space changes within a game and when and how to move into changing spaces. To draw a defender away to create space.
Weight off Pass - The "weight" of a pass is how hard you hit the ball. It is most important to weight the pass correctly when passing into space.
Strike – A strike means an accurate, driven shot kicked using the laces of the boot.
Volley - A volley is an air-borne strike in association football, where a player's foot meets and directs the ball in an angled direction before it has time to reach the ground. A volley can be extremely hard to aim and requires good foot-eye coordination and timing.
School Games Values
The six School Games values are: Determination, Passion, Respect, Honesty, Self-Belief and Teamwork, which were designed to reflect the 'spirit' of the School Games. We encourage all children to adopt and demonstrate the 'Spirit of the Games' in all PE lessons and sporting events we attend.
Football - Control
Stopping the Ball
Control
1. Face the direction of the ball approaching.
2. Watch the ball all the way onto your foot and use your arms to balance.
3. Cushion the ball with the side of your foot.
The Impact of Physical Activity
- Physical activity keeps the body strong and healthy and improves mental health by decreasing depression, anxiety, pain and loneliness.
- Physical activity also improves focus, school performance, sleep and energy levels.
- Those who undertake regular physical activity enjoy improved relationships and a more positive body image.
- Regular physical activity helps to develop your movement skills. It also, of course, helps bones become stronger and builds a healthy heart and stronger muscles. Physical activity also helps your child keep a healthy body weight.
- Exercise leads to improved motor skills (such as hand-eye co-ordination), better thinking and problem-solving, stronger attention skills and improved learning. | 1,617 | 831 | {
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UT Arlington Mid-Cities Math Circle (MC) 2 Invariants
Problem 1. Assume you have an 8 × 8 chessboard with the usual coloring. You may repaint all squares
(a) of a row or column.
(b) of a 2 × 2 square.
The goal is to attain just one black square. Can you reach the goal?
Problem 2. Suppose the positive integer n is odd. First Al writes the numbers 1, 2, ..., 2n on the blackboard. Then he picks any two numbers a, b, erases them, and writes, instead, |a − b|. Prove that an odd number will remain at the end.
Problem 3. The integers 1, ..., 2n are arranged in any order on 2n places numbered 1, ..., 2n. Now we add its place number to each integer. Prove that there are two among the sums which have the same remainder mod 2n.
Problem 4. There are a white, b black, and c red chips on a table. In one step, you may choose two chips of different colors and replace them by a chip of the third color. If just one chip will remain at the end, its color will not depend on the evolution of the game. For what a, b, c can this final state be reached?
Problem 5. There are a white, b black, and c red chips on a table. In one step, you may choose two chips of different colors and replace each one by a chip of the third color. Find conditions for all chips to become of the same color. Suppose you have initially 13 white 15 black and 17 red chips. Can all chips become of the same color? What states can be reached from these numbers?
Problem 6. There is a row of 1000 integers. There is a second row below, which is constructed as follows. Under each number a of the first row, there is a positive integer f(a) such that f(a) equals the number of occurrences of a in the first row. In the same way, we get the 3rd row from the 2nd row, and so on. Prove that, finally, one of the rows is identical to the next row.
Problem 7. There is an integer in each square of an 8 × 8 chessboard. In one move, you may choose any 4×4 or 3×3 square and add 1 to each integer of the chosen square. Can you always get a table with each entry divisible by
(a) 2,
(b) 3?
Problem 8. Suppose not all four integers a, b, c, d are equal. Start with (a, b, c, d) and repeatedly replace (a, b, c, d) by (a − b, b − c, c − d, d − a). Then at least one number of the quadruple will eventually become arbitrarily large. | 946 | 642 | {
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Use these statement strips to make Jenga into a fun way for students to get to know each other better. There are 54 statement strips, one for each block in a standard Jenga game.
Simply cut out the statement strips and tape each one onto the bottom of a different Jenga block (this is a great job for a student or a parent volunteer). If you use 3/4 inch tape, the tape will cover the strip perfectly.
Set up the game as usual with the statement strips facing down. Play the game following the normal Jenga rules, except that when a student successfully pulls out a block, he or she must read the statement on the block and then finish it. It shouldn't take more than a sentence of two for each student to finish the statement - that way the game can keep moving and no one will get bored.
This resource was created by Rachel Lynette copyright 2011. It may be printed and photocopied for single classroom and personal use only and may not be sold or distributed in any form. Thank you for respecting the copyright.
| I am a good friend because... | My favorite place in the world is... |
|---|---|
| Three of my favorite foods are... | The last great book I read was... |
| If I could have any pet I wanted, I would choose... | Someone I admire is... |
| Something that scares me is... | Something I have done that I am proud of is... |
| One of my favorite indoor activities is... | One of my favorite outdoor activities is... |
| My favorite subject in school is... | If I could be an animal for a day, I would be a... |
| On weekends, I like to... | My favorite part of the day is... |
| My favorite kind of music is... | Something that really annoys me is... |
| The luckiest thing that ever happened to me was... | If I were a cartoon character, I would want to be... |
| A gift I would really like to get is... | My most treasured possession is... |
| If I could change my name I would change it to... | I would like to learn how to... |
| One of my favorite memories is... | One thing I really like about school is... |
|---|---|
| Something that always makes me laugh is... | One of my favorite folktales is... |
| I sometimes wonder about... | One of the most interesting things about me is... |
| If I could have one wish I would wish for... | If I had to live in another country, I would live in... |
| One of the stupidest things I've ever done is.. | If I were the president I would... |
Thank you for downloading this activity! I hope your students will really enjoy it. Please consider leaving feedback for it at Teachers Pay Teachers.
Visit my TpT store to find ready-to-use resources for literature, English language arts, math, creative & critical thinking activities, and classroom management tools.
You will also find a plethora of totally free resources like this one!
http://www.teacherspayteachers.com/Store/Rachel-Lynette
"Like" my facebook page to find out about frequent freebies, sales, and special offers. www.facebook.com/mindsinbloom | 1,197 | 700 | {
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Spelling / Handwriting
Each term your child will be sent home with a spelling and handwriting booklet to complete. The booklet will contain a list of spellings which children need to learn how to read and write in preparation for their weekly spelling test. It also contains a handwriting practise sheet to help children improve their handwriting and presentation of work in class. At the beginning of the year, your child will be given a list of words they should know by the end of the year which you can practise with your child on a regular basis.
Maths
Every Friday your child will be given a piece of maths homework to complete at home. This will be something that they have already covered in school. The homework needs to be completed for the following Monday.
Don't forget…
Your child will be heard read every week in school and this will supplement reading activities in lessons. We would appreciate it, therefore, if you could ensure your child brings their reading book and record into school every day.
Mrs Gama's' class have PE every Monday and Wednesday and Mrs Mann's' class have PE every Monday and Friday. Please ensure that your child brings the correct PE kit into school on these days.
Autumn 1
In this leaflet you will find out about what your child will be learning during this half term and how you can help them at home.
It gives you information about what is going to be taught in all areas of the curriculum in school and suggests some ways in which you can get involved and help out at home.
We see this as a great opportunity for you to share in your child's education.
On the back page you will find further information regarding homework and what to expect each week.
Mrs Mann
Traders and Raiders
Big and strong, powerful and brave, the Saxons wave their battle axes and brandish their swords as they begin to invade Britain's shores. Sail back to the Dark Ages, where battles were rife and fear reigned. Find out about the life of the Saxons, including how they lived and where they came from.
Our Topic
We are learning about Britain's settlement by Anglo Saxons and the Saxon struggle for the Kingdom of England.
We will learn where the invaders came from and the reasons they invaded and the influence they had on the future of Great Britain.
We will also be learning about the lives of Saxons and will be exploring what they ate, how they lived and how they were punished.
RE & PSHE
In RE we will be learning about how a range of religions celebrate new life.
In PSHE we will be looking at roles and responsibilities in school and will be looking at rules and their importance. We will also be looking at how to share our opinions in a respectful way.
Maths
This term children will be learning how to calculate math's stories using all four operations with fractions and negative numbers. We will also be solving one and two step measure word problems involving decimals.
You can help your child at home by discussing what they have been learning about each week and practicing mental math's skills such as:
* Counting forwards and backwards in 6s and 9s
* Recalling multiplication facts
* Finding 10 and 100 more or less than a number
Science
Our topic for Science this half term is all about food and its journey. Children will be exploring food chains, where food comes from, the digestive system and what happens to our food when we eat it. We will also be looking at the impact of our food on our teeth, and will be exploring teeth.
English
Our reading focus this term is to identify the main ideas in a text and talk about them. The book we will be focusing on is Beowulf, Grendel and the Dragon. It is linked to our topic of the Anglo Saxons and is an exciting tale of monsters and battles.
The children will be writing a wide range of text types including poetry, stories and non-fiction.
In order to improve children's writing we will be learning how to organise writing into paragraphs. We will also be looking at how to use descriptive language to create settings, characters, and plots in narrative writing.
We are encouraging the children to think carefully about their vocabulary choices and to read a wide range of texts that demonstrate how to use more powerful words in their own writing.
Reading
Your child will bring home a reading book to read to you. These books are chosen carefully based on assessments to help your child make the best progress with their reading. We would appreciate it if you could listen to your child read regularly and record brief comments in their reading record to let the teacher know how your child is getting on. Your child will also be bringing home a library book to share with you. These books are chosen by the children and so may sometimes be quite difficult or seemingly easy for them to read. These books are for you to enjoy with your child rather than expect them to be able to read them to you. | 1,756 | 1,000 | {
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Murals
10
Murals are an ideal way to decorate a dull empty wall space and, as they are relatively cheap to make, you can recreate them as often as you like. Despite their name, they don't have to be on walls – they're also an ideal way to improve the look of wooden and chain-link fencing. Creating murals is fun for all concerned and can involve from just one or two pupils right up to the entire school.
CURRICULUM LINKS
HOW TO CREATE a Painted Mural
HOW TO CREATE a Textured Panel
Art & Design
KS1 – 1ab, 2abc, 3ab,
4abc, 5abcd
KS2 – 1abc, 2abc, 3ab,
4abc, 5abcd
KS3 – 1abc, 2abc, 3ab,
4abc, 5abcd
PSHE
KS1 – 1abc, 2abcdfh, 4abcde, 5acdfgh KS2 – 1ab, 2abcdef, 3g, 4adfg, 5acfg KS3 – 1b, 3abcj, 4c
For the Growing Schools Garden, Godwin Primary School in Essex produced a Friendship Stop mural showing a line of children standing at a bus stop. Children who are on their own at breaktime can wait here for a member of the Playground Squad to collect them and find them someone to play with.
Most murals are painted onto masonry, concrete, brick or stone walls, though these need to be in good condition. However, Godwin Primary used marine plywood, which is specially treated for outdoor use. Wood can be painted indoors and then bolted to any external wall. In addition, one mural can be made up of several timber panels, enabling more children to be involved.
The most long-lasting murals are those painted onto well-prepared surfaces.This means smoothing any rough or pitted surfaces by rendering them with a good outdoor-quality plaster. Sand down the surface of marine ply.Then wipe each board and paint with a suitable waterproof primer. Then apply a weatherproof undercoat.
Once this is dry, mark out the design in soft pencil or chalk, traced from a full-size drawing, or by using a slide or overhead projector to project the design onto the wooden surface. If the design needs to be cut out of the panel, it should be done at this stage, before painting.
Acrylics and emulsions are the easiest and cheapest paints, and become impervious when dry. Acrylics have no fumes, are available in a wide range of colours and will last up to 10 years in good conditions .They are available from most DIY stores and also from education suppliers. Emulsion paints have a similar lifespan and are slightly cheaper. Mineral paints last longer, but are quite expensive.
Long Eaton Community School in Derbyshire made three mural panels for the garden, from recycled materials, illustrating various life cycles.The panels were constructed on a base of square wire mesh using scrap plastic bags.
Once the theme for your mural is agreed, get the pupils to draw the finished design in colour to scale on squared paper (you may find it helpful to blow this up to A3 size on a photocopier). Bear in mind that the simpler the design, the greater the impact - and also the easier to make.
Cut the wire mesh to the desired size and tape over the sharp edges. Cut the plastic bags into long strips and separate them into different colours.The strips need to be wide enough to fill the holes in the mesh so they hold firmly.Then transfer the design to the mural, which is quite simple, if laborious.
Starting from one end of the wire mesh, with the design in front of you so you can count the squares, thread a strip of plastic through the mesh from the topside passing it under the wire and up through the second hole to make a loop.The plastic should be pulled tight across the bottom of the mesh, but left loose sticking out of the top. Cut off any excess plastic.
Repeat this process, threading a strip of plastic down through the second hole and up through the third. Continue this process working systematically from one side to the other, using different colours to create the picture.
ADDITIONAL INFORMATION
For more ideas: MURALS IN SCHOOLS by Carol Kenna and Steve Lobb published by Greenwich Mural Workshop ISBN-1-870100-05-0 | 1,619 | 919 | {
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Young Workers
Tricia Smith – WorkSafe Victoria
Young workers are at risk
Young Workers are a vulnerable group of Victorian workers.
Young workers are a vulnerable and at risk group because they are still developing physically and mentally.
Who are young workers?
Your workers are 15-24 year old who are working:
* permanently full or part time
* casually full or part time
* on labour hire
* as an apprentice or trainee
* as part of work experience or structure workplace learning program
Why are young workers at risk of being injured?
* there can be tasks that will be beyond their current capabilities
* Are usually still developing physically and mentally
* May lack the experience, knowledge and skills to:
* take appropriate steps to protect themselves and their workmates from injury
* understand the risk involved in the tasks they are doing
* May do work they are not able to do because they:
* have been working with dangerous equipment or substances where safe work practices have not been adopted
* have not been properly trained or are not being properly supervised
* May not be aware of their rights and responsibilities in terms of workplace health and safety:
* they may not ask questions or speak out if there is a problem for fear of looking incapable or losing their job
Employer Responsibilities
To provide a safe and healthy workplace
Your employer must make sure that your conditions of work are safe and healthy, regardless of the type and terms of your employment.
This includes protecting you from both physical and psychological workplace hazards such as:
[x] slippery floors
[x] lifting heavy loads
[x] faulty machinery
[x] bullying
[x] violence
[x] fatigue
[x] work-related stress.
To provide training and supervision
Your employer must make sure that you have enough information, training and supervision to enable you to work safely. This training should:
* show you how to do your job safely and how to recognise and report hazards on the job.
* provide and show you how to use the necessary equipment, and how to safely wear and use any protective gear such as gloves, safety footwear and goggles.
* help you get to know the layout of the workplace, your immediate supervisor, health and safety representative and workmates.
To talk health and safety
Your employer has a responsibility to share information with you regarding workplace health and safety matters. This includes:
* asking for your input when looking at any workplace hazards and ways to control those hazards
* discussing new equipment when it is introduced into your work area
* discussion at team or toolbox meetings
* discussions with your health and safety representative
Employees Responsibilities (young workers)
To work safely
You must look after yourself by working safely, following workplace procedures and not putting your workmates at risk.
To ask if you're not sure
Know and follow all the health and safety requirements that affect your job.
If you don't know how to do something safely, or aren't sure, ask for help or training before you begin the task. Work is important, but your life is more important.
Here are some ways you could raise an issue with your immediate supervisor:
* "I'm not sure how this works. Could you please spare a few minutes to show me again?"
* "I think I've got the hang of this, but can you watch to make sure I'm doing everything right?"
* "I'm still a bit uncomfortable with this. Would you mind explaining it/showing me again?"
To report your concerns
If you are concerned about your own or your work mates health and safety, talk to your employer, immediate supervisor and/or health and safety representative straight away. This might be about faulty equipment, slippery floors, lack of protective gear or bullying and violence at work.
You should also speak to your teacher about your concerns if you are a work experience or structured workplace learning student.
If you need more help or information, you can call WorkSafe Victoria anonymously on 1800 136 089 (toll free from a land line)
Thank you. | 1,645 | 810 | {
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Running buffalo clover once grew on the edge between forest and prairie.
What is running buffalo clover?
U.S. Fish & Wildlife Service
Running buffalo clover Trifolium stoloniferum
Running buffalo clover is a federally endangered species. Endangered species are animals and plants that are in danger of becoming extinct. Threatened species are animals and plants that are likely to become endangered in the foreseeable future. Identifying, protecting, and restoring endangered and threatened species is the primary objective of the U.S. Fish and Wildlife Service's endangered species program.
Appearance - Running buffalo clover is a perennial species with leaves divided into three leaflets. It is called running buffalo clover because it produces runners (i.e., stolons) that extend from the base of erect stems and run along the surface of the ground. These runners are capable of rooting at nodes and expanding the size of small clumps of clover into larger ones. The flower heads are about 1-inch wide, white, and grow on stems that are 2 to 8 inches long. Each flower head has two large opposite leaves below it on the flowering stem. Running buffalo clover flowers from late spring to early summer.
Range - Running buffalo clover is found in Indiana, Kentucky, Missouri, Ohio, and West Virginia. It has been extirpated from Arkansas, Illinois, and Kansas.
Habitat - Running buffalo requires periodic disturbance and a somewhat open habitat to successfully flourish, but it cannot tolerate full-sun, full-shade, or severe disturbance. Historically running buffalo clover was found in rich soils in the ecotone between open forest and prairie. Those
Why is running buffalo clover endangered?
What is being done to prevent extinction of running buffalo clover?
What can I do to help prevent the extinction of species?
U.S. Fish & Wildlife Service 1 Federal Drive Fort Snelling, Minnesota 55111 612/713-5337 http://midwest.fws.gov/endangered July 2003
areas were probably maintained by the disturbance caused by bison. Today, the species is found in partially shaded woodlots, mowed areas (lawns, parks, cemeteries), and along streams and trails.
Bison - Running buffalo clover may have depended on bison to periodically disturb areas and create habitat, as well as to disperse its seeds. As bison were eliminated, vital habitat and a means of seed dispersal were lost.
Habitat loss - Clearing land for agriculture and development has led to elimination of populations, loss of habitat, and fragmentation of the clover populations that remain. Small, isolated populations of running buffalo clover are prone to extinction from herbivory, disease, and inbreeding.
Non-native plants - Invasive non-native species, such as white clover, garlic mustard, and Japanese honeysuckle out-compete running buffalo clover for moisture, nutrients, space, and sunlight. Non-native clovers are believed to have introduced diseases and insect predators.
Unfavorable land management - Natural succession has resulted in a loss of open woodlands and a reduction in running buffalo clover habitat. Excessive grazing directly kills plants through herbivory or trampling and can indirectly kill plants by degrading the habitat. Mowing may remove seed heads before seeds are mature but may help the clover by controlling competing vegetation.
Listing - Running buffalo clover was added to the U.S. List of Endangered and Threatened Wildlife and Plants on July 6, 1987.
Recovery Plan - The U.S. Fish and Wildlife Service prepared a recovery plan that identifies and prioritizes actions needed to conserve and recover this species.
Land Management - Strategies to improve and maintain habitat for the running buffalo clover have been developed. Efforts are underway to carry out those management strategies on public and private lands that support running buffalo clover.
Surveying and Monitoring - After listing as endangered, additional surveys were conducted to find existing populations. Monitoring those populations has increased our understanding of this species habitat requirements.
Learn - Learn more about running buffalo clover and other threatened and endangered species. Understand how the destruction of habitat leads to loss of endangered and threatened plants and animals and our nation's biological diversity. Tell others about what you have learned.
Join and Volunteer - Join a conservation group; many have local chapters. Volunteer at a local nature center, zoo, or national wildlife refuge.
Plant Natives - Use native plants in landscaping and gardening and avoid the use of invasive plants that have been imported from other countries, such as wintercreeper, periwinkle, and Japanese and bush honeysuckles. | 1,982 | 960 | {
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Word One Bible Study
Taking a "Time Out"
by Patra Pfotenhauer
Text: Mark 6:30-44 for the Eighth Sunday after Pentecost, Lectionary Series B
OBJECTIVES
Participants will:
1. Learn the Importance of taking time out of their busy schedules to be alone with the Lord.
2. Discuss the concept of balancing their time spent alone, with others and with God.
3. Share their individual plans with the other members of the group as to how they are going to carry out having a quiet time with God on a regular basis.
GOALS
1. Develop a climate of trust, enabling participants to share their feelings and faith Issues openly.
2. Assist participants In relating Scriptural truths to their daily lives.
3. Strengthen and encourage each participant's relationship with God through the Scripture, mutual encouragement and group prayer.
GROUP GUIDELINES
This Bible study has been developed for use in small groups of 6-8 participants. If your group is larger than this, divide into smaller groups for a more effective study. Choose as a leader the person whose birthday Is closest to today. The leader's sole purpose is to keep the group moving through the study. One of the leader's most Important functions is to encourage the participation of all members. The leader may also serve as the timekeeper so each person is given the opportunity to share 2-3 minutes in each activity. Make sure that all participants understand that they always have the freedom to pass if they do not wish to share their experiences.
BUILDING COMMUNITY
1. Take time to get acquainted in your small group. Have each participant share his/her name, how he/she spends a typical day after school and the last vacation he/she went on.
2. In order to get your group thinking about the theme for this study, have each participant complete one of the following sentences:
a. My favorite way to relax is...
b. On a regular basis I relax by...
c. I wish I could relax more often by...
d. I never relax because...
3. Discuss the need for relaxing and the participants attitude about this subject.
LOOKING AT GOD'S WORD
According to Mark 6:30-44 the disciples needed time to be with Jesus to be renewed and encouraged, but the demand of Christ's followers was so great that their needs were set aside. There was not any time. This is a very common situation In our society today, especially concerning our relationships with one another and with Christ. We are so busy with the demands of this life that we don't have time to spend time alone with Christ to be encouraged and renewed. Mark 6:30-34 in particular can help youth see the importance of learning how to balance their time, especially In the areas of renewal time alone with Christ and time spent In helping others. Have one participant read Mark 6:30-34.
1. As you reflect on this section of Scripture, have group participants share specific themes that they hear from the section of Scripture.
2. Have group participants determine and share with the group which type of person they most commonly tend to be like.
a. The Rester - a high need to take time after the job is done to be renewed in order to return to the Job.
b. The Go Getter - always on the move, nothing stops you from getting what you want.
c. The Giver - willing to set aside your needs in order to care for the needs of others.
3. Ask participants the following questions.
a. Is it right to take care of your own needs before the needs of others? Why or why not?
b. How can you take time to relax when there is no time?
c. What is the difference between physical relaxation and spiritual renewal?
d. How are you as an individual spiritually renewed?
e. How important is it in your daily life to spend time alone in a quiet place with God? Why?
REINFORCING WHAT HAS BEEN LEARNED
Hand out index cards and pencils. Have each participant determine and write out their plan by answering the following questions:
1. What specifically are you going to do for a quiet time with God in order to be spiritually renewed?
2. When, where and how often are you going to have your quiet time with God?
CLOSING
1. Have participants share their plans with the group.
2. Close the study with a circle prayer, having each participant pray for the person on their left asking God to fill him/her with the Holy Spirit in order to carry out his/her plan.
Originally published in Discovery Bible Studies 19, 1996.
Updated for youthESource in June 2015
youthESource is published on the Web by the LCMS Office of National Mission—Youth Ministry. The Lutheran Church—Missouri Synod, 1333 South Kirkwood Road, St. Louis, MO 63122-7295; 1-800-248-1930; www.youthesource.com. Editor: Sherrah Holobaugh Behrens. VOL. 12 NO. 6. June 2015. | 1,917 | 1,050 | {
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Electricity
Life in the pits
Mechanical Systems Levers and linkages
Creating Media Photo Editing
Christmas concert Performance
Dance
Year 4 Autumn 2
Science Crucial Knowledge
* Electricity is the flow of an electrical current or charge through a material. It helps to power appliances.
* Electricity needs to flow around a complete circuit in order to work.
* A circuit is a pathway for electricity to flow around.
* A circuit includes a cell, wires, bulb, switch/buzzer.
* A conductor is a material that electricity can pass through.
* Metals make good conductors.
* An insulator is a material that electricity cannot pass through.
History Crucial Knowledge
* Local mines that produced coal were: Apedale, Holditch, Birch House Colliery and Parkhouse Colliery.
* A lot of people in the Stoke-on-Trent and the surrounding area would have worked in coal mines.
* Miners got along well with each other. They were respected in the areas they lived for the work that they did.
* There were many dangers when working in a coal mine.
* New inventions made working in the mines much easier as history progressed.
Design Technology Crucial Knowledge
* A fixed pivot is where the lever is fixed to the base it is attached to.
* A loose pivot attaches two levers together, but it is not attached to the base.
* Using fixed and loose pivots in one mechanism makes different types of movement other than just side to side or up and down.
Computing Crucial Knowledge
* Technology can be used to create and change digital content.
* Digital images can be manipulated for different purposes.
* Digital images can be edited using software by;
* Cropping
* Cloning
* Retouching
* Combining images
* Adjusting colour and light
* Online safety is important so we can stay safe when learning and using the internet.
Vocabulary: image, edit, digital, crop, rotate, undo, save, adjustments, effects, colours, hue, saturation, sepia, vignette, image, retouch, clone, select, combine, made up, real, composite, cut, copy, paste, alter, background, foreground, zoom, undo, font.
Music Crucial Knowledge
* Recorded music is music that has been recorded by a live artist or band and then played back.
* Live music is music that is performed in front of an audience.
* Singing is performing songs or tunes using your voice.
* Solo is when someone sings or plays an instrument on their own.
* An ensemble is when a group of people perform together.
Physical Education Crucial Knowledge
* Collaboration is working with others to achieve/create something.
* Technique is a way of carrying out a particular task.
* Evaluate is to judge something.
* Co-ordination is the ability to move two or more body parts under control, smoothly and efficiently.
* Dance is to move the body in a rhythmic way, usually to music and within a given space.
* Collaboration is working with others to achieve/create something.
*
A pattern is when a movement or action is repeated.
* Flexibility is the range of movement through body joints.
* Movement is when changing position, posture or place.
Ball Games - Netball
Landmarks in Life
How can we manage risk in different places?
* Agility is how quickly you can change direction whilst maintaining speed, balance and power.
* Attack is to try to move past and score against the opposing team.
* Defend is to block the other team and stop them from scoring.
* Co-operation is when you work together with others to achieve a result.
* Catching is the use the hands to stop and hold a moving object. Eyes on the object, fingertips together (two handed catch). Cath the object, then grip it.
* Communicating with others giving and receiving information.
* Throw is to push an object by hand with a sudden forward motion ending with straightening the arm and wrist.
* Eyes on the object, Fingertips together (two handed catch).
* Collaboration is working with others to achieve/create something
Religious Education Crucial Knowledge
* Rites of passage are special rituals that mark the different stages in life (e.g. birth ceremony, wedding, funeral)
* A Sacred Thread ceremony (upanayana) is a ceremony for boys in Hindu communities to confirm they can take on religious responsibility.
* A Christian confirmation is when young Christians take on religious responsibility.
Personal, Social Health & Economic Education Crucial Knowledge
* Risk is something which may harm you or others.
* There are risks in our daily lives e.g. roads, rail tracks, water.
* To be safe online we should not share personal information.
* To be safe online we should only play games that are age appropriate.
Police Cadets
* You should report anything which makes you feel uncomfortable, unhappy or scared to a trusted adult. | 2,001 | 1,003 | {
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20 Multiple choice questions
1. the resistive force a body has to motion through the air
a. fibre
b. chord
c. creep
d. CORRECT: drag
2. corrosion is the chemical or electrochemical reaction leading to the gradual deterioration of a material and its properties; in aviation, pitting, crevice and stress cracking corrosion are the most pervasive
a. composites
b. CORRECT: corrosion
c. airfoil
d. chord
3. the slow permanent deformation of a material when subjected to stresses over an extended period of time
a. CORRECT: creep
b. camber
c. drag
d. chord
4. the trade name of an aluminium alloy containing varying degree's of copper, manganese and magnesium
a. fuselage
b. airfoil
c. CORRECT: duralumin
d. drag
5. aerodynamic surfaces designed to obtain lift from the air through which they move
a. chord
b. corrosion
c. airspeed
d. CORRECT: airfoil
100%
A+ A+
6. the angle an aircraft's wings and body make relative to its flight path
a. elevator
b. aerodynamics
c. CORRECT: angle of attack
d. altimeter
7. an instrument which senses changing air pressure in order to measure altitude
a. camber
b. elevator
c. CORRECT: altimeter
d. airspeed
8. coating metal (mostly aluminium) with a protective oxide layer by an electrolytic process in which the metal forms the anode; the coating may be coloured by dye
a. airfoil
b. drag
c. CORRECT: anodising
d. corrosion
9. the tail assembly of an aircraft, including stabilising and control surfaces
a. elevator
b. fuselage
c. CORRECT: empennage
d. drag
10. this is an explanation of the relationship between a fluid's kinetic energy (movement) and its potential energy (pressure); it states that any increase in a fluid's speed will also be accompanied by a corresponding reduction in pressure
a. CORRECT: Bernoulli's principle
b. anodising
c. dynamic pressure
d. aerodynamics
11. these are multi-phase materials formed from a combination of materials which differ in composition or form; remaining bonded together, these individual components of composites combine to improve upon the original properties of the component materials; composites include fibrous, laminar and particulate materials or combinations of any of the above
a. camber
b. CORRECT: composites
c. airfoil
d. corrosion
12. a hinged section of the horizontal stabiliser adding or subtracting life from the tail
a. altimeter
b. chord
c. empennage
d. CORRECT:
elevator
13. speed of a body relative to the surrounding air
a. empennage
b. aerodynamics
c. airspeed
d.
CORRECT:
dynamic pressure
14. the branch of science that deals with the motion of bodies is relative to the atmosphere surrounding them
a. CORRECT:
aerodynamics
b. empennage
c. airfoil
d. anodising
15. the speed of an aircraft relative to the surrounding atmosphere
a. creep
b. airfoil
c.
CORRECT:
d. fibre
airspeed
16. the amount of curve on the outer surface of an airfoil section
a. creep
b. chord
c. CORRECT: camber
d. fibre
17. the imaginary line drawn through the cross-section of an airfoil that joins the centre of the leading edge to the trailing edge
a. creep
b. drag
c. fibre
d. CORRECT: chord
18. a slender thread of a natural or synthetic material, such as optical or carbon fibres
a. drag
b. chord
c. creep
d. CORRECT: fibre
19. a term coined by the Boeing corporation for the virtual assembly and testing of parts before proceeding to manufacturing
a. duralumin
b. CORRECT: digital pre-assembly
c. airspeed
d. dynamic pressure
20. main structural part of the aircraft to which the wings and tail section are attached
a. CORRECT: fuselage
b. fibre
c. drag
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www.MaineAgintheClassroom.org
Lesson 1: Maine's Fiber Beginnings
Mary Dickinson Bird, PhD, author - Created through the MAITC Ag Literacy Grant made possible by the Ag License Plate
For thousands of years, the people of Maine have been using fiber to make their lives easier and more comfortable. Maine's earliest inhabitants used animal furs and skins to warm and shelter themselves. About 11,500 years ago as ice age glaciers retreated toward the north, Maine's first hunters used animal tendons and muscle fibers to tie stone spear points to wooden shafts. The spears were launched with a special tool called an "atlatl."
Based on the large size of some of the spear points that have been found, archaeologists believe that these early Maine hunters might have been able to bring down giant beavers, woolly mammoths, and mastodons. In fact, there are several Algonquian Indian legends that mention giant elephant-like animals. Exciting as it is to think about hunting for these prehistoric beasts, archaeologists report that the earliest Maine peoples probably were more successful using their spears to hunt caribou, along with small mammals and birds.
As time passed, the landscape changed, the Maine people changed, and their use of fiber changed, too. The ice age hunters may have moved farther north, following herds of caribou. Those who stayed found themselves in a warming region. By about 7,000 years ago, oaks and other seed-bearing plants were more common.
The Maine inhabitants of this period used tools for grinding seeds and nuts to eat. They used roots and bark fiber to weave fish nets and weirs. They wove baskets from other plant materials. To cook their food, they placed meat or plants in a basket, filled it with water, then added hot stones.
Level: Grades 3-5
Subjects: English Language Arts,
Social Studies
Skills: cooperating, communicating,
listening, following directions, creating
Over the next centuries, there were many more changes in the landscape, plants, and animals of Maine, but the use of plant and animal fibers for hunting and fishing tools, baskets, clothing and shelter continued and improved. The people adapted to their changing landscape, beginning to use canoes for hunting, fishing, and trading. They developed agricultural settlements where they grew corn and other crops, but they also moved with the seasons to follow migrating fish, birds, and mammals that fed their people.
The men continued to use plant and animal fibers to fashion their hunting and trapping tools. It was the work of the women to tend the crops and gather healing herbs and firewood, and to weave baskets, mats, fishing gear, and shelters. It was this complex and well-adapted survival pattern that greeted the first Europeans to explore and settle in Maine, nearly 1,000 years ago.
The fiber traditions of Maine's native peoples are still carried on today by the weaving of baskets that are recognized all over the world for their beautiful use of birch, ash, and sweetgrass, among other plants.
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When we are exposed to traumatic or stressful situations, our body experiences a host of physiological changes that prepare us to fight, flight, or freeze in response to the stressor at hand. Our sympathetic nervous system turns online, sending our amygdala into high alert and triggering the release of cortisol into the body. Although this primitive survival response is an adaptive mechanism that mobilizes our body when real danger is present, it can have damaging effects on the body when individuals remain in a state of hyperarousal when no actual threat exists. In particular, it results in what is known as toxic stress, in which continued stress activation results in the prolonged release of cortisol.
When you recognize the impact of toxic stress on the body, you can better understand the causes of disruptive behavior in children. When a child experiences toxic stress, the amygdala actually grows in size and becomes more and more ready to jump in and take over. You may have had a child who seems to explode or become aggressive for no apparent reason, but what is actually happening is the child, in a constant state of hyperarousal, is triggered very easily. Anything can be a trigger, and because the child already has a high level of cortisol and a larger amygdala ready and waiting to take over, the challenging behavior occurs very quickly and very intensely.
When a child experiences fight, flight, or freeze in children, it often goes unrecognized for what it truly is—a physiological response to a perceived threat. Recognition is the first step in helping the child. So how can you tell the difference between fight, flight, or freeze, and other challenging behavior such as oppositional defiance, hyperactivity, or avoidance? The following behaviors are the most common responses when a child has been triggered:
[x] Blowing up when corrected or not getting what they want
[x] Defiance
[x] Fighting—especially when criticized or teased
[x] Resisting transitions or change
[x] Unusually protective of personal space
[x] Reverting to younger behavior
[x] Frequently seeking attention
[x] Distrust of adults in authority
However, even physicians and psychiatrists can have difficulty determining whether the cause of the challenging behavior is due to ADHD or trauma. As a caregiver, you may or may not have information about the child's family circumstances and past behavioral issues. This information can provide helpful pieces to the puzzle. Here are some additional ways you may be able to detect a trauma history:
[x] Watch to see whether there is a predictable cycle with regard to the child's behavior. Activation of the body's stress response system begins with a trigger, or something that leads to the child feeling unsafe or emotionally dysregulated. After the child is triggered, there is a period of agitation, which can last for varying amounts of time. Agitation can look like pacing, tapping a pencil, antagonizing others, or any other behavior that demonstrates a feeling of unrest.
[x] When momentum of the agitation starts to build, the child enters the acceleration phase and completion of the cycle is inevitable. After the child reaches the peak of the stress response, they begin to de-escalate and calm their bodies. As long as the child is not triggered again, de-escalation continues until the child has returned to a recovered state.
[x] Ask the child to describe the physical sensations they experienced. When the body's stress response is activated, there are certain physical symptoms that you can expect.
You can use this worksheet to more closely examine how a child typically reacts to being triggered, including whether their reaction is most often a fight, flight, or freeze response. With this understanding, you can help the child choose and utilize an adaptive self-regulation strategy that will calm their emotions. | 1,542 | 752 | {
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A P R I L 2 0 2 4
April is here and this month we are celebrating Earth Day! Earth Day is a time to reflect on the impact of our daily actions an d consider ways to reduce our carbon footprint, conserve resource s, and to do something to help preserve this precious resour ce. Whether it's planting trees, participating in community clea n-up efforts, or simply committing to small lifestyle changes, every individual has the power to make a positive difference. At Robbins Nest, we are committed to being eco-friendly and reducing our carbon footprint by being both sustainable an d considerate, reducing the impact on the environment throu gh minimizing waste, reducing energy consumption, and mak ing responsible purchasing decisions.
IMPORTANT DATES:
April 3-5: CLOSED for vacation
April 22: Earth Day
NURSERY UPDATES
The mourning doves are still here! The first round of babie s has left the nest, and we n ow have another round of baby bir ds. The parents are still taking t urns tending to the nest. How many babies will we get this year?
UPCOMING EVENTS
FOR FAMILIES
FOR PARENTS
SAN DIEGO SAFARI PARK EARLY HOURS
Join Keri and Sean for a walk around the Safari Park on Sunday morning at 8:00am! Text Keri for more details . Note: Early hours entry is for pass holders only. Regul ar admission starts at 9:00am.
When: April 21st 8:00am
EMOTIONAL INTELLIGENCE CLASS SERIES CHILD & PARENT
Class meets: April 17, 24th and May 1st.
Time: 3:30pm-5pm
Where: Fandory Factory
Age: Elementary School Children & Their
Parents
*This is a paid class through Fandory Factory
LEARNING & DEVELOPMENT
Here are some activities suggested by the CDC Milestones app that you can do with your child this month to encourage their development 6-9 Months
Sing to your baby and play music. This will help the brain develop.
Limit screen time (TV, tablets, phones, etc.) to video calling with loved ones. Screen time is not recommended for children younge r than 2 years of age. Babies learn by talking, playing, a nd interacting with othe
Hold your baby up while they sit. Let them look around and give them toys to look at while they learn to balance themselves
12-15 Months
Sing songs with gestures, such as "Wheels on the Bus." See if your child tries to do some of the actions.
Expect tantrums. They are normal at this age and are more likely if your child is tired or hungry. Tantrums should become shorter an d happen less as they get older. You can try a distraction, but it is ok to let them have the tantrum without doing anything. Be prese nt, give them some time to calm down, and move on.
Teach your child "wanted behaviors." Show them what to do and use positive words or give them hugs and affection when they do it. For example, if they pull your pet's tail, teach them how to pet gently. Acknowledge the wanted behavior with love!
safety first
6-9 months:
Your baby may be learning to sit themselves up soon. Once your baby is able to get themselves into a sitting position, it is time to have your baby sleep in a crib with the mattress lowered enough. Once your baby can sit themselves up, they are close to being able to pull themselves up to stand and can use crib railings to do so. A lowered mattress ensures the height of the crib slats will be tall enough to keep your little one safe should they pull themselves up to stand.
12-15 months:
Your child is likely taking some steps or is walking by now. Did you know some children have to learn to walk again once you put shoes on them? Practice walking in shoes indoors in a safe area while they learn to maneuver in their new kicks before taking them outdoors.
GENTLE SLEEP TIP
READING CORNER
Reading to infants provides the building blocks they need for language development as well as equips them with the tools the y require to develop social and emotional skills. Here are so me books we are reading this month:
Babies need to be taught to put themselves to sleep. This is a learned skill that does not ofte n com e naturally . Mos t parent s d o a lo t o f thin gs (rocking, bouncing, patting, feeding) to help th eir baby get to sleep. Putting your baby in their bed when they are t ired but s till a wake h elps them have an opportunity to learn how to fall asl eep on thei r own . Onc e this sk ill is le arned , yo ur baby will then be able to get themselves back to sleep with out y our hel p du ring th e nig ht . This is generally how you get your baby to "sle ep through the night." If your baby cries when plac ed in th eir bed , it can be h ard t o k now what to do. This is where working with me as your sl eep coach can be helpful. Do not hesitate to ask for help! | 1,899 | 1,122 | {
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GOTHIC LITERATURE
How do writers create tension?
DYSTOPIAN FICTION
Is the world a threatening and corrupt place?
GLOBAL VOICES
How do people endure adversity?
LOVE AND CONFLICT (Romeo and Juliet)
Can love exist in a violent society?
Year 9 English Curriculum Overview
HALF TERM 1
Students will know/learn:
- The origins of the gothic genre.
- Generic conventions of gothic literature
- Where it fits in to the literary tradition and canon
- The social and historical context of the era
- The plot, style and characterisation of a complete Gothic novel
- Gothic concepts such as 'the other' and relation to mental illness
- How gothic has evolved into the modern day
HALF TERM 2
Students will know/learn:
- The origins of dystopian literature
- Character archetypes: hero/villain as protagonist and antagonist
- The social and political agenda behind key dystopian fiction
- How writers use fiction to explore difficult concepts (e.g. coercion, misogyny, totalitarianism)
HALF TERM 3 & 4
Students will know/learn:
- The key conventions of poetry
- The historical and social context of the texts studied
- Why poets use specific structure/rhythm in their poems
- How poetry has changed/developed over time
- Key ideas from the art of rhetoric
- The study of a complete text/anthology around the theme of adversity
- How to write/speak persuasively
- How writers challenge adversity in their text/speech/article
- How characters/people challenge or overcome adversity
HALF TERM 5 & 6
Students will know/learn:
- The generic conventions of tragedy in the literary tradition
- The historical and social context of Shakespeare's writing
- The key plot and concepts of 'Romeo and Juliet' and the tragic hero
- How writers use fiction and drama to explore difficult concepts
- How 'Romeo and Juliet' has inspired modern writers and culture
- How to compare texts and explain their value and impact
This scheme develops knowledge and understanding of the context, features and significance of Gothic literature, introducing students to a range of increasingly challenging seminal texts. Additionally, students will read a complete novel inspired by the genre to experience and explore authorial method.
This unit is taught now because it builds on prior knowledge of the 19 th century texts from Y7 and 8, develops reading and writing skills through the study of key extracts, improving understanding of style and genre; creating a foundation for the study of the 19 th century novel for GCSE.
This scheme develops knowledge and understanding of the context and literary relevance of dystopia, through the study of a range of classic dystopian texts. There is also the opportunity for students to read a full dystopian novel, enriching their reading experience. Skills in reading, writing and critical thought through oracy are further developed.
This unit is taught now because it develops understanding of authorial method, pairing well with the Gothic genre. Dystopian study inspires students to consider how ideas about morality and control have developed since their study of mythology in Y7, as well as encouraging a stronger knowledge of how language can manipulative, linking with rhetoric study in Y8, Y9 and GCSE non-fiction study.
This scheme develops knowledge and understanding of powerful diverse modern poetry and rhetorical texts, increasing students' experience of literature from cultures within and beyond their own contexts and experience. This unit is taught now because it enhances students' exposure to powerful literature enabling them to further develop skills of empathy, comparison and evaluation. Through an appreciation of what it means to endure adversity, the unit seeks to consolidate skills developed over the course of KS3 through a range of genres, including poetry, speeches, nonfiction and modern fiction, encouraging independence and confidence in readiness for the demands of GCSE English.
This scheme develops knowledge of Shakespeare's craft and significance to literary tradition. Exploration of how language and drama create meaning improve reading and vocabulary. Skills in oracy and presentation are developed through considering the timeless themes of the play.
This unit is taught now because it further enhances students' appreciation of how language manipulates readers/audiences. Confidence in analysis, comparison and exploration help to set the foundations for GCSE study. | 1,989 | 880 | {
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Christ Church CEVC Primary School
Spelling – Year 3 and 4
Spelling: what will you learn in years 3 and 4?
You will learn:
* how to use a dictionary to check their spelling
* to spell many homophones correctly
* spelling more words with prefixes including words beginning dis-, mis-, in-, re-, im-, sub-, inter-, super-, anti-, auto-
* spelling more words with suffixes and other endings, including words ending -ation, -ly, sure, -ture, -sion, -ion, -ous, -tion,
* words with unusual spelling such as ch for /k/, gue for /g/ and que for /k/, sc for /s/ and ei, eigh, and ey for /ay/
* using the possessive apostrophe with regular and irregular plurals, for example, the children's lunch, the girls' shoes
* spelling word list for Year 3 and Year 4
Year 3 and 4 homophones list:
accept/except
affect/effect ball/bawl berry/bury brake/break
fair/fare grate/great,
groan/grown,
here/hear
heel/heal/he'll
knot/not mail/male
main/mane meat/meet medal/meddle missed/mist
peace/piece plain/plane rain/rein/reign
scene/seen
weather/whether whose/who's
Christ Church CEVC Primary School
Spelling – Year 3 and 4
Year 3 and 4 Spelling word list: 100 words challenge
How many can you spell by the end of year 4?
accident(ally)
actual(ly)
address answer appear
arrive believe bicycle
breath breathe
build
busy/business
calendar caught centre century certain
circle
complete consider continue decide describe different
difficult
disappear
early earth
eight/eighth
enough
exercise experience experiment extreme famous
favourite
February forward(s)
fruit
grammar
group guard guide heard heart height history
imagine increase important
interest island
knowledge
learn length
library
material medicine mention minute
natural
naughty
notice
occasion(ally)
often opposite ordinary particular peculiar
perhaps popular position possess(ion)
possible potatoes
pressure probably promise purpose quarter question recent regular reign
remember
sentence separate
special straight strange strength suppose
surprise therefore
though/although
thought through various weight
woman/women
Spelling – Year 3 and 4
Top Tips for practising spellings at home
Look and cover and say and write and check (LACASAWAC)
* Study a word
* Say it aloud a few times
* Cover it up with a piece of paper or your hand
* Write the spelling next to the original word
* Check your version to see if you got it right
* Repeat!
Words within words
Finding smaller words within the word you are learning can help you to remember them. Highlight the words within the word you are learning to spell. If you can make up a sentence to help you remember it. Say it out loud, then practise writing it.
Examples: Piece (piece of pie), separate (there is a rat in separate), believe (believe a lie), young (you are young).
Acrostics
Acrostics are a fun way to remember some spellings or tricky words. Use each letter as the first letter of a word in a sentence.
Spelling – Year 3 and 4
Silly sentences
Make up a silly sentence using as many of the words on your spelling list as possible. For example, 'They young boy couldn't believe that the piece of pie was in separate box'. Wrote the sentence and check the spelling of the words on your list.
Say it as it sounds
When learning spellings, particularly when learning tricky words, it can be helpful to pronounce parts of a word that are not usually said, or emphasise unusual parts as you practise spelling them.
How many in a minute?
Choose 1 to 5 words on your list. Practise the words first so that you are sure you are spelling them right.
Start the clock and write the word or short list of words over and over again until the minute is up. How many correctly-spelt words did you write?
Repeat and try to beat your score. | 1,691 | 911 | {
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Lec 6. Time delay
Time delay: it is number of instructions that written to keep a track for certain interval. Time delay or (software delay) can be designed through executing group of instruction number of times
Types of time delay: there are types of time delay as shown below
1. Time Delay for no loop program
Calculation Steps :
1. calculate the value of one T-STATE by frequency value t= 1 𝑓
2. calculate No. of T-state for each instruction
3. multiply the number of T-state by the value of one pulse
Example: calculate time required for this program to be executed, if the crystal frequency is 1Mhz
MVI C 05h
MVI A 04h
ADD C
MOV B A
Sol:
2. no of t-state = 22
3. 𝑡𝑜 = 𝑡−𝑠𝑡𝑎𝑡𝑒(𝑡𝑜𝑡𝑎𝑙) ∗𝑡 , 𝑡𝑡𝑜𝑡𝑎𝑙 = 22 ∗ 1µs = 22µs
Note: Time delay for NOP instruction does nothing but take 4 T-states of processor time to execute
2. Time Delay Using Counter: Time delay can be created using counting process which means executing number of instructions many times where the initial value of counter required to get specific time delay can be determined. there are two types of delay using counter as below:
a. time delay using one register (8-bit counter): in this type of time delay the register delay is one register loaded with 8-bit number in one loop the interval of any program can be calculated by using the equation below:
𝑖
Where 𝑡𝑡𝑜𝑡𝑎𝑙 is total time interval. 𝑡𝑜 is the out loop instructions time. 𝑡𝑖 is in loop instructions time.
Where 𝑁 10 is the number that loaded in delay register in decimal. 𝑡 is the processor time clock.
Example: Calculate the time delay to program below, (let the microprocessor frequency is 1MHz)
b. time delay using register pair: in this type of time delay the register delay is register pair loaded with 16-bit number in one loop
Example: Calculate the time delay to program below, (let the microprocessor frequency is 1MHz)
Sol: | 848 | 526 | {
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Activities for School
Label the School
Label the school in the target language and then do a hide-n-seek activity using the directions in the target language.
Label the Classroom
I label my room (these are laminated and have pieces of Velcro on them – taping them would work too). We label the room together. To review for several days, I simply say, Where is the door? (the flag, the blackboard, the chair) One can even incorporate numbers by saying, "How many chairs are there? How many doors are there? After several days of practice, I switch the labels and have groups find these mistakes or even remove all labels and have groups re-label the entire room.
Backpack Activity
Make a large overhead of an empty backpack. On an overhead transparency, put several items that may be found in a backpack. Then cut out the individual items. Put all the items in the backpack, but take one away as you ask the question - What do I need? Then ask the question What do I need for math, English, etc. Fill the backpack with items needed for each class subject.
I have created laminated backpacks for the students (which stay in the room) Inside there is a flashcard for each classroom item and another of its picture. They can match these up as a bell ringer (time them – many like to race to see improvement). They can also play memory with a partner.
Find the Object
Have a student leave the room. Hide an object in the classroom such as a pencil. The student then returns to the classroom and tries to find the object with his/her classmates' help. When the student is closer to the object, the other students say the name of the object in the target language louder. As the students get farther from the object, the other students say the word softer until the object is found.
School Commands
I like to teach my students simple commands to use daily in the classroom such as open your book, close your book, and pass in your homework.
Do you have-----?
Using the list below, randomly call upon different students and ask if they have an item. If they show you the correct object, give them bonus points or whatever you use for rewards.
* a pencil – yellow, short, new
* a pen – black, blue or red
* a notebook – red, green or yellow
* a calculator
* a pencil without an eraser
* a magazine
* a photo
* a clock
* a pencil with an eraser
* a ruler
* an exam with the grade of A
* a dictionary
* some scissors
* a book – math, English, or history
* a book from the library
* two crayons of different colors
Find the Object
One student guides a blindfolded student to a classroom object. The blindfolded person must identify the object in Spanish.
* You write with this and it is permanent.
* Students keep all of their notes in these.
* Each book has several of these.
* You use this to measure.
* This is a teacher's desk.
Post It
Write all of the objects found in a classroom on separate post it notes. Have the students put the post it notes on the correct objects. This can be done individually or in teams.
Pictionary
One member of each team illustrates the word to see which team guesses first correctly.
Categories
Divide the students into pairs. Each pair of students writes sixteen vocabulary words of things in a classroom. They mix up the vocabulary words and leave them on the desk. When the teacher gives a signal, the pair moves to the next desk and then has the task of putting the cards written by his classmates into categories. For example, the words can be categorized by things to write with, things to write on, things to read etc.
Classroom Auction
The teacher holds an auction of pencils, stickers, or other small classroom items. Each item has a price marked on it between 1 and 31 (hidden from students' sight). The teacher calls on students to call out a number, trying to guess the price of the item up for bid. After a number has been guessed, the teacher says "más" if the price needs to be higher or "menos" if the price needs to be lower. When someone guesses the price, he/she wins the item.
School Clues
Fill in the blank with the word in Spanish that fits the description given. | 1,634 | 939 | {
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Print these out so you and your friends can sing along with Fred and Susie and friends!
Fred and Susie song sheets
The Fred and Susie Show Theme Song
Persevere
When it seems too tough, and you just can't do it, You've got to persevere. That's how you get through it! When it seems like a race, and you're just not in it, You've got to persevere. Now, that's how you win it, Yeah!
Is there something on your mind That is too hard to fi nd Or a thing you cannot do No matter how you try
Well, if you preserve And put away your fear
You may fi nd that thing next week Or do that thing next year
When it seems too tough, and you just can't do it, You've got to persevere. That's how you get through it! When it seems like a race, and you're just not in it, You've got to persevere. Now, that's how you win it, Yeah!
When you've got a task That seems too much to ask Remember who was sent To free slaves in Egypt's grasp
Pharaoh's stand was fi rm But Moses had God's plan He constantly returned And the slaves were free at last
Last chorus, repeat twice
When it seems too tough, and you just can't do it, You've got to persevere. That's how you get through it! When it seems like a race, and you're just not in it, You've got to persevere. Now, that's how you win it, Yeah!
Words and music by David Popp ©2009 Dropped Pencil Music
Two friends, through any kind of weather Two friends, make the world much better Having lots of fun and learning stuff together It's the Fred and Susie show! Friends are birds of the same feather Friends will make your day much better Sing your favorite songs and laugh a lot together It's the Fred and Susie show, The Fred and Susie show, The Fred and Susie show!
Words and music by David Popp ©2009 Dropped Pencil Music
www.fredandsusie.com
©2010 Dropped Pencil LLC
Fred and Susie song sheets
My Squeaky Bunny Buddy
The other day I spent some time With Squeezy a good friend of mine We watched a TV show or two Just like good friends often do.
Antony: Everybody sing!
When I got up to get a drink I didn't even stop to think That I might be away too long When I returned Squeezy had gone.
Fred: He didn't even leave a note!
Oh, I had lost my squeaky bunny buddy Oh, I had lost my bunny buddy pal We'd watched TV, my squeaky bunny buddy Now I'd lost my bunny buddy pal
Antony: Everybody sing!
He had lost his squeaky bunny buddy He had lost his bunny buddy pal They's watched TV, his squeaky bunny buddy Now he'd lost his bunny buddy pal!
Sam: Verse two!
I searched the yard. I searched the car. Stuff ed rabbits cannot get real far. And then I thought, "Foul play's afoot!" And who would help me catch that crook!
A rabbit-napper slipped his camp And plastered Squeezy with some stamps And shoved him in a postal box And mailed him off to Paris, France.
Fred: Au revoir!
He travelled airmail, my squeaky bunny buddy He travelled airmail, my bunny buddy pal That's extra postage, my squeaky bunny buddy Bon voyage my bunny buddy pal
He travelled airmail, his squeaky bunny buddy He travelled airmail, his bunny buddy pal That's extra postage, his squeaky bunny buddy Bon voyage his bunny buddy pal
Fred: I didn't even know he had a passport! Sam: Verse three!
I thought that I had lost my pet But Susie told me not to fret She said, "Your steps you should retrace, Most likely he's around the place."
I checked the couch and pantry door There was no place I could ignore I checked the TV room once more And then I checked the kitchen fl oor…
Fred: And guess what!
I had found my squeaky bunny buddy Yes, I had found my bunny buddy pal He was right there, my squeezy bunny buddy, My bunny buddy, bunny buddy pal!
Antony: Everybody sing!
He had found his squeaky bunny buddy Yes, he had found his bunny buddy pal He was right there, his squeaky bunny buddy, Yes he'd found his bunny buddy pal!
Sam: Tag!
He was right there, his squeaky bunny buddy, Yes he'd found his bunny buddy pal!
Fred: I love my pal!
Words and music by David Popp ©2009 Dropped Pencil Music
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by: Usam Stephen, Agricultural Officer I
Nutrition and Feeding of Ducks
INTRODUCTION
Proper nutrition is necessary if the ducks are to perform at their maximum genetic potential. The quantity and quality of feed influence growth rate, reproduction, carcass quality, health and eventually cost of production.
A vitamin supplement may also be given once a week to prevent nutritional deficiencies which can lead to physical problems such as bow legs, lameness and weakness.
Provide adequate feeding space for ducklings.
FEEDING DUCKLINGS 5 WEEKS AND BEYOND
Change the ration after 5 weeks depending on whether you are fattening ducks for meat or rearing breeders.
Proper duck nutrition means providing a balanced diet with everything needed for growth and development. The feed must include protein, an energy source, vitamins and minerals. The nutritional requirements will vary with the stage of development of the duck.
An abundant supply of cool, clean water is also necessary throughout the life of the duck.
Use feeders and waterers to supply feed and water to the ducks (figure 1).
The protein level in prepared rations for ducks after five weeks of age is reduced. A duck grower/finisher ration should be fed for fatteners but breeders should be fed a grower up to 24 weeks.
If you are preparing rations, supplement the protein using different available protein sources for example commercial fishmeal, poultry meal or soybean meal. These meals should be mixed in a ratio of 1:10 i.e., for every ten units of feed mixed, one unit of the protein source is added.
If you are fattening, withdraw the fishmeal from any feed at least two weeks before the expected sale since it imparts a fishy taste to the meat.
Figure 1: Poultry Feeders and Waterers
FEEDING DUCKLINGS 1- 4 WEEKS 4 WEEKS
Feed ducklings with a high-energy, high protein starter feed (22% Crude Protein) in the form of crumbles for the first 4 weeks. This can either be a commercial duck starter or a chick starter. Feed in this form is easier for the duckling to eat. It reduces wastage and results in good feed to meat conversion. Ducklings should always be full-fed.
FEEDING BREEDERS
After twenty four weeks of age, feed them with a layer ration in order to prepare them for laying and continue for the duration of the laying life of the duck. Also supply crushed oyster shell to increase the calcium in the diet at least two weeks before the expected lay date. At this stage the breeder may eat 175 - 200 g (7 - 8ozs) feed per day, so adequate feed of good quality should be supplied. Feed twice per day to avoid build up of stale feed in the feeders.
HELPFUL FEEDING INFORMATION
Feed is the most expensive input. Always prevent wastage.
Ensure you get the weight for which you have paid.
Do not buy feed that is in wet bags. Spoilage may occur when the feed gets wet.
Do not store prepared ration for more than two weeks. The quality of stored feed is reduced over time.
Protect feed from rats and wild birds since they spread diseases.
DO NOT GIVE FEED WITH:
a) Nitro w, (growth enhancer)
b) Coccidiostats e.g. Amprol
c) Urea
d) Antibiotic-NF 180
Do not store toxic chemicals near to feed since they can contaminate it.
These will lead to poisoning and death of the ducks.
ALTERNATIVE FEED SOURCES FOR PREPARING RATIONS
Following are some useful feed sources for preparing rations:
Remember: use one part protein for every ten parts energy source.
COMMON NUTRITIONAL PROBLEMS IN DUCKS
Low levels of protein could result in decreased growth rate and smaller eggs and overall poor performance
Low levels of carbohydrates cause an increase in feed intake and also a reduced growth rate.
"All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means reproduced without permission in writing, of the Ministry of Food Production."
For further information and advice contact your Extension Officer | 1,813 | 890 | {
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School Climate Matters
By
Lucy A. Vezzuto, Ph.D.
Orange County Dept. of Education
, Instructional Services Division
September 2012
A new teacher is relieved after a colleague shared a lesson plan with her. A student walks into math class with a feeling of dread after failing an exam. Parents walk away from the principal's office feeling they have been heard and respected. These are examples of school climate, the immediate feel or tone that is felt or experienced on a day-to-day basis by students, staff, and community. Because of its moment-to-moment nature, school climate can be immediately impacted (Eller and Eller, 2009). School culture, on the other hand, is slower to change. Sometimes the terms 'climate' and 'culture' are used interchangeably. However school culture is a broader term than climate. It is the unwritten rules and traditions, norms and expectations that seem to permeate everything: the way people act and think, how they dress, what they talk about or avoid talking about, whether they seek out colleagues for help or don't, and how teachers and site leaders feel about their work and their students. School culture is the glue that holds the school together (Deal and Peterson 1999, p. 2-3). (The term 'climate' will be used here to include the concepts of culture as well.)
A positive school climate may be one of the most important ingredients of a successful instructional program and may be the missing link in school reform efforts (e.g. Bulach & Malone, 1994; Delar, 1998; Gittelsohn et al., 2003; Gregory et al, 2007). Deal and Peterson (1999) show that when the school culture does not support and encourage reform, improvement does not occur. A recent study of 21 elementary, middle and high schools in Los Angeles with diverse student populations and achievement levels found that low quality climates were found where the achievement gap was most evident (Shindler, 2010). So this begs the question: Will adding on programs within a school where the climate is poor have the desired effects?
One key factor that has surfaced in schools successful in improving student achievement is high relational trust or positive social relationships among members of the school community (Bryk & Schneider, 2002). This includes adult-to-adult, student-to-adult, and student-to-student relationships. For example, high poverty 'turnaround schools' that showed the greatest success created climates rich in these three protective factors: caring relationships, high expectations messages and opportunities for meaningful participation and contribution. Changing curriculum, programs, materials, or specific subject content may improve what is taught in a classroom, but may not alter what is learned. In other words, it's not what you do; it's how you do it (WestEd, 2003; California Dept of Education 2009, pp A2-A4).
So how does school climate impact educators and students? Research shows that the impact is wide ranging. For school staff, climate impacts their ability to make change, successful implementation of programs, depersonalization, emotional exhaustion, attrition and retention, relationships and trust, feelings of accomplishment, commitment to the profession and sense of efficacy (e.g. Grayson & Alvarez, 2008; Miller et al. 1999; Singh & Billingsley, 1998; Hoy & Woolfolk, 1993). And for students, studies have shown that school climate impacts students' learning, academic achievement, motivation, safety, absenteeism, group cohesion, stress, mutual trust, and feelings of connectedness and attachment to school (e.g. Fleming et al., 2005; Ma & Klinger, 2000; Brand et al., 2003; Freiberg, 1999; Griffith, 1995; Comer, 1984; Goodenow & Grady, 1993; Eccles et al., 1993; Ghaith, 2003; Kerr et al., 2004; Wolfe, 2001; Sousa, 2006; Devine & Cohen, 2007).
In our zeal to focus on student aptitude in academic subjects we may have forgotten that it is the climate determined by daily interactions on campus and how we do the business of school that can have profound effects on both students and staff success. The good news is we can do something about it.
References upon request. | 1,816 | 930 | {
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Make Inferences • Ready for Rescue • 1
To help you make inferences as you read, remember:
lAn inference is a combination of text clues and what you already know.
lA text clue is a key word or detail that helps a reader figure out an unstated idea.
l Background knowledge is what you already know about a topic.
Read "Fire Alarm!" Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
Fire Alarm!
Jenny's father is a firefighter. One day, the fire alarm rang at Jenny's school. Everyone left the building. Soon, they heard the sound of sirens. A fire truck roared up. Firefighters jumped out and ran inside the school. Jenny saw her dad with them. Twenty minutes later, the firefighters came back out.
Jenny's father walked up to her class. "You can go back in, kids" he said. "The school is safe." He gave Jenny a quick hug and then jumped back on the fire truck.
Making Inferences Text Marks
Underline text clues.
0
Think about what you already know.
Write an inference.
Mark the Text
Make an inference: What did the firefighters find inside the school?
Underline the text clues.
Think about what you already know.
0 Write your inference on the line.
Make Inferences • Ready for Rescue • 2
Read "Blackout!" Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
Blackout!
Miguel's mother is a police officer. She works downtown in the city. Miguel goes to a day camp in the summer. His mother usually drops him off and picks him up. But one day last summer, things were different. The temperature soared. Soon, it was over 100 degrees. Suddenly, all the lights went off. There was no electricity in the whole city.
That day, Miguel's father picked him up from camp. They drove home carefully. They had take-out food for dinner.
Miguel's mother got home late. She had to work until 10:00. She said her arms were really tired. She directed traffic for six hours that day!
Mark the Text
Make an inference: Why did Miguel's mother have to direct traffic for six hours?
Underline text clues.
Think about what you already know.
0 Write your inference on the lines.
Make Inferences • Ready for Rescue • 3
Read "Emergency!" Find text clues and combine them with your own knowledge to make an inference. Then mark the text.
Emergency!
Ty's father is an EMT. He works inside an ambulance. He takes care of people in an emergency.
One evening, the phone rang. Ty's father picked it up. He said he would be right there. Ty's dad said that a young couple needed an ambulance. The woman had to get to the hospital right away.
Four hours later, Ty's dad came home. He had a big smile on his face. He told Ty what happened. "We picked up two people. By the time we got to the hospital, there were three of them!"
"Great work, Dad," Ty said.
Mark the Text
Make an inference: What happened in the ambulance?
Underline text clues.
Think about what you already know.
0 Write your inference on the lines. | 1,123 | 705 | {
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Conquering Worry 1 :
For ALL Worries, & Lack of Harmony between People
I. Face the Worry Head-on:
A. Get all the FACTS
1. WRITE out the problem.
2. What is the CAUSE?
3. What are all the possible SOLUTIONS?
B. After carefully considering the facts, MAKE a DECISION.
(If others must agree(like at work), what solution do YOU suggest?)
C. ACT and dismiss anxiety about the outcome.
...because you know you have made the best decision you are capable of making
II. Get Perspective:
A. People Forget
Everyone will have forgotten in a year, and most will have forgotten in a day.
People are too concerned with their own problems to bother remembering yours.
"A man is not hurt so much by what happens as by his opinion of what happens, and our opinion of what happens is entirely up to us." – French philosopher, Montaine
B. People Often Motivated by Insecurity
1. Seek to Love and to Care, not to Defend.
They are being controlled by their environment/circumstances.
2. Don't allow yourself to be controlled by their actions
Act don't React
"I have no time to quarrel, no time for regrets, and no man can force me to stoop low enough to hate him." -- Lawrence Jones
- founder of Piney Woods School near Jackson Miss.
C. People have Different Perspectives
Seek to Understand, THEN to be Understood
Sometimes BOTH are
correct
D. Look for the Positive
E. Don't Exaggerate the Importance
Toothpaste or toilet lid
Being cut off on freeway
Lack of recognition
Embarrassed yourself by action or word
"Trivialities are at the bottom of most marital unhappiness." – Judge Joseph Sabbath (Chicago arbiter in >40,000 unhappy marriages)
"Life is too short to be little." – Benjamin Disraeli
"I had the blues because I had no shoes until upon the street I met a man who had no
feet." --Harold Abbot
1 Adapted from: How to Stop Worrying & Start Living, Dale Carnegie. 1948 (edited in 1984 by Dorothy Carnegie).
F. Most things we worry about don't happen.
III.Cooperate with the Inevitable
--from Willis H. Carrier, originator of air conditioner co. by same name
A. Analyze the situation Fearlessly and honestly.
What is the worst that can happen?
B. Reconcile yourself to accepting it, if necessary.
This will free you to concentrate.
C. Devote your time and energy to improving upon the worst.
IV. Place a STOP-LOSS order
...when tempted to throw good effort after something...
1. How much does this thing I am worrying about really matter to me?
2. At what point will I put a stop loss on this?
Mental effort
Physical Effort
PAST
"When you start worrying about things that are over and done with, it's like trying to saw sawdust." --Fred Fuller Shedd (former editor of Philadelphia Bulletin)
FUTURE
Matt. 6:34 – "Do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own." – Jesus Christ
V. Get Rid of the Dark with Light
Like the untended garden becomes overgrown with weeds, the idle mind is fertile for negative and destructive thoughts.
You can't think of 2 things at once.
A. Keep Busy – with both Body and Mind
Mindless activity is not effective.
Activity must be challenging and activating for the mind. | 1,425 | 762 | {
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researching and reshaping human-thing constellations
# ABILITY
OBSERVATION TASK
Which paths have you already taken today? Which ones are you planning to do? Think about your bodily condition. Which paths were easy to take, where did you have difficulties, where did you perhaps even take a diversion?
Draw a map on the Paper added, and mark, where things were easy and where not.
Important: No one has a right to know such things from you. Only share what you want to share with the group.
researching and reshaping human-thing constellations
# LANGUAGE
OBSERVATION TASK
Imagine, you were not able to speak and understand the English or German language.
Which of your actions today would you have needed help with? How would you have claimed it?
Write the aspects that come to your mind as precisely as possible each on a card.
# BEINGHERE
OBSERVATION TASK
You are here today and not elsewhere. Why is that?
Write on one card 5 reasons that have brought you here. Then cross out one reason that you wish had led you somewhere else.
OBSERVATION TASK
Take some time to observe the room. What do you like, what not? What furniture, light situation, wall structure, room dimensions, etc. helps you, to be in the situation, which not?
Make a sketch.
researching and reshaping human-thing constellations
# UN/VISIBILITY
OBSERVATION TASK
In which situation today did you feel more exposure than you would have liked to feel? In which would you have liked to be more visible?
Write a microscreenplay on a sheet of paper that reverses the situation.
# CLOTHES
OBSERVATION TASK
Have you spent more time than usual for this week on your clothes, hairstyle, appearance, etc.?
Write down a number of minutes.
# SAFETY
OBSERVATION TASK
Safety is a very important feeling for acting. Do you feel safe? If yes, try to formulate, what led to that feeling. If you don´t feel safe, try to explain, why that is.
Use the cards to explain your thoughts.
Important: No one has a right to know such things from you. Only share what you want to share with the group.
researching and reshaping human-thing constellations
# WEATHER
OBSERVATION TASK
How has today's weather influenced your present situation? Try to understand as precisely as possible your current situation in relation to the weather.
Use the cards to explain your thoughts. | 985 | 542 | {
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Truth Tables
A truth table can be used to show whether a statement is true. To check the validity of an argument using a truth table, use the following four steps:
1. Symbolize each statement of the argument with a letter (usually p, q, r, . . . ).
2. Symbolize the premises and conclusion using logical connectives (e.g., p ∧ (q ∨¬r), etc.).
3. Construct the truth table to have a column for each premise and the conclusion.
4. If the truth table shows that the conclusion is true whenever all premises are true, then the argument is valid. If not, the argument is invalid.
Example. Use a truth table to determine the validity of the argument "If it is the weekend, and it is not raining, then Jason will play golf".
Solution:
Following the above steps:
1. p : It is the weekend.
q : It is raining.
r : Jason will play golf.
2. The premise of this statement can be symbolized by p∧(¬q). The conclusion of the statement is r.
3.
4. From our truth table, we conclude that the argument is not valid, because in line 5 of the table, we have a case where the premise is true, but the conclusion is false.
Truth tables can also be used to determine if a statement is a tautology or a contradiction (it could also be neither).
Example. Use a truth table to determine if the statement ¬(p ∨ q) −→ (¬p ∨¬q) is a tautology. Solution:
Since the final column, representing ¬(p ∨ q) −→ (¬p ∨¬q) is has a 1 in every row, the statement is a tautology.
Finally, truth tables are also used to prove that two statements are logically equivalent. In this case, the columns representing the two statements should be identical.
Example. Using a truth table, prove that [p ∧ (q ∨ r)] ⇐⇒ [(p ∧ q) ∨ (p ∧ r)] Solution:
Since the columns representing p ∧ (q ∨ r) and (p ∧ q) ∨ (p ∧ r), we have shown that the statements are logically equivalent.
Exercises
1. Use a truth table to determine the validity of the argument "If it is sunny outside and Kevin does not need to Superstore or to Polo Park, then Kevin will meet Alice at 2pm."
2. Use a truth table to determine if p ∨ (q ∧ r) ⇐⇒ (p ∨ q) ∧ (p ∨ r) is a tautology.
3. Using a truth table, prove that [(p → r) ∧ (q → r)] → [(p ∨ q) → r].
Come to the MHC for help with any of these problems! | 962 | 586 | {
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Course Objectives/Course Outline
Spokane Community College
Course Title:
Native American History
Prefix and Course Number: HIST& 219
Course Learning Outcomes:
By the end of this course, a student should be able to:
This survey will provide students with a basic understanding of the history of Native North America from antiquity to the present. It focuses primarily, but not exclusively, on areas that became the United States. Students will examine and discuss significant cultural, economic, and political developments among diverse populations of indigenous peoples. They will explore and compare many of the distinct cultures that existed in North America prior to European contact. They will examine conflicts that Indian Nations faced after contact, their significant and diverse contributions to the American nation state, and their unique methods to maintain aspects of their cultures in an often hostile environment.
The course will be divided into three eras and peoples will be approached on the basis of geography. Students are encouraged to center Native worldviews, political constructions, and social norms in their work.
Course Outline:
I. Full Sovereignty and Conflict: Antiquity to 1763. This unit surveys a wide array of Native American worldviews; social, cultural, and political practices that formed prior to contact with Europeans; and conflicts that emerged during and after contact.
Topics:
1. Overview of Native Worldviews.
2. Creation Stories and their significance to Indian Nations
3. Berengia Theory and its significance to Indian Nations
4. Cultural Diversity in Native America
5. Ancient Civilizations – Northwest Coast, Southwest, and Eastern Mound Builders
6. Trade and trade networks
7. Contact – Benefits, Conflict, and Warfare
II. Colonialism, Resistance, and the Curtailment of Native Sovereignty, 1711 to 1871. This era is marked by intensive colonization of Native lands by Spain, Britain, France, and the United States. As the ascending power, the influence of the United States on indigenous societies was astounding. Between 1776 and 1871 American Indian policy was fueled by expansionism and enabled by treaty making. Ultimately, the goal of the United States in its first century was the "Physical acquisition of valuable western and southern lands and the physical subjugation of its peoples." 1 Sovereignty was deferred to the conquerors.
1 John R. Wunder, "Retained by the People": A History of American Indians and the Bill of Rights (New York: Oxford University Press, 1994), 17.
Topics:
1. Colonialism and Genocide
2. American Indian Policy
3. Resistance and Pan-Indian Movements
4. Indian Removal and Indian Territory
5. Beyond the pale of European Settlement: Great Plains and Great Basin Cultures
III. Dependence, Attempted Assimilation, Revitalization, and the Quest for Renewed Sovereignty, 1871 to 2008. Between 1871 and 1934, the policies of treaty making and containment were replaced by efforts to assimilate Native Americans into mainstream society. Despite often dire circumstances, Indians maintained essential aspects of their heritages. After 1934, sovereignty and self-determination were generally acknowledged as appropriate goals, and the uneven process of cultural revitalization was underway.
Topics:
1. Military Service
2. Assimilation Efforts – Allotment, Education, Relocation, Termination
3. The Indian New Deal
4. Identity Issues – Blood Quantum, Citizenship
5. Resistance and Revitalization
6. Native American Film and Literature
7. Urbanization
8. Gaming and its Significance in Indian Country | 1,685 | 751 | {
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Quality Resources for Every Classroom Instant Delivery 24 Hours a Day
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S964
Table of Contents
Just a Printer?
Benjamin Franklin wrote his own epitaph (EP-uh-taf) when he was only 22 years old. He wanted the top of his tombstone to read: B. Franklin, Printer. Was this Franklin's greatest role? He must have thought so. He never changed his epitaph. It is true that he was a gifted writer and printer. But many agree that his other gifts were more important than this one.
3
The self-written epitaph of Franklin
Benjamin Franklin
A Long Contract
It was agreed that Franklin would work for his brother for nine years in exchange for food, a room, and clothing.
His Early Years
Benjamin Franklin was born in Boston on January 17, 1706. He taught himself to read the Bible when he was just five years old.
His father hoped he would become a preacher, but this was not a good fit for Franklin. More than anything Franklin wanted to be a sailor. His father said, "No way!"
Franklin's brother James had his own newspaper. Franklin became James's apprentice (uh-PREN-tis) when he was 12 years old. This was how he became a printer.
Becoming a Printer
James Franklin received letters signed by Mrs. Silence Dogood. He printed the letters in his newspaper. No one knew who Mrs. Dogood was. She made fun of the latest fashions and social events. Her letters made the newspaper very popular. Little did people know that it was Benjamin Franklin who was actually writing these letters.
Poor Mr. Leed
Title page of the 1748 Poor Richard's Almanack
Ten years later, Franklin started his own printing business. He was probably best known for his book Poor Richard's Almanack. Almanacs (OL-muh-naks) were printed yearly. Each year, the almanac predicted the weather. It also told about the special city events planned for the year.
Franklin's printing press
A man named Mr. Leed had the most popular almanac in town. Franklin decided to play a joke on Mr. Leed. Franklin wanted his almanac to be more popular. So, Franklin predicted that Leed wouldn't be able to print his almanac anymore because he was going to die soon. When Leed's almanac came out the following year, Franklin wrote that Leed's ghost had printed it. This joking continued back and forth for years.
To Parliament for the Stamp Tax
A cartoon showing a funeral for the Stamp Act
Benjamin Franklin became very popular in Philadelphia. He was so popular that Pennsylvania chose him to speak for them in Britain's Parliament (PAR-luh-muhnt).
Parliament signed the Stamp Tax when Franklin was in London. Franklin had been away from the colonies for too long. He did not think that the colonists would mind this tax. He even made some of his friends stamp agents to collect the tax. The colonists said, "Franklin is a traitor!"
When Franklin saw how upset the colonists were, he got to work right away. In less than a year, he helped get the tax repealed (ri-PEELD).
Royal Governor
Colonial soldiers arresting Franklin's son
Franklin helped his son William get a job as the governor of New Jersey. Later, Benjamin regretted doing this. His son sided with the king during the Revolutionary War.
A Stamp Act official being beaten by angry citizens
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As Writers, we will…
*create suspense in the style of Anthony Horowitz
*apply for a secret job
*write in the role of a character
*design a spy gadget
*sell the gadget
*write a police report
*choose camera angles
*write a film play script
*invent a new machine and explain how it works
*write poetry using imagery
As Scientists, we will...
*construct a simple series electrical circuit, identifying and naming its basic parts
*identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
*recognise that a switch opens and closes a circuit
*recognise some common conductors and insulators
*recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect
*identify the effects of air resistance, water resistance and friction, that act between moving surfaces
As Mathematicians, we will...
*find equivalent fractions, order and compare, add and subtract fractions and multiply fractions, fractions of amounts *convert between different units of measurement, calculate different measures
*calculate the perimeter and area of rectilinear shapes
*recognise 2D and 3D shapes, label missing sides
*find lines of symmetry and complete shapes with more than one line of symmetry
*identify and measure angles
*translate the position of a shape
*describe position using co-ordinates
*interpret discrete and continuous data in graphs
As Inventors, we will...
*use annotated sketches and prototypes
*use mechanical systems
*use sketchbooks to collect, record, review, revisit & evaluate ideas
*learn about great designers
Our RE topics this term are 'What is it like to be a Hindu in Britain today?' and 'Why are festivals important to religious communities?.'
Please remember to have PE kits in school and wellies for Wild Learning (Mondays).
In computing, we will:
*understand uses of networks for collaboration & communication *be discerning in evaluating digital content *design & write programs to solve problems
As Historians, we will...
*explore how codes were used historically
*learn about the Enigma machine and how it was used
As Geographers, we will…
* u s e 4 - a n d 6 - fig u r e g r i d references on ordinance survey maps
*use 8 points of compass, symbols & keys | 1,068 | 517 | {
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Helping Kids Be All They Can Be
Our goal is to ensure children and youth are valued and supported, with opportunities and resources to reach their fullest potential.
Learning
Connectedness
Wellbeing
Readiness to learn
Graduating high school
Commitment to learning, achievement, motivation
Developmental milestones are achieved, grades are improved, youth graduate on-time
Readiness to succeed in transitioning to postsecondary education, training, or meaningful employment
Resilience, coping skills, self-worth and confidence
Healthy decision making
Positive identity, self-esteem, sense of purpose, optimism, or psychological well-being
Self-regulation of emotion, healthy coping skills
Increased physical activity, healthier eating patterns, and positive life choices
Reduced risky behaviours in the areas of substance use, sexuality, etc. or harm reduction
Empathy and positive relationships
Demonstrated empathy and positive interpersonal skills, pro-social behaviours
Sense of belonging, supportive relationships, peaceful conflict resolution skills
Sense of connectedness to their community
Building Strong and Healthy Communities
Connection
Access to community services and supports
Sense of connectedness to their community
Increased engagement with supportive community organizations
Improved social supports or reduced isolation
Relationships to family and friends are strengthened
Physical & Mental Wellbeing
Independent living for seniors & people with physical disabilities
Support for people with mental health issues
Safety from violence, abuse, neglect
Reduced stress, improved coping skills, selfesteem, planning and decision-making skills, development of personal goals, reduced frequency or intensity of challenging behaviours or crisis
Reduced risk taking (substance use, sexuality, etc.), harm reduction, increased physical activity, or healthier lifestyle choices
Increased natural supports, improved communication within families, parenting skills
Reduced violence, access to shelter and services to protect people from abuse and neglect
Safety
Our goal is to help people connect to supports they need, have positive mental health, and increase personal safety
Moving People from Poverty to Possibility
Housing Stability
Access to emergency shelter
Access and support for safe, affordable housing
Resources and supports to maintain safe and stable housing
Improved access to emergency shelter in housing crisis situations
Increased tenure or housing stability
Reduced risk of eviction or homelessness
Food Security
Access to affordable and nutritious food
Increased knowledge and skills about food access and food preparation
Increased availability and access to food that is nutritious and culturally appropriate
Financial Security
Financial security
Meaningful, sustainable employment
Improved basic life skills
Increased financial knowledge and employment skills
Increased access to resources to support independent living
Our goal is to help people by reducing the impact of poverty and improving access to shelter and affordable housing. | 1,410 | 545 | {
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Summer Learning Institute Program Course Outline
Science Mania
STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators. Your camper will enjoy learning about biology, geology, astronomy, physics, and more as they build familiarity and understanding of these important academic sciences. The Museum has many fantastic hands-on science kits and resources to help form an excellent base of knowledge.
All program classes are organized to address the following aspects:
* STEM/STEAM Education.
* Cultivate an interest in Art, Science, and History.
* Develop interpersonal skills such as teamwork and problem solving.
* Continued knowledge and comprehension regarding Volusia County School Standards.
* Foster curiosity and imagination of the world around us.
Pre-requisites: None
Date: July 15-19
Software/Materials/Books/Media: Handouts and materials provided in class.
Exhibits/Galleries that correspond with camp:
* Children's Museum
* Prehistory of Florida
* Lohman Planetarium
* Sensory Garden
* Megalodon: The Largest Shark that Ever Lived (Presented by Wagner the Lawyer Dude)
* Tide Pools (Presented by Expert Reserve Services)
Course Objectives:
Students will:
* Learn about the core base sciences and their principles that define them.
* Learn about the history of scientific discoveries, famous scientific figures, and the scientific method.
* Conduct experiments and form hypotheses on biology, geology, physics, and more.
* Visit the Planetarium at least once during their time in this camp.
SCIENCE MANIA | Museum of Arts & Sciences/ Summer Learning Institute/2024
5 Day Course Outline Example:
Schedules must consider, lunch time, snack time, free play, and lessons in the gallery. All movies/shows must be approved by MOAS staff prior to viewing.
* Day One: Lesson on the different sciences and what they're used for. Talk about the scientific method. Do an experiment.
* Day Two: Lesson on biology, what defines it and "life" and how it is studied. Activities in the medical area in the Kid's Wing. Arts/crafts.
* Day Three: Lesson on Geology. Talk about Earth and the different layers, stratigraphy, and minerals found on Earth. Can take the lesson outside.
* Day Four: Lessons on physics and its importance. Egg drop experiment potentially or bottle rockets.
* Day Five: Lesson on astronomy. Talk about important astronomers and constellations. Planetarium visit.
Assessment:
Student's ability to demonstrate the following:
1= Below Expected Outcome
3= Meets Expected Outcome
5=Exceeds Expected Outcome
SCIENCE MANIA | Museum of Arts & Sciences/ Summer Learning Institute/2024 | 1,277 | 557 | {
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December 2002
Zygodactyly! Yes, this strange word is actually a key to unraveling this month's mystery photo. What does it mean? In the Order Passeriformes (a.k.a. perching birds), the arrangement of the toes on the feet is characteristically one in which three toes are oriented forward and one to the rear, just the way they would be in any self-respecting warbler, sparrow, or bunting. This arrangement, known as anisodactyly, is typical of the vast majority of our everyday songbirds. A close look at the toes of the mystery bird, however, reveals that this is not the toe arrangement of the bird in the photo. We can clearly see that, on the bird's right foot, only two toes are facing forward clutching the branch on which the bird is perched. The remaining two toes are facing backwards, even though this is not discernible in the photo. This configuration of two toes facing forward and two facing backwards is what is meant by zygodactyly. Of the regularly occurring birds in Massachusetts, cuckoos and woodpeckers are the most familiar examples of species exhibiting this unusual condition, although the Osprey and all owl species are capable of rotating their outer toes into a forward configuration that also makes them zygodactylous.
Having established that the pictured bird has a zygodactyl toe arrangement, the task of pinning down its specific identity is simplified considerably. Clearly the bird is neither an Osprey nor an owl, and cuckoos can be eliminated by the presence of a white stripe on the side of the head, even though a branch obscures the bill. Knowing
that the bird is a woodpecker simplifies the task of identifying the species considerably.
Of our local woodpeckers, only the Downy Woodpecker and the Hairy Woodpecker display such a prominent white stripe on the side of the head in combination with a plain white breast. Although the Yellow-bellied Sapsucker has a white stripe on the side of its head, sapsuckers also possess a dark bar across the upper breast that is lacking in the pictured woodpecker. Knowing that the mystery woodpecker is either a Downy or Hairy makes the final identification straightforward, even though the bill is obscured. Certainly, the longer and heavier bill of the Hairy Woodpecker is an easy way to distinguish these two sibling species; however, an equally useful feature is the presence of a series of dark bars on the outer tail feathers of a Downy Woodpecker, a feature lacking in the Hairy. A careful examination of the underside of the tail, what little is visible in the photo, clearly shows the presence of these dark markings, thus establishing that the mystery woodpecker is a Downy Woodpecker (Picoides pubescens). Because of the obscured view of the head, it is not possible to ascertain whether the bird is a male or a female.
Downy Woodpeckers are widespread and common permanent residents in Massachusetts, occurring practically wherever there are trees. They regularly visit bird feeders in winter. David Larson obtained the digital image of the Downy Woodpecker in the picture in Hingham, MA.
Wayne R. Petersen
AT A GLANCE
DAVID LARSON
Can you identify this bird?
Identification will be discussed in next issue's AT A GLANCE.
From Bird Observer Vol. 1, No. 1 (January-February 1973) | 1,276 | 736 | {
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Bis(Chloromethyl) Ether- ToxFAQs™
What is bis(chloromethyl) ether?
Bis(chloromethyl) ether is a man-made chemical that does not occur naturally. It is a clear liquid with a strong unpleasant odor. Bis(chloromethyl) ether dissolves easily in water.
In the past, Bis(chloromethyl) ether was used to make several types of polymers, resins, and textiles, but these uses have stopped. The small quantities of bis(chloromethyl) ether that are produced in the United States are only used in enclosed systems to make other chemicals. A small amount may be formed as a byproduct during the production of another chemical.
What happens to bis(chloromethyl) ether in the environment?
Bis(chloromethyl) ether does not last long in the environment. It evaporates quickly into air where it is broken down by reactions with other chemicals and sunlight. It is also removed from air by rain. In water, bis(chloromethyl) ether dissolves and is very quickly broken-down. In soil, some will evaporate to the air, but most will be broken-down by reacting with water in the soil. Bis(chloromethyl) ether does not accumulate (build up) in plants or animals.
How can I be exposed to bis(chloromethyl) ether?
Bis(chloromethyl) ether has very limited use and is quickly broken down in the environment. Therefore, you are not likely to be exposed to this chemical. The most likely way to be exposed is by breathing it in contaminated air if you work at or live near an industrial facility that makes or uses this chemical.
How can bis(chloromethyl) ether affect my health?
Workers exposed to air containing bis(chloromethyl) ether had coughing, bronchitis, and difficulty breathing. However, the air also contained other chemicals that are known to cause breathing problems.
Exposure of the general population is very unlikely. Bis(chloromethyl) ether has very limited use and quickly breaks down in the environment.
In animals, breathing bis(chloromethyl) ether caused breathing problems and lung damage. Extreme irritability was also seen in rats and hamsters. Skin contact with bis(chloromethyl) ether caused irritation, swelling and severe damage.
Bis(Chloromethyl) Ether
Can bis(chloromethyl) ether cause cancer?
Studies have shown breathing bis(chloromethyl) ether during work causes lung cancer in some people.
Nose and lung cancers were also seen in animals after they breathed bis(chloromethyl) ether for short or long periods of time.
The U.S. Department of Health and Human Services (DHHS) has classified bis(chloromethyl) ether as a known human carcinogen (causing cancer in people).
The U.S. Environmental Protection Agency (EPA) has determined that bis(chloromethyl) ether is a known human carcinogen.
The International Agency for Research on Cancer (IARC) has concluded that bis(chloromethyl) ether is carcinogenic to humans.
Can I get a medical test to check for bis(chloromethyl) ether?
There are no specific tests to show if you have been exposed to bis(chloromethyl) ether. Bis(chloromethyl) ether breaks down very quickly in your body. Therefore, if you are exposed, it would be difficult to measure.
How can I protect myself and my family from bis(chloromethyl) ether?
Most people are very unlikely to come into contact with bis(chloromethyl) ether. Therefore, no special steps need to be taken to avoid exposure to this chemical. Children should not play near industrial facilities that make or use chemicals.
For more information:
Call CDC-INFO at 1-800-232-4636, or submit your question online at https://wwwn.cdc.gov/dcs/ContactUs/Form
Go to ATSDR's Toxicological Profile for Bis(Chloromethyl) Ether: https://wwwn.cdc.gov/TSP/ToxProfiles/ToxProfiles.aspx?id=919&tid=188
Go to ATSDR's Toxic Substances Portal: https://wwwn.cdc.gov/TSP/index.aspx
Find & contact your ATSDR Regional Representative at http://www.atsdr.cdc.gov/DRO/dro_org.html
November 2017
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Dissociation
What is dissociation?
Dissociation is a mental process that leaves a person feeling disconnected from their thoughts, feelings, memories, or sense of identity. It is the mind's ability to conceal a thought, feeling, body sensation, or memory for a period of time. The mind can quickly slip into this state when it feels that what is happening is too much to handle.
Why does dissociation happen?
Dissociation can occur as a result of trauma or Post Traumatic Stress Disorder (PTSD). It can occur during a traumatic event or experience as a way for the mind to mentally escape when it is not possible to physically escape (the freeze response). It can also occur as an on-going symptom afterward, as a reaction to triggers. It may continue to happen because the feelings associated with the trigger are too big for the unconscious mind to process through.
What happens during dissociation?
Signs and symptoms of dissociation may include:
* Frequent blank spells or zoning out; losing track of time; significant memory lapses
* Feeling disconnected from self or the environment around you; out-of-body experiences
* Feeling as if the world is distorted or unreal
* Sudden and unexpected shifts in mood; depression and anxiety
* Feeling as if a painful event from the past is happening now (flashback)
* Identity confusion; behaving in a way that is out of character; feeling compelled to behave in a certain way
What dissociation might look like to others:
* Daydreaming, "spacing out", or glazed eyes
* Behaviour that is out of character for the individual
* A sudden switch in mood, emotion, or reaction to an event
Do you think you have dissociated before? Describe what it felt like for you.
_______________________
__________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
What can you do to control dissociation?
You may not realize that you are dissociating, so the first step in learning to control it is to learn to recognize it. Journal about the impacts of your triggers to observe patterns, and talk to a counsellor if you have any of the symptoms listed above.
Grounding is the most recommended way to cope with dissociation that is triggered after trauma. Grounding means that you are bringing your focus and attention to what is happening in the present moment.
Some suggestions for grounding yourself include:
* With open eyes, place your feet on the floor. Feel the floor beneath your feet. Say your name out loud, where you are and the date/time. Repeat this and affirm that you are safe in this moment. Move through this process as many times as needed to being your mind into the present moment.
* Take a deep breath, hold it for a few seconds, and then slowly let the air out. Repeat this breathing pattern with your eyes open so that you can take in where you are and what is happening around you. For more focus, use your sense of sight to count shapes, colours, or objects around you.
How can others help when you dissociate?
When you experience dissociation, it is your job to ground yourself. With practice you will become your most effective tool in coping with dissociation. However, you can ask family and friends to assist you in some ways:
* When you're still learning to recognize the signs and symptoms of dissociation in yourself, you might ask someone close to you to help you identify times when you are dissociated, so that you can begin to understand how dissociation feels in your body
* You can teach your favourite grounding activity to a loved one and ask them to help guide you through it if they notice you are dissociating
* You can ask someone close to you to remind you to ground yourself | 1,689 | 762 | {
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Aims of this meeting
* To understand what the Phonics Screening Check is about
* To have an overview of how we teach phonics
* Helping your child at home
What is phonics?
* A method of teaching reading by using sounds for the letters of the alphabet
* Children are taught to read by breaking down words into separate sounds or 'phonemes' (segmenting) e.g. ch – ai – n - s
* They are then taught how to blend these sounds together to read the whole word 'chains'
* 44 sounds- complex speed sounds chart
Children are encouraged to use these sounds to read, spell and write in lessons.
How we teach Phonics
* Some children have a phonics lesson 4 times a week and they are encouraged to use these strategies to read and write in other lessons.
* Children are placed within groups to match their phonics knowledge.
* Other children have a spelling lesson which encompasses similar strategies.
* We follow the Read Write Inc scheme and children are assessed regularly to progress through the scheme.
Fred Talk and Special Friends
* In all Phonics lessons, children are taught to 'Fred talk' and find 'Special Friends'
* Demonstration of Fred Talk and finding special friends
What is the Phonics Screening?
* Every Year 2 child in the country will be taking the phonics screening check in the week beginning Monday 7 th December 2020
* The aim of the check is to ensure that all children are able to read by the end of Year Two.
* The Screening consists of 40 words for children to read, there are 20 real and 20 nonsense words.
* We do not know the pass mark however it is usually around 32/33 out of 40.
* We will inform all parents on the outcome of their child's phonic screening check as part of their end of year report.
How is the screening carried out?
* Children read the words one-to-one with a teacher or teaching assistant.
* Children will largely be unaware of it being a test, we usually call it a phonics challenge!
* For some children, we have a rest or movement break between the sections and we will discuss this with class teachers prior to the screening.
*
You can see previous Phonics Screening Checks online https://www.gov.uk/government/publications/phonics-screening-check-2019-materials
What your child can expect:
* The check is very similar to tasks the children already complete during phonics lessons.
* Children will be asked to 'sound out' a word and blend the sounds together.eg d-o-g - dog
*
The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up 'nonsense' words.
*
This is considered a phonics decoding assessment (are children able to decode and blend sounds) and we as a school will not know what words will be in the screening.
* The phonics screening does not check children's comprehension skills but it is vital in building children's reading skills.
Information about the words
* The Phonics Screening check will have words made up of 44 different sounds.
* The words do get progressively harder.
* Nonsense words are included because children cannot read the non-words by using their memory or vocabulary; they have to use their decoding skills.
* We will not know which words or sounds may come up.
Helping your child at home
* Children can practise their phonics by playing games online e.g. https://www.phonicsplay.co.uk/freeIndex.htm
* https://www.topmarks.co.uk/english-games/5-7-years/letters-and-sounds
* https://www.phonicsbloom.com/
* When your child is reading encourage them to identify special friends.
* Continue ENJOYING READING at home!
* Hear your child read at least 5 times a week for 5 minutes minimum.
Thank you for attending
* Please do not hesitate to email any questions
* www.whitmorepark.org | 1,562 | 829 | {
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Green Giant Tree Care
Watering Schedule:
- Water every other day for 2 weeks (after initial installation)
o Water daily (above 80 degrees)
- After the first 2 weeks
o Water every other day (70-80 degrees)
o Below 60 degrees, no need to water
o Water twice a week (60-70 degrees)
- After the first year you shouldn't need to water your trees any longer
- Overwatering can damage or kill your trees. If you are watering consistently and your trees start to turn brown, then you are watering too much. Some soils do not drain as well as others and you may need to water your trees with less water or less often to compensate. Trees do not like wet feet; they want to dry out a couple of times a week.
- Underwatering can damage or kill your trees. If you are not watering consistently, they will warn you by starting to turn brown.
Watering Instructions:
- Try to soak each tree's root ball before moving on
- You are trying to get about 2+ gallons of water to each tree slowly
- You want to leave your hose on each tree at about 1/3 power so that the water doesn't quickly run off but begins to soak down into the ground
- Water when the sun is not out (if you can, if not, try for cooler times of the day), watering during the heat of day can lead to rapid evaporation
- This can be time consuming if you don't use a soaker hose
Deer Protection:
- Although deer do not normally bother your green giants, you may find bucks thrashing them (rare) or other deer grazing on them when other food sources are scarce.
- Buck Thrashing: In this worst-case scenario, you may have to wrap your trees in screening during the fall/winter (this will prevent deer grazing too)
- Deer Grazing: Apply deer off and/or deer fence once a month during winter months. Alternate products every year to prevent acclimation to one or the other product.
What you can expect:
- Winter: over the winter the tips of your tree may turn brown. Once temperatures warm up in the spring your tree will return to a dark green again.
- Growth: The first year can be underwhelming. Your tree needs a good year or more to really establish its root system. After the first year or two you can expect anywhere form 2-4' of growth each year. Also, your tree should fill in nicely and look more and more beautiful each year. | 868 | 534 | {
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CULTIVTING DISCIPLINE
Discipline is the key to achieving success in all areas of life. It requires commitment, consistency, and a strong mindset. This one-page document aims to provide practical steps and strategies to help you cultivte discipline and harness its power to accomplish your goals.
Set Clear and Specific Goals: Define your objectives with clarity. Establish SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals that align with your long-term vision. Break them down into smaller, manageable tasks to stay focused and motivated.
Develop a Routine: Create a structured daily routine that supports your goals. Set aside dedicated time for essential activities such as work, study, exercise, and personal development. Stick to your schedule as closely as possible, avoiding distractions and temptations.
Prioritize and Focus: Identify your most important tasks and prioritize them accordingly. Eliminate non-essential activities and distractions that hinder your progress. Practice singletasking, giving your full attention and energy to one task at a time, increasing efficiency and effectiveness.
Practice Self-Discipline: Train yourself to overcome impulses and distractions. Build self-control by gradually increasing the duration of focused work or resisting temptations. Practice delayed gratification, rewarding yourself only after completing important milestones or tasks.
Maintain a Positive Mindset: Believe in yourself and your ability to achieve your goals. Surround yourself with positivity and inspirational resources. Replace negative self-talk with affirmations and visualize your success. Embrace failures as learning opportunities and stay resilient in the face of challenges.
Create Accountability: Find an accountability partner or join a supportive community to hold you responsible for your actions. Share your goals, progress, and challenges with them regularly. Their encouragement and feedback will help you stay on track and motivated.
Learn from Mistakes: Embrace failures as stepping stones to success. Analyze your mistakes objectively, identify areas for improvement, and adjust your approach. Use setbacks as opportunities for growth and course correction, ultimately strengthening your discipline.
Celebrate Milestones: Acknowledge and celebrate your accomplishments along the way. Reward yourself for reaching significant milestones, reinforcing positive behavior and motivating continued discipline.
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CULTIVTING DISCIPLINE
Discipline is not a one-time achievement but a lifelong practice. By implementing these strategies consistently, you will develop the discipline necessary to overcome obstacles, stay focused, and achieve remarkable success in all aspects of your life. Remember, discipline is a habit that can be cultivated, and with perseverance, it will become an integral part of your journey towards personal growth and achievement.
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Participant Handouts Scenarios
Scenario 1 Worksheet: Demonstration
I was driving in Toronto, and the traffic was terrible. When I passed the traffic jam, I sped about 10 kilometres/hour over the speed limit. I didn't notice the police car hidden along the road and was pulled over. My job requires that I report any criminal offences. Will I have a criminal record?
Start on the Steps to Justice topic, "Tickets," with the question, "I got a parking or traffic ticket. What are my options?"
* What type of ticket is it?
* What are your options for dealing with a notice of offence?
* How would a summary conviction affect your driver's licence?
* What are the steps for preparing for trial?
Every night for the past week, my neighbour has been using a power tool. It sounds like he's doing construction work. Some nights I get woken up at 2 a.m. Other nights, I can't fall asleep at 11 p.m. because it keeps me up. I am so angry. I want to call the cops on him so he can go to jail. Is this my best option?
Start on the Steps to Justice topic, "Noise," with the question, "I have a noise complaint. What can I do?"
* What is the noise bylaw in my city, and what are its common features?
* What noise counts as "likely to disturb"?
* Are there any alternatives that would be better for me?
* How do I make a noise complaint?
Scenario 3 Worksheet
I am in so much trouble. I came back from a party one night, and the Uber dropped me in front of a house I thought was my own, so I fell asleep on the outdoor couch under the porch. I didn't realize it wasn't my own home until a man walked out with a baseball bat, and before I knew it, the cops were there. What should I do?
Start on the Steps to Justice topic, "Trespass," with the question, "I have been charged with trespassing. What do I need to know?"
* What will happen to me?
* What kind of ticket do I have?
* What are my options if I receive a notice of offence?
* What are my options if I receive a summons?
* What will I do if I get to trial?
Scenario 4 Worksheet
I have a private property sign posted on trees around my property. Recently, I have been getting a lot of people coming onto my property to sell me stuff. It is mainly the same person selling "house cleaning services". I have told him to leave a few times, and sometimes he refuses and insists on selling me their services. Sill, this person keeps coming back. I watch a lot of American movies and see that property owners can defend their property against intruders. Can I threaten the person so he leaves me alone?
Start on the Steps to Justice topic, "Trespass," with the question, "Someone is trespassing on my property. What can I do?"
* Do the actions of the person offering "house cleaning services" count as trespass?
* Has there been notice that the trespasser is not allowed on your property?
* Should you call the police or the city?
* What remedies are available?
My name is Mathieu, and I have been charged with stunt driving. I live in Sudbury, Ontario, and English is my second language. I grew up in a Franco-Ontarian community. I rely heavily on translation services. I cannot afford a lawyer and want to represent myself, but I am worried I won't be able to provide the best defence for myself in English. What can I do?
Start on the Steps to Justice topic, "Going to court," with the question, "Can I have my provincial offences trial in French?"
* Canada is a bilingual country. Are French language rights available?
* What language rights do you have?
* How do you obtain bilingual court proceedings?
* Are there any limits or deadlines for asking for and obtaining bilingual proceedings?
* What can Mathieu do if he doesn't know his rights?
Scenario 6 Worksheet
My name is Milan. I was charged with excessive speed driving on the highway at 45 kilmotres/hour over the speed limit and given four demerit points. I am young, and my insurance will go up by quite a bit if I have the demerit points on my record. I explained to the police officer who caught me and to the judge at trial, where I pleaded not guilty, that I was only trying to pass a car that was driving at 100 km/h the entire time, but the moment I tried passing the car, they started racing me. The judge held that I was guilty. I think it is so unfair. What can I do?
Start on the Steps to Justice topic, "Going to court," with the question, "I don't agree with my provincial offences trial. Can I appeal?"
* When are appeals available?
* What are the steps in an appeal?
* If I start an appeal, will I still pay the fine?
* How do I obtain a stay?
* How do I prepare for an appeal? | 1,817 | 1,064 | {
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Guidelines for Well-written Student Learning Outcome Statements
1. Outcomes should identify and measure or validate only the most useful and meaningful learning goals of the course, program, institution.
2. Outcomes should "align up":
3. Outcomes must be measurable and/or verifiable or they can't be assessed. Use verbs that specify the skill, ability, behavior, or habit of mind you will assess with the assignment. Be sure that each outcome is going to be measured or verified at least once.
- Don't use, "students will understand….". Choose a verb that allows you to verify their understanding. If students understand a concept, they should be able to:
* describe a phenomenon
* explain a process
* identify key elements
* apply their understanding to perform a task
4. Outcomes should be explicitly stated in terms of what students will do. Use active verbs (below and on next page) to describe what students will do prior to successful completion of the course, program or degree. Instructor goals can be converted into student learning outcomes as shown below:
Institutional Student Learning Outcome (ISLO)
Program Student Learning Outcome (PSLO): program-appropriate reflection of ISLO(s)
Course Student Learning Outcome (CSLO): course- appropriate reflection of PSLO(s)
ACTIVE VERBS for LEARNING OUTCOME STATEMENTS – Bloom's Taxonomy
The categories of learning presented below proceed from the simplest forms of knowing to the most complex forms. Only the three highest levels of knowing - Analysis, Evaluation and Creation are universally accepted as intended to elicit students' critical, creative and problem solving skills. Ideally, assignments integrate lower with increasingly higher levels of learning, engaging students concurrently with acquiring and applying new knowledge.
I. Knowledge
Verbs: define, identify, label, list, name, state, match, recognize, locate, memorize, quote, recall, reproduce, tabulate, tell, copy, discover, duplicate, enumerate, listen, observe, omit, read, recite, record, repeat, retell, visualize
II. Comprehension [or understanding] of new material
Paraphrase, summarize, extend, associate, convert, infer, translate, ask, cite, discover, generalize, give examples, group, observe, order, report, represent, rewrite, show, trace, transform
III. Application of new knowledge or skills
Modify, change, choose, discover, experiment, sketch, complete, interpret, manipulate, paint, prepare, teach, act, administer, articulate, chart, collect, compute, determine, develop, employ, establish, interview, judge, operate, schedule, simulate, transfer, write
IV. Analyze (critical thinking and problem solving)
Compare, distinguish, separate, select, connect, discriminate, divide, point out, prioritize, subdivide, divide, survey, advertise, break down, correlate, deduce, devise, diagram, dissect, focus, illustrate, question
V. Evaluation of concepts, alternatives (critical thinking and problem solving)
VI.
Create
(critical and creative thinking and problem solving)
Verb
Appropriate testing/
measurement of learning
Formulate ………… Express [oral, written] in a systematic way a theory or plan
Compose, Design…. Create an artifact (picture, poem, music, etc.) in order to communicate
Arrange, Organize…. Write a detailed plan/ arrangement to manage a problem
Propose…………….. Present a written plan with rational and arguments for its adoption
Hypothesize, substitute, construct, invent, integrate, produce, role-play, anticipate, adapt, assemble, collaborate, facilitate, imagine, intervene, manage, negotiate, originate, schematize, speculate, validate, structure | 1,673 | 758 | {
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PREPOSITIONS OF MOVEMENT
[ Exercise 1 ]
Choose the correct prepositions of movement to complete the
sentences below.
1. When Sue opened the box, something black and fluffy jumped it.
a) across
b) out
c) out of
2. I felt a little scared as we drove the tunnel.
a) in
b) across
c) through
3. I am going London next week.
a) to
b) in
c) into
4. We've had a lovely walk the old city.
a) over
b) around
c) along
5. Don't rush the stairs. You can fall and get injured.
a) through
b) in
c) down
6. We were walking the celebrity houses but couldn't see anything because of the high fences everywhere.
a) past
b) across
c) over
* • • P A G E
1
O F
2
* • •
7. We had to walk the stair to the 17th floor because the elevator didn't work.
a) up
b) down
c) towards
8. Nick was hot, so he immediately jumped the water as soon as we got to the sea.
a) in
b) to
c) into
9. Several beautiful houses were built the river.
a) past
b) across
c) along
10. Kelly swam the river and waved at us from the other side.
a) through
b) across
c) towards
11. The children went for a walk the river bank.
a) past
b) to
c) along
12. The dog was running me.
a) towards
b) into
c) through
* • • P A G E
2
O F
2
* • •
PREPOSITIONS OF MOVEMENT
[ Exercise 1 ]
ANSWERS
1. out of.
2. through.
3. to.
4. around.
5. down.
6. past.
7. up.
8. into.
9. along.
10. across.
11. along.
12. towards. | 879 | 573 | {
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Coping Strategies
* Take a time-out. Practice yoga, listen to music, meditate, or learn relaxation techniques. Stepping back from the problem helps clear your head.
* Eat well-balanced meals. Do not skip any meals. Do keep healthful, energy-boosting snacks on hand.
* Limit alcohol and caffeine, which can aggravate anxiety and trigger panic attacks.
* Get enough sleep. When stressed, your body needs additional sleep and rest.
* Exercise daily to help you feel good and maintain your health. Check out the fitness tips below.
* Take deep breaths. Inhale and exhale slowly.
* Count to 10 slowly. Repeat, and count to 20 if necessary.
* Do your best. Instead of aiming for perfection, which isn't possible, be proud of however close you get.
* Accept that you cannot control everything. Put your stress in perspective: Is it really as bad as you think?
* Welcome humor. A good laugh goes a long way.
* A positive attitude. Make an effort to replace negative thoughts with positive ones.
* Get involved. Volunteer or find another way to be active in your community, which creates a support network and gives you a break from everyday stress.
* Learn what triggers your anxiety. Is it work, family, school, or something else you can identify? Write in a journal when you're feeling stressed or anxious, and look for a pattern.
* Talk to someone. Tell friends and family you're feeling overwhelmed, and let them know how they can help you. Talk to a physician or therapist for professional help.
Fitness Tips: Stay Healthy, Manage Stress
For the biggest benefits of exercise, try to include at least 2½ hours of moderate-intensity physical activity (e.g. brisk walking) each week, 1¼ hours of a vigorous-intensity activity (such as jogging or swimming laps), or a combination of the two.
* 5 X 30: Jog, walk, bike, or dance three to five times a week for 30 minutes.
* Set small daily goals and aim for daily consistency rather than perfect workouts. It's better to walk every day for 15-20 minutes than to wait until the weekend for a three-hour fitness marathon. Lots of scientific data suggests that frequency is most important.
* Find forms of exercise that are fun or enjoyable. Extroverted people often like classes and group activities. People who are more introverted often prefer solo pursuits.
* Distract yourself with an iPod or other portable media player to download audiobooks, podcasts, or music. Many people find it's more fun to exercise while listening to something they enjoy.
* Recruit an "exercise buddy." It's often easier to stick to your exercise routine when you have to stay committed to a friend, partner, or colleague.
* Be patient when you start a new exercise program. Most sedentary people require about four to eight weeks to feel coordinated and sufficiently in shape so that exercise feels easier.
The Anxiety and Depression Association of America (ADAA) works to prevent, treat, and cure anxiety disorders and depression | 1,198 | 632 | {
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Holy Family Catholic Primary School Cronton
Year 4: Unit 5 Lean On Me
Themes: Soul/Gospel music and helping each other
1 – Listen & Appraise: Lean on Me (Soul/Gospel)
Key Vocabulary:
Structure: Intro, verse 1, chorus, verse 2, bridge, chorus, bridge, verse 3, outro. Instruments/voices you can hear: Male vocal, backing vocal, piano, bass, drums, organ. Can you find the pulse as you are listening? Dance, clap, sway, march, be an animal or a pop star
2 – Musical Activities using glocks and/or recorders Warm-up games
play and copy back using up to 2 notes – F + G.
Bronze: no notes
Silver: F, sometimes G
Gold: F + G challenge.
Which challenge did you get to? Singing in unison.
Play instrumental parts with the song by ear and/or from notation using the easy or
medium part. You will be using up to 4 notes – C, E, F + G. Which part did you play?
Improvise using up to 3 notes – F, G + A.
Bronze: F
Silver: F + G
Gold: F, G + A challenge.
Which challenge did you get to? Compose a
simple melody using simple rhythms
choosing from the notes F, G + A or D, E, F, G + A.
3 – Perform & Share Decide how your class will introduce the performance. Tell your audience how you learnt this song and why. Record the performance and talk about it afterwards.
The performance will include one or more of the following: Improvisations • Instrumental performances • Compositions
Backing vocals – on a song can consist of anything from repeating a word, passage or chorus of the song to providing a continuing harmony in time with the lead vocalist
Bass
- a tone of low pitch
By ear
- to learn music without reading or memorizing sheet music
Compose - creating or writing a piece of music
Composition
- the art of creating music
Drums - a drum is a type of musical instrument . In most cases it consists of a shell with a stretched skin or covering. When the covering is hit with a hand or a stick, it vibrates and makes a sound
Dynamics – refers to the volume or loudness of the sound or note
Hook - a phrase, a lyric, a motif, lick or a riff. It could be melodic or it could
be lyrical. But the key is, it'll be catchy.
Hook - a phrase, a lyric, a motif, lick or a riff. It could be melodic or it could be lyrical. But the key is, it'll be catchy.
Improvise - playing an instrument or singing in which the musician makes up the music as they play.
Melody - a series of different pitches that form a tune
Notation –signs, marks, or figures used to give information about the music
Organ
- a keyboard instrument of one or more pipes
Piano - a musical stringed instrument played by depressing keys that cause hammers to strike the strings
Pitch - describes how low or high a note sound
Pulse - a steady beat
Rhythm
- Pattern in time
Riff - a short, often two or four-bar musical pattern that is repeated Solo- a piece or a section of a piece that is played or sung by a single performer.
Structure - the arrangement and order of the parts or sections of the music
Tempo - describe the speed at which you play
Texture - different layers of a piece of music are combined to produce the overall sound
Unison - two or more musical parts that sound either the same pitch or pitches separated by intervals of one or more octaves, usually at the same time | 1,436 | 802 | {
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Following in the footsteps of Jesus, we Pray, Play and Learn Together
Music Curriculum Statement
At Holy Family, we aim to engage, motivate and inspire pupils to develop a love of music and to make it an enjoyable learning experience. Music is a unique way of communicating which can inspire and motivate pupils. It is a vehicle for personal expression, and it can play an important part in children's personal and cognitive development. Our music curriculum aims to reflect the culture and society that we live in, so that the teaching and learning of music enables children to better understand the world they live in.
INTENT
IMPLEMENTATION
PLANNED IMPACT
Music also plays an important part in helping children to feel part of a community. We provide opportunities for all children to participate in a variety of musical experiences – to create, play, perform and enjoy music in a variety of settings throughout the school year. This aims to build up their confidence, resilience and self-esteem. Singing lies at the heart of good music teaching. Our ability to sing in tune and with other people. Through teaching focuses on developing the children's singing songs, children learn about the structure and organisation of music.
We teach them to listen to and appreciate a wide variety of musical forms and to begin to make judgements about the quality of music. As the children get older, we expect them to maintain their concentration for longer, and to listen to more extended pieces of music.
Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. It is important that they are given the opportunity to experience and study a range of historical periods, genres, styles and traditions and cultures.
Music teaching at Holy Family is based on the Charanga Scheme of work, which ensures consistency and progression throughout the school.
We recognise that musical teaching and learning is not neat and linear. Therefore, in line with the National Curriculum for music and guidance from Ofsted, the Charanga scheme moves away from the previous levels and learning objectives to an integrated, practical, exploratory and child-led approach to musical learning.
The interrelated dimensions of music weave through the units to encourage the development of musical skills as the learning progresses through listening and appraising, differing musical activities (including creating and exploring) and performing. The Charanga Musical School Scheme provides teachers with week-by-week lesson support for each year group in the school. It is ideal for specialist and non-specialist teachers and provides lesson plans, assessment, clear progression, and engaging and exciting whiteboard resources to support every lesson. The scheme also provides support and CPD for less confident teachers to deliver lessons. Activities are differentiated using the Charanga Bronze, Silver and Gold challenges.
The impact of our music curriculum is measured in a variety of ways: through pupil voice, we know that pupils show a developed understanding of the methods and skills of musicians at an age appropriate level from Early Years to Year 6. Pupils can articulate the key vocabulary, composers, time periods and offer thoughtful reflections and appraisals of music.
Through lesson monitoring and pupils' work, the impact of the curriculum can be seen in pupils' skills to listen, appraise, compose and perform their own pieces and those of others. Children work towards a 'final piece' which showcases the skills and knowledge pupils have acquired. As a result, pupils achieve well in music.
We teach children to make music together, to understand various ways of writing music and to compose pieces.
Music within school offers whole class ukelele lessons (as a part of our Wider Opportunities sessions), School Choir, recorder lessons, Singing and signing.
As music is a practical subject, assessment may be done by focussing on a small group at a time on certain tasks or skills, observing the children, discussing their work or self/group/teacher evaluation against criteria from the National Curriculum programmes of study and end of year expectations. The progression grid provided by the subject leader ensures children are accessing work at age related expectations, with regular opportunities to be challenged through higher-level objectives. Children are assessed according to age related expectations in line with curriculum requirements. This is done in line with the school assessment calendar. This information is recorded and monitored by the co-ordinator. | 1,819 | 851 | {
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Partial Pressure
Are the astronauts on the International Space Station (ISS) safe if the oxygen level is at 20%? Answer: It depends.
Percentage is a ratio of how much stuff you have compared to the whole. Our air is about 20% oxygen. That means that of every 100 molecules of air, 20 are oxygen. Now, imagine there are 100 molecules of air on the ISS and 20 of the molecules are oxygen. There is 20% oxygen, but are the astronauts safe?
Let's do a quick calculation on the amount of oxygen taken in in a normal breath.
An average human breath is about 500ml of air. If 20% is oxygen, that gives:
Air has a density of 1.43 gram/liter. So the mass of oxygen is:
And finally, let's calculate the number of molecules of oxygen using its molar mass of 16 and Avogadro's number:
That is a lot of oxygen. Referring back to our problem on the ISS, we had 20 molecules of oxygen available to our astronauts. Are they ok? No. There isn't even close to enough oxygen for even a single breath. So percentage is the wrong thing to look at when determining safe oxygen levels. In fact, anytime a person is placed in a closed volume (high flying aircraft, ISS, submarine, etc.) we have to be careful that we don't rely on oxygen percentage for safety. We need something measures the amount of oxygen on the air. Luckily, we have that. It is called partial pressure.
Partial Pressure is defined as the pressure that would be exerted by one of the gases in a mixture if it occupied the same volume on its own. In other words, if we took our 20% oxygen, removed all the other gasses, and allowed the oxygen to fill
www.subystems.us
the whole volume, the pressure that resulted would be the partial pressure of oxygen.
This value is more significant for us because the pressure that results is a function of the amount of oxygen in the volume.
The minimum safe partial pressure of oxygen in breathing air is generally considered as 16 kPa (kiloPascals) which is 0.16 bar or 2.32 psi or 120 Torr. When levels in an enclosed environment start seeing oxygen levels get down to this value, it is important to start adding oxygen to the environment. This can be done by producing it (through the electrolysis of water) or bleeding it from storage tanks.
Dalton's Law states that the total pressure of a mixture of gasses is equal to the sum of the partial pressures of the individual gasses.
There are many other factors that affect the atmospheres of closed environments (getting rid of CO2, sampling for toxic gasses, removing potentially flammable or explosive gases, etc.). But maintaining safe oxygen amounts are vital to supporting life, allowing for activity and concentration, and preventing toxic conditions.
Measuring and controlling the partial pressure of oxygen will allow you to more safely control the amount of oxygen in the air than if you just used pure percentage readings.
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SCC/Avista Line Construction School PreApprentice Training Sample Test
These are some example problems that will appear on the entry level math exam.
Add
356 + 268
Multiply
2759 x 600
Solve
A 80 foot pole is buried 10 feet in the ground. How many feet are above the ground?
Solve
Use < or > to complete of the following: 56 98
Solve
Identify the numerator and denominator of ¾
Multiply & Simplify
4/5 x ¾
Solve for Variable
3/8 x y = 24
Subtract
835 -354
Divide
679 divided by 56
Solve for Variable
45+ y = 56 36/4 = y 24x y = 480
Solve
Write fractional into decimal form.
```
Simplify 16/32 7/8 Divide & Simplify 3/8 divided by 2/3 Solve If a coil of wire weights 1000 lbs, and the wire is ¼ of a lb per foot, how many feet is coil? Add & Simplify ¾ + 7/8 Solve Which number is greater? 5/6 or 14/16 Solve Convert to fractional notation. 5¾ Solve The weight of two transformers are 530 2/3 lbs. and 380 ¾ lbs. What is their total weight? Solve Write decimal notation. 65/1000 Solve Round 4.8765 to the nearest: tenth hundredth thousandth Solve for Variable 6/7 = 5/y Solve If a coil of wire weights 1000 lbs, and the wire is ¼ of a lb per foot, how many feet is coil? Subtract & Simplify 5/6 -1/3
```
```
Solve for Variable y + ¾= 15/16 Solve Convert to mixed numeral. 9/2 Solve Write into fractional notation. .85 Solve Which number is larger? .065 or .125 Solve for Variable y + .017= 4 Solve What is the rate in feet per second? 12 feet, 25 seconds Solve What is 35% of 95? Solve Write exponential notation. 4x4x4 Solve 6 feet = ---------inches Solve Find the area of a square when all sides are 24 feet. Solve Find the average of the set of numbers. 34, 56, 73, 28
```
Solve
Write the square root for:
25
Solve
Find the perimeter of a rectangle with the long sides being 25 feet, and the short sides being 10 feet.
Solve for R
E/R = I
Solve
In the picture below, which of the angles is braced more solidly?
Angle A
Angle B
Angle C | 1,045 | 593 | {
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Online safety is the child protection challenge of the 21 st Century
How are we addressing it in our school? Click here
Dr Tanya Byron….
"The trouble is that although as adults we instinctively know how to protect our children offline, we often assume that their greater technological expertise will ensure they can look after themselves online. But knowledge is not the same as wisdom."
You are a 'Digital Immigrant'
Our children are …
Digital Natives
Keeping Children Safe in Education July 2015
Refers to cyber-bullying and grooming
Sexual abuse via the internet
Information about Child Sexual Exploitation (CSE) using the internet
Radicalisation – PREVENT
It's time to be pragmatic…
The internet is a fantastic place to be creative, play, entertain and communicate.
Source: Action for Children 2016
Issues
Issues
I get the chance to go on an exciting trip but I don't want to miss playing on my
Issues
Students playing games rated above their age.
Search a game
Issues
I am playing on my and a stranger asks me for my password.
Issues
Playing video games at bedtime
Issue
It's all he wants to do!!!!
Talking and listening to children constantly about their online experiences is extremely important.
It needs to be on-going, not a one-off
#UnplugandPlay
January 2016
BE SMART
SAFE keep safe by not giving out personal information online
MEET meeting someone you have only met online can be dangerous. Always take a trusted adult with you
ACCEPTING emails, messages, from strangers can cause problems, release viruses
RELIABLE information may not be true or someone online might lie to you. Double check.
TELL always tell a trusted adult if something you see online upsets or worries you
Do you feel alone when dealing with internet safety problems?
firstname.lastname@example.org
0844 3814772
Professionals Online Safety Helpline
Free, independent, expert advice
A new Social Media Guide for Parents and Carers
http://bit.ly/22mAQM0
Published 20 th December 2015
Key Players
Child Exploitation and Online Protection Law enforcement
How we keep your children safe ……
A clear policy for internet safety
Acceptable use guidelines for all staff
Dedicated assemblies on the theme of internet safety
E safety within the curriculum
Monitor any incidents of e safety
Cyber-mentors
Effective filter systems
SHARP system of reporting
Parental guidance in planners and on website
Signage around the school
When it goes really wrong:
To report a serious abuse case:
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TEXTILE DESIGN
COURSE OVERVIEW
Textile Design is a creative course that will inspire all budding designers. You can demonstrate your creative passion through a full range of techniques and ideas inspired by artists, textile and fashion designers. You will be working with an arrangement of different disciplines embracing both contemporary and traditional technologies.
In Year 10 you will be developing your skills in research; exploring the work of artists, designers and traditional cultural techniques to help shape your ideas. You will learn how to develop your illustrations and how to translate these into textile pieces for fashion, accessories or interior textiles. You will be encouraged to experiment with many embellishment and construction skills. In Year 11 you be developing and completing your final practical piece and then will move onto a new project, the theme of which is set by the exam board.
KNOWLEDGE & SKILLS DEVELOPED
Unit 1: (60% of grade) - Personal Portfolio in Textiles/Fashion Design – You will produce one substantial portfolio of work for a given theme plus additional pieces of work; these projects could be either Fashion based or surface Textiles. In the projects you will research around the theme, undertake experiments trialling various techniques, refine and develop your ideas and then produce a final piece for fashion, accessories or interiors.
Unit Two: (40% of grade) Practical examination. Externally Set Assignment in Art Textiles and Fashion. The externally set assignment represents the culmination of the GCSE course in Year 11. The aim is to encourage students to take increasing responsibility for their work and to work more independently. The exam will consist of 10 hours under supervision to produce a personalised response.
You will develop your research skills, confidence, independence and resourcefulness. This subject will also develop your critical thinking, project management and attention to detail. These abilities will make you a strong candidate for careers both within and outside of textiles/fashion/design, including marketing, business management and retail.
Qualification: GCSE
Awarding Body: AQA
ASSESSMENT METHOD
60% Component 1 (continuous coursework), 40% Component 2 (with a 10-hour practical exam)
POST 16 OPPORTUNITIES AND CAREERS
This course prepares students to move onto A-Level Textiles at Kimberley College.
Through the practical and theoretical components textile design and at A level the technology side, the courses will teach you how to channel your creative energy in productive ways.
After A level studies past students have progressed to higher education courses in Fashion Buying, Fashion/Textile/Costume/Product design, Clothing/Textiles Technology, Interior Design and Fashion Marketing. Many of our students have progressed to study Textiles/Fashion design and/or business related courses at University.
'I enjoy textiles because I like the freedom, we are given to create whatever we wish around a certain theme with guidance from our teachers. I also find it a very fun subject as it is less based around tests and more coursework driven'.
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Class 4 Newsletter Summer Term 2024
Welcome Back!
Mrs Falshaw and Mrs Jolley 'Believe and Achieve Together'
Welcome Back! We are looking forward to a full packed summer term!
Creative Curriculum Topic
World War II
This term we find out what happened between 1939 and 1945, in our new History topic, all about World War II.
We will learn how WWII all began, learn who our allies were and learn all about the great evacuation of children from the cities to the countryside. We will learn about food rationing and the propaganda to warn and to boost morale!
Dates for your diary
Summer Discos- 2 nd May SATs Week– 13 th - 16 th May Bike Ability (Y6) – 20 th May Class Photos- 22 nd May Half Term – Friday 24 th May – Tuesday 4 th June Sports Afternoon – 12 th June Musical Evening – 19 th June – 6pm Cross Country Competition (here) – 26 th June Summer Show – Tuesday 9 th July – 6pm End of Term Leavers Service – Friday 19 th July
Maths:
Literacy:
As readers we will continue to develop our comprehension skills and also have lots of opportunities to enjoy reading individually, in small groups and as a whole class. Year 5 will use the BBC Spywatch WW2 story book and associated comprehension questions. Year 6 will continue to read and practise comprehension using past papers. Later we will all listen to, read and watch Treasure Island, linked to our Geography Unit this term. Year 5 will follow the NC for spelling, looking ways to remember spellings and learn spelling lists every week. Creative writing activities will be based on our BBC Schools Radio story, 'Friend or Foe' by Michael Morpurgo, which will provide opportunities to write in different genres, such as; poetry, diaries, letter writing, instructional writing, arguments, discussions and news reports.
All children will access a daily maths lesson and continue to have the opportunity to master their Times Tables skills through TTRS.
Year 6 will complete their revision lessons on their run up to their SATs. Remember additional help can be accessed via BBC Bitesize KS2 Maths on the BBC website, as well as Purple Mash.
Year 5 will focus on Position and Movement, Measure, Area and Perimeter, Volume, Decimals and Percentages.
Science:
The units this term are 'Living things and their habitats', which includes animal grouping and reproduction in the flowering plant, followed by 'Animals including Humans' where we look at animal life cycles.
ICT: Using our BBC Micro:Bits we will practise our coding skills. E-safety will be revisited.
RE: Our Values this Term are Trust/Hope and Responsibility/Empathy. In our
RE lessons we will study a Non-Christian Faith and a Unit about Ideas about God. Art and Design: We will be studying some units of work on Architecture and Sculpture; including printing and 3D modelling.
Music/Drama: Enigma variations – Elgar, WW2 and BBC Treasure Island, plus preparations for our Summer Show!
PE: Basketball, cross country and rounders on Monday and Wednesday.
MFL:
Topics will be: Out of this World, all about the planets, and The Seaside.
History:
World War II
Geography:
Island Life
Thank you to all our parents for your continued support. If you have any questions, please do not hesitate to come and see us or message through on Class Dojo.
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Curriculum Overview Year 5 and 6 Spring 2024
English
Art & Design
As readers we will be focussing on reading comprehension skills such as skimming and scanning, identifying main ideas and predicting events. We are going to enjoy a whole class read of 'Far from Home' by Berlie Doherty', which is a story of two Victorian children.
As writers we will be developing our fiction and non-fiction writing through a variety of different genre (including biography/autobiography, diaries/ story writing and letter writing). The children will be looking at auto/biographies in order to write biographies about famous Victorians. They will also look at story and descriptive writing to develop use of adjectives and adverbs. This develops into a study of significant older authors.
We will follow the NC for spelling, looking at spelling rules, ways to remember spellings and learn spelling lists every week. Handwriting will be taught weekly.
Year 6 will start a SATs revision programme for reading and SPAG.
Mathematics
The children will access a daily maths lesson; including number work, shape, data handling and measures. Activities will include: number mastery and place value; decimals, percentages and their equivalence to fractions; mental addition and subtraction; written addition and subtraction; mental and written multiplication and division; geometry; properties of shapes; measurement; statistics; fractions, ratio and proportion. Year 6 will also begin their Maths Revision Programme. Numeracy teaching will include Arithmetic teaching and developing Reasoning skills across the maths curriculum. Year 5 will continue with the 'Maths No Problem' scheme.
Science
Science teaching will focus on 'Forces', with a revision session on 'Sound'.
During forces, we will study the work of Sir Isaac Newton, and measure force using a Newton Meter. We will discuss size of force and how forces act upon objects. We will consider balanced and unbalanced forces. We will investigate air resistance and make a streamlined object using ICT.
We will focus on the designer and artistWilliam Morris in an artist study. Use of sketch books will be used to produce ideas for a repeating print pattern for a William Morris inspired fabric. Oil based ink paints will be used to produce printing.
We will also carry out other artist studies of significant famous artists of the Victorian period,eg. Thomas Bewick and L S Lowry. We will study their depictions of the era and explain what they tell us about that period.
Design & Technology
Oil based ink paints will be used to produce printing that will be part of a technology unit to design a waistcoat, a significant fashion item of the Victorian period.
Modern Languages
German this Term will look firstly at New Year in Germany followed by learning vocabulary linked to fruit and vegetables and healthy eating, as well as clothing and verbs.
ICT
Skills this term include 3D modelling, animation and presenting data. E-safety will be reinforced during 'Safer Internet Day'.
R.E.
Daniel - did he make the right choice? Why do Christians believe Easter is a celebration of victory? Our Root Value this term is LOVE, whilst the Branching Value is COURAGE.
Geography/History
What was it like to be a Victorian in Hawkshaw? Golden age or dark age? The Victorian times in our locality was a time of change and the Industrial Revolution was in full swing with the developments of the local East Lancs Railway and the Cotton Mill industry.
This Unit will form part of our local history study and thematic learning.
Geography concepts will be covered whilst we investigate Hawkshaw during Victorian Times.
Music
Children will learn to sing 'Match Stick Men' and 'The Victorians' song. Later music learning will be listening and appraising classical music. We will continue to learn notes on the recorder.
PE
The main PE activities this Term will focus on dodgeball, tag rugby and volleyball. | 1,671 | 787 | {
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ARMY PUBLIC SCHOOL
SUMMER BREAK HOLIDAY HOMEWORK (2024 – 25)
CLASS- I
SUBJECT : ENGLISH
1. BOOKS ARE OUR BEST FRIENDS:
Read interesting stories during holidays and discuss it with your friends and family members.
Make a mask of your favourite character from the story you have read and decorate it.
2. WRITING SKILL : Write your name , your family members name and circle the vowels in these words.
( In scrap book)
Example- My name :
R R M S H
A
E
My father's name : __________
3. CREATIVE WRITING : Paste your picture and write five lines about yourself. ( In scrap book)
4. TWIST YOUR WRIST : Cursive Writing Book- 1: Do pages 1 to 10.
5. PRACTICE PHONETICS:
1. पुस्तक समीक्षा : किाविय ों की वकताबें पविए
विषय : विन्दी
|
2. वबिा मात्रा िाले पाँच शब्द वलखिए और उिके वचत्र वचपकाइए |(scrap book में) 'आ' की मात्रा िाले पाँच शब्द वलखिए और उिके वचत्र वचपकाइए | (scrap book में)
3. विन्दी सुलेि पुस्तक : पेज ( 1-10 ) पूरा करें |
4. विन्दी िर्णमाला िृक्ष बिाइए | (scrap book में)
SUBJECT : MATHS
1. Write numbers 1 to 10 on one side and stick that many "bindis" on the other Side. And write number names ( 1-10) also on it. Decorate the page as per your choice. ( Do it in your scrap book)
2. Learn the table of 2.
3. Make a 'Clown' with cut outs of 2D shapes. ( In scrap book )
1. Draw/paste a picture of yourself and label the body parts. ( in scrap book)
2. What all things you do during holidays . Click your photo and paste in your scrap book e.g. reading a book, watching cartoons, playing with your pet, swimming, gardening, cycling, spending time with your family etc.
SUBJECT : EVS
COMPUTER :
Draw all four main parts of computer on Scrape Book /A4 size sheet and color the monitor with "Blue " , mouse with "Yellow", Keyboard with "Brown " and CPU with "Grey".
LIFE SKILL:
1. Make Lemon juice using sliced lemons, water, sugar, salt and ice. And serve it to your family members.
2. Prepare a sandwich using bread , butter, cheese or jam and enjoy it in your breakfast.
3. Help your mother in the kitchen by washing vegetables, filling water bottles, watering the plants, folding clothes, cleaning your house etc.
SOME FUN ACTIVITY :
1. Draw some animals using finger painting like this
( On a colourful A4 sheet and decorate it )
2. Learn any one patriotic song.
3. Perform the following physical activities daily to keep yourself fit and healthy.
a) Slow walk 2 mins.
b) Run 1 min.
c) Frog jump for 1 min.
d) 1 leg hopping 1 min.
e) 3 suryanamaskar.
* REVISE THE WORK DONE IN ALL SUBJECTS. | 1,260 | 776 | {
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Freedom of the City
A creative consultation with young people for the Cork City Development Plan
STREETWISE workshop
Re-design your local street as you'd like to see it. In this stop motion and collage workshop, students will consider what improvements they would make to their locale. They'll learn digital and practical approaches that will help shape their ideas into something that is easily shared. Why not have a say in what your street looks like and design a fun environment for yourself, your friends and other young people.
Artists: CLAIRE COUGHLAN + HELEN O'KEEFFE
Suggested ages: 12-16 years
Questions to consider:
How could the streets be better for everyone, including people who find it hard to get around? What do you think are the biggest problems for young people living in Cork; what stops you from being happy in the city when you go outside?
Where do you see a possibility for change / improvements in Cork City or your local area? How could Cork City be a better place to live? A happy place to live, a fun place to live? How could Cork City be a better place for everyone who might like to live there?
What you'll need: Paper; pencil; markers; old newspapers + magazines; scissors; glue; coloured paper;
Steps: Follow the video tutorial and our step by step guide. These activities can be delivered over a series of classes and you can think of each step as the start of a new lesson. They can be combined to create one large project or treated as individual projects that explore different themes related to a city.
Step 1 – I am……
Students can do this activity in groups or on their own. They'll need a sheet of A3/A2 paper and a pencil and markers. This activity will help students to start thinking about what they'd like for their city.
Step 2 – Collage
Use old magazines/newspapers and explore the approaches that Claire and Helen demonstrate. Collage is a great medium for helping to generate and communicate ideas. Combine found words and images with your own writing and drawing. *If planning to animate your collage (Step 3) don't stick anything down until it is recorded*
Step 3 – Animation
Use the free programme stop motion studio to animate your collage. You'll need a phone or tablet to do this.
Step 4 – Digital collage
You'll need a phone or tablet and access to the internet to undertake this activity. The free software programme is called Pixlr. Helen and Claire give clear and easy to follow instructions to allow students to reimagine a space within the city using google maps and found images.
Contact firstname.lastname@example.org for more information, tips and support www.glucksman.org/projects/freedomofthecity | 1,073 | 567 | {
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Berkeley Math Circle Monthly Contest 1 Due November 1, 2005
Instructions
This contest consists of 5 problems, some of which are easier than the others. Every problem is worth 7 points. Please, write solution to every problem on a separate sheet of paper, and on top of each sheet include your name, grade and school, as well as the problem number and the contest number. Thus, the header on each sheet should look something like:
Solution to Problem 3 of BMC Monthly Contest 1 by Bart Simpson in grade 5 from Springfield Middle School, Springfield
If you submit more than one sheet for a specific problem, please, staple the sheets together to avoid getting them confused with someone else's solution. Please, do NOT staple together solutions to DIFFERENT problems, as they will be graded separately.
Remember that you are NOT ALLOWED to consult or talk to anyone else about the problems, whether in person, on the phone, via e-mail, or other means of communication. You can consult any book that you wish. For more on the contest rules, please, check the BMC website at http://mathcircle.berkeley.edu.
Carefully justify your answers to avoid losing points. Include all relevant explanations in words and all intermediate calculations. Answers without justification will receive no credit. However, good reasoning with minor calculational errors may receive a lot of points. Thus, submit solutions to as many problems as you can since partial credits will be awarded for sufficient progress on any particular problem.
Enjoy solving these problems and good luck!
Problems
1. A magical tree contains 2005 green and 2006 red apples. Every time a child climbs the tree, he (she) eats 2 apples. After that a miracle happens: when the child takes 2 apples of the same color, one red apple grows on the tree; when the child takes 2 apples of different colors, one green apple grows on the tree.
What will be the color of the last apple? Why?
Hint: Try smaller size trees first to see what is happening.
2. Prove that no three integers x, y, z satisfy
Note. An integer is a whole positive or negative number, or 0, i.e. 0, +1, -1, +2, -2, etc.
Hint: What are all possible remainders of numbers x 3 when divided by 9? A suitable section in the book "Mathematical Circles" will be hepful here.
3. Given a circle k with center S and diameter AB, let C and D be two points on the circle on same side of AB such that ∠ CSD = 90 ◦ . The lines AC and BD intersect at E and lines AD and BC intersect at F . Prove that EF is perpendicular to AB and EF = AB.
Hint: Do you see an orthocenter in a triangle? (An orthocenter is the intersection points of the altitudes of a triangle.) In addition, the concepts of inscribed and central angles in a circle are crucial here, as well as similar and congruent triangles.
4. Find all real numbers a, b, c and d such that
Hint: The famous inequality x 2 + y 2 ≥ 2xy is helpful here, however, you may have to apply it in a nontrivial way.
5. Is it possible to divide a square into 10 convex pentagons? If yes, provide such a division. If no, justify clearly your answer. Remark. A polygon is convex if all its internal angles are less than 180 ◦ . | 1,354 | 759 | {
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ADHD labelling of kids can mask other problems: study
5 January 2009
(PhysOrg.com) -- Labelling children with learning and behavioural difficulties can be detrimental to the children in question as well as their teachers, research by a QUT graduate has found.
Dr Linda Graham, who recently received the AARE Award for Doctoral Research in Education, found that children who were labelled as having "ADHDlike" symptoms, for example, were at a disadvantage when it came to people's perceptions of them.
"This phrase was used to describe everything about him with the use of words like impulsiveness and inattention and hyperactivity, which turned out to be a big problem because his first school, as well as subsequent schools, became fixated on this label informally diagnosing the boy.
"I have been looking at the things we say and how that affects what we do, and I have looked at the files of students who were referred to specialschools for behaviour," she said.
She said her interest was in the pervasive nature of the discourses around ADHD.
"ADHD went from something which was relatively obscure in the early 1990s, which most people didn't know about unless they had a child with it, to all of a sudden becoming something everyone knows about," she said.
"It is especially problematic when children can end up with an "informal" diagnosis which becomes a kind of pop-culture explanation for why children behave in certain ways.
"I am not saying these behaviours are not real, but I am saying it is not good to use ADHD as a label to describe them, as it doesn't offer teachers and schools an adequate road map with how to proceed in helping a child through school - when a child walks in with a diagnosis of ADHD what does that really tell the teacher? Not much."
She cited the example of one boy who had speech problems and learning difficulties from the age of six and had been described numerous times by schools as having "ADHD-like behaviours".
"As it turned out, he did not have ADHD, but was speech and language-impaired, which would also give a good explanation to why he was explosive: if he was verbally challenged by another child he would be more likely to hit out.
"However, because of the red-herring effect of ADHD, this was misinterpreted as impulsivity with terrible, long-lasting consequences for the boy concerned."
She said she thought the labels were deceiving, but that people tended to think all the children with a particular diagnosis would be the same.
"An informal diagnosis is like a signpost, saying this child is likely to do certain things, and the more dominant these diagnoses become, the less inclined a teacher might be to work out individually what will work with these kids."
She said schools were becoming disempowered, and that the individualised and instinctive intuition which was used by teachers for years is being eroded, often to the detriment of children and the teachers themselves.
Provided by QUT
1 / 2
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Zika Virus Information
What is the Zika Virus and what are symptoms of an infection?
The Zika virus is typically transmitted through the bite of an infected mosquito. People can also get Zika through intimate contact with a person infected with Zika and it can be spread from a pregnant woman to her unborn infant. Symptoms are usually mild including quick onset of low grade fever, joint pain, rash, conjunctivitis, body aches, headache, eye pain and vomiting. People usually develop symptoms between 2–14 days after they are infected.
What can I do to protect myself?
The best way to protect yourself, and the ones you love, is to prevent mosquito bites. Cover up if you are going to be outdoors. Wear long pants and long sleeves. It is safe for pregnant or nursing women to use EPA (Environmental Protection Agency) approved repellants if applied according to package labels. Apply repellent to exposed skin and clothing. It is also important to drain standing water around your home one to two times per week to prevent mosquito breeding. Examples of standing water can include water found in garbage cans, toys, birdbaths and flowerpots. Make sure to keep mosquitos out of your home as well and repair damaged screens on windows, doors, porches and patios. People usually develop symptoms between 2–14 days after they are infected.
What about traveling?
The CDC has issued an alert for people traveling to regions and certain countries where the Zika virus is prevalent. Pregnant women at any stage should consider postponing travel to these areas. If a male partner of a pregnant woman lives in or travels to an area with active Zika virus transmission, the couple should abstain from sexual contact or use condoms during intercourse for the duration of the pregnancy. Always talk to your healthcare provider before traveling and follow steps to avoid mosquito bites during the trip.
Where can I get more information?
Pregnant women can contact their local county health department for Zika risk assessment and testing hours and information. A Zika risk assessment will be conducted by county health department staff and blood and/or urine samples may be collected and sent to labs for testing. It may take one to two weeks to receive results.
Other Resources:
CDC - http://www.cdc.gov
CDC - Florida specific - http://www.cdc.gov/zika/intheus/florida-update.html
Daily updates on Zika - http://www.floridahealth.gov/newsroom
Zika Virus info - http://www.floridahealth.gov/diseases-and-conditions/zika-virus
AvMed complies with applicable Federal civil rights laws and does not discriminate on the basis of race, color, national origin, age, disability, or sex.
ATENCIÓN: si habla español, tiene a su disposición servicios gratuitos de asistencia lingüística. Llame al 1-800-882-8633 (TTY 711).
ATANSYON: Si w pale Kreyòl Ayisyen, gen sèvis èd pou lang ki disponib gratis pou ou. Rele 1-800-882-8633 (TTY 711).
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PREVENTING INJURIES FROM FALLING OBJECTS
INTRODUCTION
Falling objects can cause injuries and death, not only for workers but for the general public as well. In order to prevent these types of injuries and fatalities, remember the following tips.
WARNING
Warning people who may pass under the area that there is a possibility of falling objects will put them on alert and encourage them to take another route. You can warn others with:
* Signs
* Verbal communications
* Barriers and fences blocking off the dangerous areas
SECURING THE LOAD
If you are lifting a load using a crane or other equipment, an obvious way to prevent injuries from the falling load is to prevent the load from falling in the first place. Make sure that:
* The load is balanced
* The load is secure
* The equipment is functioning properly
o Inspect the equipment before each use
* Use Falling Object Protective Structures (FOPS) on equipment
* Do not exceed weight capacity
PROPERLY TRANSPORTING THE LOAD
* If possible, transport loads at times when fewer people are present.
* Have a spotter in place to tell you where it is safe to move and swing the load.
* Never assume other people can see you or your loads.
* Do not stack loads too high.
o Stack loads to prevent sliding, falling, or collapse.
* If bad weather increases the danger for transportation, focus on another project until you can transport the load safely.
KEEPING YOUR WORKSPACE SAFE
* Do not leave loose items or tools on window ledges, shelves, cranes, or working platforms.
o Stack them on a flat surface or a safe, designated storage place.
o If necessary, cross tie or cover them to keep them in place.
PREVENTING INJURIES FROM FALLING OBJECTS
* Use close boarded platforms or toe boards so it is more difficult for anything on the platform to fall over the edge.
* Use tool and material lanyards.
* Use canopies or nets to catch falling items.
* Never throw materials or tools.
o Use lanyards or buckets to transport tools up and down.
* Clean up debris immediately.
* Report any loose supports or platforms to your supervisor.
SAFETY ON THE GROUND
Although workers above will try hard to make sure that nothing falls, workers on the ground have a responsibility to be safe as well.
* Wear Personal Protective Equipment.
o Hard hats
o Safety boots
* Do not walk under loads.
* Follow warning signs and do not go into areas that are off-limits.
* Be alert at all times.
CONCLUSION
Following safety procedures when working at heights and when working on the ground can help prevent injuries from falling objects. Remember to always be alert and safe no matter where you are working, and you will have a better chance at avoiding injuries. | 1,188 | 580 | {
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Do you know the difference between these three yellow button flowers? … Chris Morrissey
These three flowers are all of a different genus but have similar flower shape and are in the Asteraceae family.
Coronidium scorpioides, Button Everlasting. Korone—crown, idion—short, referring to the remnant of the pappas scorpioides, or cobwebby hairs.
This widespread plant (formerly called Helichrysum scorpioides) is a perennial with a rosette of grey-green leaves, 3-9 cm long and up to 1 cm wide. They continue alternately up the hairy flower stem which grows to 30 cm high. The single button-like flowerhead, 2-3 cm across, is yellow with tubular florets encircling stiff papery bracts. The inner bracts are yellow, the outer ones usually dark brown. It flowers in spring and grows in moist open forest, heathland and woodland.
Craspedia variabilis, Variable Billy-buttons. Craspedon—edge or border, referring to the woolly fringes on the leaves of the type specimen, variabilis—variable.
This is a perennial herb with a rosette of hairy leaves 5-13 cm long and up to 2 cm wide, which become sparse, small and narrow as they clasp the flower stem. The single, yellow, compound flower head is almost spherical and consists of 40-120 tubular florets. There are no papery bracts on this flower. It flowers in spring and summer in the heathland.
Leiocarpa gatesii, Wrinkled Buttons. Leios—smooth, carpos—fruit, gatesii—named after Rev A.C.F. Gates, a plant collector in Victoria between 1890 and 1930.
Button Everlasting
This special plant is endemic to Lorne and Anglesea and is rare, except after fire. It is listed as vulnerable at both state and national levels. It was first discovered near Lorne in 1921. However, it was not seen for many years and thought to be extinct until rediscovered by two ANGAIR members, Mary White and Ted Faggetter in 1984, the year after the 1983 bush fires.
Variable Billy-buttons
Wrinkled Buttons is a short-lived perennial up to 20 cm high. It has very narrow leaves to 2.5 cm long, sparsely hairy and cobwebby above and densely cottony below, with wavy edges. The flower stems are white-cottony and leafy, branched at or near the base. Tiny yellow button-like flowers up to 1.5 cm across consist of tubular florets only. It grows in heathy forests, and flowers from December to June.
References:
Flowers of Anglesea and Aireys Inlet edited by Margaret MacDonald Flora of the Otway Plain and Ranges Volume 2 by Enid Mayfield
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GSNETX STEM Seal of Approval
To earn the Texas Instruments STEM center: Do one activity from each category AND attend a community STEM fair OR attend a GSNETX STEM event OR attend a workshop offered by a GPS program partner.
To earn the Air Liquide S, State Farm T, FLUOR E, or M: Do the starred activity, plus 3 additional activities in that category OR attend a GSNETX STEM event OR attend a workshop offered by a GPS program partner.
⇨ Air Liquide Science Seal of Approval:
★ Find 3 careers in science that interest you. Choose one and complete a Career Card.
* Design your own investigation to learn about a scientific phenomena such as transfer of energy.
* Create your own journal and make observations of what you see, hear and smell when you take a walk around your neighborhood or when you go on a hike with friends or family.
* Tour a science lab (at the STEM Center of Excellence or at school) & learn the purpose of 5 pieces of equipment and practice using one.
* Interview a professional scientist such as an If/Then Ambassador, www.ifthencollection.org
⇨ State Farm Technology Seal of Approval:
★ Find 3 careers in technology that interest you. Choose one and create a Career Card.
* Compare a phone from today to 3 others throughout history. Describe how they are different and what ways the changes made use easier.
* Research three new emerging innovative devices or technological applications. Describe how it will help the community.
* Explore technological advancements in travel. Create a timeline or design a new method of travel by air, land or water.
* Learn a new game to play. Create your own app or game to play in a digital world.
* Complete an Hour of Code. Visit www.code.com for more information.
* Interview a professional in a technology career such as an If/Then Ambassador, www.ifthencollection.org
⇨ FLUOR Engineering Seal of Approval:
★ Find 3 careers in technology that interest you. Choose one and create a Career Card.
* Aeronautical and Aerospace engineers work with aircraft and things which we make that can fly- Design your own flying vehicle to transport cargo
* Biomedical engineers create devices and technology for healthcare purposes- design a product to help the human body perform a function like grab a cup
* Chemical engineers use mathematics, chemistry, and physics to solve problems- make your own cosmetic/beauty product
* Civil engineers design structures like buildings, bridges and dams- Design a model community
* Environmental engineers focus on ways to sustain and improve the natural environment- Design a way to repurpose an item for a new use
* Mechanical Engineers deal with design and production of machine and tools- design a tool to help you complete a chore around the house
* Sign up for an engineering workshop at gsnetx.org/events
* Interview a professional from an engineering field such as an If/Then Ambassador, www.ifthencollection.org
* Complete the Annual Fluor Engineering Challenge, www.sciencebuddies.org/fluor-challenge
⇨ Mathematics Seal of Approval:
★ Find 3 careers in technology that interest you. Choose one and create a Career Card.
* Budget for your lifestyle! Make budget envelopes to help you manage your money as you save for a special item or event.
* Discover the importance of measurement when cooking. Try a recipe from another country that uses the metric system and then convert the recipe using the Imperial measurement system.
* Explore symmetry in nature! Photograph 5 examples from nature and recreate one using common items found around or at home
* Explore currency from 3 different countries. Practice making change for each of the currencies.
* Complete the walkSTEM ® @Camp Whispering Cedar by visiting The STEM Center of Excellence or watching the lessons on www.youtube.com/c/talkSTEM/featured. Create Your Own walkSTEM ® , talkstem.org/create-your-own-walkstem
* Interview a professional in career that uses mathematics such as an If/Then Ambassador, www.ifthencollection.org | 1,875 | 828 | {
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What Does the Bible Say about Mothers?
Sunday, May 9, 2021 Tim McCoy, Lead Pastor
A Chapter a Day
A Mother's Day Quiz
1. Mother's Day in the United States was proclaimed to be "the second Sunday in May as a public expression of our love and reverence for the mothers of our country" by which President:
(a) George Washington
(d) Franklin Roosevelt
(b) Abraham Lincoln
(e) Ronald Reagan
(c) Woodrow Wilson
2. The U. S. House Resolution designating Mother's Day as the second Sunday in May was introduced by a representative from which state:
(a) Alabama
(d) New York
(b) California
(e) Texas
(c) Georgia
3. The official legislation and proclamation establishing Mother's Day requests that mothers be honored by:
(a) Wearing white carnations
(b) Giving them red roses
(c) Serving them a meal
(d) Getting them a card
(e) Flying the U.S. flag
What Does the Bible Say about Mothers?
1. It pleases God when we _________________________
and ___________________ God-fearing mothers.
28
Her children rise up and call her blessed;
her husband also, and he praises her:
29 "Many women have done excellently, but you surpass them all."
30 Charm is deceitful, and beauty is vain, but a woman who fears the LORD is to be praised.
31 Give her of the fruit of her hands, and let her works praise her in the gates. (Proverbs 31:28-31, ESV)
2. Mothers, fathers, and ___________________________ are essential in God's plan for family formation.
18 Then the LORD God said, "It is not good that the man should be alone; I will make him a helper fit for him." 19 Now out of the ground the LORD God had formed every beast of the field and every bird of the heavens and brought them to the man to see what he would call them. And whatever the man called every living creature, that was its name. 20 The man gave names to all livestock and to the birds of the heavens and to every beast of the field. But for Adam there was not found a helper fit for him. 21 So the LORD God caused a deep sleep to fall upon the man, and while he slept took one of his ribs and closed up its place with flesh. 22 And the rib that the LORD God had taken from the man he made into a woman and brought her to the man. 23 Then the man said,
"This at last is bone of my bones and flesh of my flesh; she shall be called Woman, because she was taken out of Man."
24 Therefore a man shall leave his father and his mother and hold fast to his wife, and they shall become one flesh. 25 And the man and his wife were both naked and were not ashamed. (Genesis 2:18-25, ESV)
The Success Sequence
1) Go to school
2) Get a job
3) Get married
4) Have children
20 My son, keep your father's commandment, and forsake not your mother's teaching. (Proverbs 6:20, ESV)
5. God expects us to love ___________________ even more than we love our mothers.
3. Mothers and fathers should be ___________________ and ______________________.
12 "Honor your father and your mother, that your days may be long in the land that the LORD your God is giving you. (Exodus 20:12, ESV; cf. Deuteronomy 5:16)
Children, obey your parents in the Lord, for this is right.
2 "Honor your father and mother" (this is the first commandment with a promise), 3 "that it may go well with you and that you may live long in the land." (Ephesians 6:1-3, ESV)
22 Listen to your father who gave you life, and do not despise your mother when she is old. (Proverbs 23:22, ESV)
4. God intends for both mothers and fathers to have a significant role in ____________________________ their children.
8 Hear, my son, your father's instruction, and forsake not your mother's teaching, (Proverbs 1:8, ESV)
34 "Do not think that I have come to bring peace to the earth. I have not come to bring peace, but a sword. 35 For I have come to set a man against his father, and a daughter against her mother, and a daughter-in-law against her mother-in-law. 36 And a person's enemies will be those of his own household. 37 Whoever loves father or mother more than me is not worthy of me, and whoever loves son or daughter more than me is not worthy of me. 38 And whoever does not take his cross and follow me is not worthy of me. 39 Whoever finds his life will lose it, and whoever loses his life for my sake will find it. (Matthew 10:34-39, ESV)
46 While he was still speaking to the people, behold, his mother and his brothers stood outside, asking to speak to him. 48 But he replied to the man who told him, "Who is my mother, and who are my brothers?" 49 And stretching out his hand toward his disciples, he said, "Here are my mother and my brothers! 50 For whoever does the will of my Father in heaven is my brother and sister and mother." (Matthew 12:46-50, ESV) | 1,978 | 1,153 | {
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IX.
WASTEWATER TREATMENT PLAN OPERATOR EXAMINATION
GRADE 4 STUDY GUIDE
The following is a general outline to serve as a study guide in preparing for the Grade 4 examination. All areas may not be covered on any one exam, nor does the outline necessarily include all topics, which may appear on an exam. The percentage value shown after each major heading give the approximate relative value of that area on the exam.
I. General Knowledge approx. 3%
II. Preliminary & Primary Treatment approx. 3%
A. Wastewater Characteristics
B. Mathematics
C. Overall Treatment
III. Secondary Treatment approx. 30%
A. Process Concepts and Characteristics
B. Process Control
C. Testing
D. Operating Parameters
E. Calculations
V. Disinfection approx. 9%
A. Theory
B. Calculations
VII. Maintenance approx. 7%
A. Pumps
B. Tools and Equipment
Records and Management approx. 15%
A. Cost of Operation
B. Personnel
C. Overall Management
There are several publications available which are useful in preparing for the exam although you will not find it necessary to be familiar with all of them in order to do well on the test.
The Sacramento Course
Standard Methods Latest Edition
Water Pollution Control Federation Manuals Nos. 1, 4, 11, 16, 18, 20
The New York Manual
The Texas Manual
ABC Guide to the ABC Testing Services for Wastewater Collection Systems and Treatment Plant Operations – Volumes 1 and 2
DEM Computer-Assisted Training
These publications can be reviewed in the Office of Water Resources, RIDEM 235 Promenade Street, Providence, RI (401) 222-6820.
A. Troubleshooting
B. Operating Parameters
C. Calculations
Solids Handling approx. 15%
A. Solids Handling Equipment
B. Dewatering Methods; Type, Applications
C. Calculations
Laboratory approx. 13%
A. Sampling
B. Laboratory Practices
C. Calculations
D. Test Procedures
VIII. Safety approx. 5%
IV.
VI.
GRADE 4
Sample Questions
1. What is food/micro-organism-loading ration in an activated sludge plant with a flow of 1.0 M.G.D.? The average influent BOD is 210 mg/l, the average primary effluent percent removal for BOD is 33%, the aeration tank contains 250,000 gallons, and the mixed liquor suspended solids concentration is 2000 mg/l. Select the closest answer.
A. 25 lbs BOD perday/100lbs MLSS
B. 28 lbs BOD perday/100lbs MLSS
C. 30 lbs BOD perday/100lbs MLSS
E. 35 lbs BOD perday/100lbs MLSS
D. 32 lbs BOD perday/100lbs MLSS
2. Digester gas may be used as a fuel when the methane content exceeds:
A. 25%
B. 35%
C. 50%
D. 65%
E. 75%
3. Why must a positive displacement pump never be started against a closed valve?
A. It will pump nothing
B. Excessive pressure may damage the line, the pump, or the motor
C. The sludge will spill
D. the valve will swing open
E. The power driver will stall and overheat
4. A constant weight of a glass fiber filter weighed 0.0934 grams. A 150 ml sample of wastewater was filtered, and after drying in an oven at 103 degrees C, the cooled glass river filter weighed 0.1068 grams. What was the concentration of total suspended solids?
A. 63.3 mg/l
B. 71.5 mg/l
C. 81.8 mg/l
D. 89.3 mg/l
E. 94.6 mg/l
5. What should be the operating pressure on a water seal above the discharge pressure on a pump?
A. 1-2 psi
B. 2-3 psi
C. 5-10 psi
D. 15-25 psi | 1,735 | 894 | {
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GUIDED TOURS FOR YOUNG CHILDREN
Big and Strong
Gorillas, buffalos, rhinoceros, elephants, giraffes, blue whales, golden eagles, ostriches, and giant clams – all living creatures of impressive size and strength. Children can compare their own weight with that of various heavyweight animals, test their strength, and even see how far they have to run to cover the distance between a whale's head and its tail fin.
Favourite animals
Guided tour à la carte: The group names 4 favourite animals and we accompany the children to the animals. Together we explore where and how they live, what they eat and how they move around. Colourful picture cards and careful observation help us find the answers.
Cats
Most children are familiar with cats. They know their soft fur and their sharp claws. In the museum the children learn about early ancestors of the modern-day domestic cat and many of their relatives such as the now extinct sabre-tooth cat, lion, and tiger.
Forest Animals
During this guided tour of the zoological galleries children learn about animals that are native to Austria's forests. The Forest Box with its traces of food, excrement, fruits and seeds, leaves and buds gives children the chance to touch and understand the woodland habitat.
Starfish and Ocean Sunfish – sea animals
Together we go in search of animals that are native to the world's seas. Where do they live? What do they eat? Do they have scales, feathers or fur? Clam and snail shells, starfish and cuttlefish bones are waiting to be discovered.
Frog King and Rainbow Fish – fairytale animals
On a walk through the museum the children meet many animals familiar to them from fairytales. They learn all about how these animals live and whether they really do have the same characteristics as described in the fairytales. Is the wolf really so bad? And are all frogs really the sons of kings?
Our Earth
Fire – water – earth – air – life. This guided tour teaches pupils all about Planet Earth. They can make a volcano erupt, send a water droplet on a journey, and see the heat emitted by their own body using a thermal imaging camera.
Dinosaurs and their contemporaries
In the geological and paleontological galleries children can marvel at lifesize models of dinosaurs, many of which they will already be familiar with from books and films. Further highlights include touching a real dinosaur bone and learning about other animals and plants that were alive when the dinosaurs roamed the Earth.
Monkeying around
How much monkey do we have in us? The school children learn how our closest relatives – gorillas, orangutans, and chimpanzees – live.
Mammoths and mammoth hunters
Which Ice Age animals did humans meet? How did hunters and gatherers live in the Stone Age? The NHM Vienna has real skeletons of cave lions, cave bears, and giant deer as well as a reconstruction of a hut made from mammoth bones and a lifesize mammoth with baby.
Stone Age
Our journey begins in the time of the Paleolithic hunters and gatherers, where the school children can see what the find site of the Venus of Willendorf would have looked 30,000 years ago. The tour then continues into the Neolithic and passes through Austria's first farming village before ending in the Copper Age, when Ötzi the Iceman was alive. Animations and colorful illustrations show how people would have lived at the time.
Opening hours of the NHM Vienna
Wednesday to Monday from 9:00 until 18:30, closed Tuesdays
Duration
50 minutes
Number of participants for kindergarten groups
Max. 25 children
Price
€ 75.00 flat rate for groups of fewer than 15 children
Admission Free up to the age of 19 years; 2 accompanying adults free for every 17 children Guided tour € 5.00 per child
Booking
01/52177/335 (Monday 14:00 until 17:00, Wednesday to Friday 9:00 until 12:00)
It is recommended to book three weeks in advance.
https://www.nhm-wien.ac.at/en/exhibitions/school__kindergarten/appointment_request | 1,622 | 883 | {
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"Pieces of Home" by Colby Deal
About the Artwork
Under-resourced communities and people of color have, throughout history, experienced explicit cultural erasure. Through photography and a family of mediums, artist Colby Deal preserves these cultural characteristics through multilayered works. The process of preservation serves as a vehicle connecting the present to the past through an exploration of experiences. As many travelers experience the work, the intention of the artist is to both spark imagination and historical curiosity of the community and culture within his hometown. For example, the texture of an elegant dress may inspire a mother to reflect on her childhood, now she's prompted to pass the dress on to her daughter. A father may be compelled to discuss land ownership with his son after viewing a photograph of an abandoned house, an architectural detail reminds a grandchild of how their grandmother took care of the entire family in her tiny home.
The placement of these works made available to the community and passersby alike hopes to encourage self-appreciation while honoring the legacy of marginalized Houston communities. They offer the opportunity to explore the preexisting cultural and aesthetic equity within the city while seemingly transcending time, fusing classic black and white photography and architectural aestheticism with contemporary subjects.
In the age of imagery and information leading the forefront of altering humanity, the psychological effect of perpetuating practical narratives of a culture fuels Colby Deal's curiosity to search for and present the most accurate one. A communal repertoire and visual bond are executed through lensbased work, while the root concept of preservation is carried out with each presentation of the lensbased work.
The qualities of imagery and presentation are crucial when conducting interactive studies in a community to observe the psychosis of society based on imagery and placement.
About the Artist
Colby Deal is a photographic artist born and raised in Houston, Texas, and received his Bachelor of Fine Arts in the practice of photography from The University of Houston. Within his practice, he explores the culmination of elements of the psychological environment as well as the physical. He shows the dynamic range of family, community, and the individual by combining street photography and portraiture to capture vibrant communities. In recent years he has incorporated the medium of sculpture and public art as a means of preserving cultural characteristics that are being erased.
Colby is directly inspired by his upbringing by getting to see his family's photographs that were mostly taken by his father. This appreciation for slowing down and concentrating on photographing what's right in front of him, "The Now" has led him to be more in touch with using analog photography. Deal is an alumnus of Project Row Houses summer residency, and Red Line Contemporary Art Center residency in Denver, Colorado, and has recently been awarded an exhibition at the Houston Museum of African American Culture. | 1,246 | 556 | {
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Thompson Scholars Learning Community Logo Philosophy Written by Senior TSLC Member, Amy Markham, Fall 2011
Live: Tree
The tree is a symbol of antiquity, strength, wisdom, protection, bounty, beauty, and redemption. As a tree matures it develops deep roots. Each day that the Thompson Scholars exist at UNK, they are writing our history and rooting the foundation for the next generation of Thompson Scholars. As they live and co-reside in learning communities, they are planting the seeds that will grow and develop into beautiful things for younger TSLC generations to enjoy. The cycle will then continue as the young Scholars grow and do the same for their predecessors.
When a new tree is born, it branches and sprouts new leaves. When a new Thompson Scholar is "born" at UNK, they also branch out as well. They broaden their horizons and develop into educated, wise adults as they grow, learn, and gain valuable experience through their time as a Thompson Scholar.
A tree is symbolic of the Creator. Its duty is to sustain its creation by nurturing its fruit, providing shelter and protection for its young, and regenerating. Each year a new generation of Thompson Scholars is introduced into TSLC. It is the job of the older Thompson Scholars to take in the new ones and mentor and guide them on their journey through college.
With nurture and care, a tree will live for generations, much like TSLC.
Learn: Acorn
An acorn does not fall far from the tree, the Oak tree that is. The Oak, as well as the acorn, represents power, protection, strength, wisdom, endurance, triumph, dominion, prosperity, sacrifice, success, and stability; all many characteristics that our Thompson Scholars and/or our organization possess. They wouldn't have been accepted as Thompson Scholars if they didn't already possess these traits.
The acorn has been a long tie symbol of academics. It has been considered a "cosmic storehouse" of wisdom by ancient people. Wearing oak leaves was a sign of special status (often academia) among the Celts, Greeks, and Romans.
The acorn has traditionally been used to indicate independence of the one who wears it. Thanks to TSLC, our Thompson Scholars will proudly graduate from UNK as independent individuals as they walk the stage wearing their caps and gowns.
The growth and the potential in the tiny acorn serves as a source of inspiration, just as being a Thompson Scholar is inspirational to one's own success. Some of our Thompson Scholars probably didn't think they could make it through college before they had the support of the TSLC. Now that they do, they can use that as their source of inspiration. In ancient times, the acorn was used to mark trails to prevent one from becoming lost. The TSLC acts as the acorns to its members, marking the way, through mentoring, advising, and in the learning community, so a Scholar won't get lost.
Fun fact: Oak trees are known to be common targets for lightning strikes. For this reason, the oak was related to deities that had control over thunder, lightning, and storms. In many cultures the oak is sacred, and is often connected to legends of deities who interact with mortals.
Connect: Gear
Often gears symbolize a mechanical process and are used as a metaphor for automatic, linear thinking and processes. Rather than looking at gears as representing an automatic, routine, look at them as being pieces of an intricate, shifting process that creates possibilities or outcomes only possible with the participation of each other. Each gear, just as each Scholar, is capable of working together with the others in an integrated, highly functional and effective manner.
The gear is also a symbol of interdependence and cooperation with others for the betterment of mankind. As a learning community, the Thompson Scholars develop interdependent, cooperation, and team building skills as they live, work, play, and learn together.
Lastly, gears are largely symbolic of time. The Thompson Scholars spend a lot of their time working cooperatively together and connecting to make lasting relationships.
Succeed: Key
A key can be used to unlock the door and free whoever is inside. However, a key can both unlock and lock things. It can both open and close doors, or opportunities. If you hand over a key then you are granting someone power. Giving them a key to the gates means they can come and go as they wish. Keys can also mean initiation into a new way of life, or a way into some form of success. A family who just bought a house are handed keys to their new home. A man who just won the lottery holds the key to a bright future in the form of the lottery ticket.
The Susan Thompson Buffett Scholarship is need-based. Many of our students wouldn't even have the opportunity to receive a college education if it were not for the scholarship. The Scholarship is their key to success, their door to opportunity. | 1,929 | 1,043 | {
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Summer Assignment
Incoming 6th Graders
Theme: Identity
Part 1: Making Predictions
Making Predictions: Eleven by Sandra Cisneros - once you make a copy of this document, read the story preview and complete the activity on making predictions.
Part 2: Reading
Read and annotate the following short stories:
Eleven by Sandra Cisneros
Names / Nombres by Julia Alvarez
The Party by Pam Munoz Ryan
Part 3: Compare and Contrast Essay
Choose 2 stories and write a compare and contrast essay about how identity influences the main characters' thoughts and actions. How do the events in the story shape how the characters feel about themselves and others?
In your writing, make sure you:
* Write an introduction
* Elaborate with variety of information
* Cite evidence from the text to support your ideas
* Organize your writing
* Make sure to discuss each story that you choose
* Use transition words
* Write a conclusion
* Check your writing for correct spelling, grammar, and punctuation.
Compare and Contrast Video
Evaluate your essay using the following rubric:
ALL ASSIGNMENTS ARE DUE AND PRESENTED ON THE FIRST FULL DAY OF SCHOOL
Standards:
NYC Priority Standard R1: Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NYC Priority Standard W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
* Introduce and organize complex ideas, concepts and related information logically from various sources together in ways that make important connections and distinctions
* Effectively select relevant and sufficient facts, definitions, concrete details, quotations or paraphrased information to develop a topic informed by the audience's knowledge of the topic
* Provide analysis of the information cited from sources
* Synthesize the complexity of the topic and information to effectively inform the reader
* Include text features, illustrations and multimedia
* Clearly organized writing using headings, paragraphs and sections
* Use language that:
- Is precise and content-specific
- Expresses the complexity of the topic
- Uses transitions to make critical connections/distinctions, create cohesion and connect ideas and concepts
* Include a closing statement or section that explains the significance of the information presented
* Make choices about the style and tone of the writing based on the task or subject
* Put the skills above together to write an informational/ expository texts that examine and convey complex ideas, concepts and information clearly and accurately
NYC Priority Standard L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
NYC Priority Standard L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
SUMMER READING LIST: 6th Grade
Feel free to explore the following texts for your independent summer reading:
* Artemis Fowl by Eion Colfer
* A Wrinkle in Time by Madeleine L'Engle
* The Egypt Game by Zilpha Keatley Snyder
* I Am Malala: How One Girl Stood Up for Education and Changed the World by Malala Yousafzai
* The Season of Styx Malone by Kekla Magoon
* Wonder by R.J. Palacio
* New Kid by Jerry Craft
* The Girl Who Drank the Moon by Kelly Barnhill
* The Stonekeeper (Amulet #1) by Kazu Kibushi
* A Good Kind of Trouble by Lisa Moore Ramee
* Miracle Boys by Jacqueline Woodson
* If You Come Softly by Jacqueline Woodson
* I Hadn't Meant to Tell You This by Jacqueline Woodson
* Miles Morales by Jason Reynolds
RESOURCES:
* https://soraapp.com/welcome
* http://getepic.com
* https://www.pdfdrive.com | 1,841 | 819 | {
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Name_________________________________________
Guiding Questions for "Stereotypes and the Older Worker" Article Analysis
Analyzing Source Credibility
1.
Who wrote this article? _________________________________________________________________________________________
Where was this article published? _____________________________________________________________________________
When was this article published? ______________________________________________________________________________
Do you think this is a credible source? Whatevidencefrom the text helps us determine if the information presented in this article is trustworthy?
Understanding Key Ideas
2. In a few sentences summarize the key ideas presented by the authors of this text.
Comparing Texts with Similar Topics- Choose ONE of the questions below to complete with your group.
3. Choice One= How do the key ideas discussed in "Stereotypes of the Older Worker" compare to the key ideas presented in "Mind the Gap"? Make sure to includeevidence to support your thinking.
Choice Two= Which lines from our anchor text, "What Do We Do With A Variation," best illustrate how older workers are being treated in this article? Cite a specific line or two from the poem and explain how this relates to the article "Stereotypes of the Older Worker".
Making Real World Connections
4. Based on information presented in "Stereotypes and the Older Worker," why is it important to study the relationships between the young and the old?
Thinking Critically & Creatively
5. Imagine the artist Octavio Ocampo is going to paint a new picture, but this time he is going to show his audience what is going on inside the heads of a young man and a young woman. Place words and/or pictures inside the heads below that accurately show what you believe young people today have on their minds.
Discussion Point-‐ What do you think an older person would say is on the minds young people today? Would the words and images be the same? Why or why not? Be able to defend your thinking. | 1,015 | 1,377 | {
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The ostrich farm
This farm grows cereals and breeds free-range ostriches. Ostriches are flightless birds, part of the ratite family. There are three sorts of ratite: ostriches from Africa, rhea from South America and emus from Australia. These animals are herbivorous; at the farm, they eat meadow grass, dehydrated lucerne and cereals. You can visit this farm and buy its produce at a farm shop.
Les Tertres and the watershed
A tertre is a small rocky outcrop with a flat top. In this region they are made of sand and sandstone, a reminder that the Paris basin was underwater 13 million years ago. These tertres form a watershed, with water flowing either north towards the Marne or south towards the Seine.
Les Petites Vosges
The term vosges means a place of wood and water. In the wood, the Petites Vosges summit stands 193m high. In the early 20 th century it was sliced open for a railway track running from Provins to Esternay. The sand from this outcrop used to be quarried.
Édition Provins Tourisme – Conception et réalisation : CréaClic ! – 10/2022 - Informations susceptibles de modifications.
Access: Villiers-Saint-Georges is located 14 km northeast of Provins by the D403.
Practical information: elevation gain: 49m. All shops.
The Hiker's Code of Conduct
* Do not leave the marked paths.
* If there are any doubts regarding which path to take, markings take precedence over the description.
* Respect nature and private property.
* Don't litter.
* Avoid routes during hunting season (check with the town halls or the Seine-et-Marne hunting federation).
* Close gates and fences after you.
* Whenever possible, remove any obstacles from the path.
Hiking
in Provinois, Bassée-Montois and Morin
VILLIERS-SAINT-GEORGES Through the fields around the Vosges outcrops
CIRCUIT N° This hike takes you through typical Brie scenery: farmland, bosquets, woods and isolated farms with two high points atop wooded hills: Les Tertres (190m) and Les Petites Vosges (193m).
Through the fields around the Vosges outcrops
Leave the car park via Rue de Provins on the left and quickly turn right into the Sente de l'Eponge. At the well, go left, then right. Follow Rue de Rupereux (D12) on the left for 400m. 1
Take the tarmac path on your right which becomes a dirt track. Follow it for 1.4km. 2
At the junction, turn left between the fields (N.B several paths no longer exist in this area). 1km later, keep left then cross the D12. 3
Walk past farm La Fontaine farm opposite. Take the left path through the wood to the road near the hamlet Flaix. (100m on the left, at the cross, a panorama of the neighbouring countryside). 4
Take the path opposite to continue upwards. It goes through the wood to a local road. 5
Take this road on the left for 50m, and take the path on the right leading to a wood and going round it. Turn right, go through the wood, then go down to the road. 6
Take the path on the left. Follow this path for 1.7km taking care as you cross the D403, the D72 then the former railway track. 7
Some 200m after the railway track turn left into the path which becomes a road after the aerial and go through the wood. It then runs alongside the railway track. Cross over the railway track to continue on the other side for 200m, the path then leaves the track. 8
Enter Villiers-Saint-Georges via Rue de Nogent and, after two streets on the left, bear left in the Sente du Puits then the Rue du Puits which takes you to the church and the Town Hall car park. 9
Trail markings
The trail markings on this route are installed and maintained by 250 footpath wardens from the Seine-et-Marne departmental hiking committee. (Codérando 77). It is part of a network of 4,500 km of walking and hiking trails in the department. If you notice any irregularities during your hikes (errors or lack of markings, poor maintenance, illegal waste disposal), please inform Codérando 77 via the website http://sentinelles.sportsdenature.fr/ by selecting the "hiking" activity. | 1,695 | 1,006 | {
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Gladstone Road Primary School
Year 6 ~ W/B 15.06.2020
Day 1
Day 2
Spellings
Alphabetise Activity
Day 3
Day 4
Writing
Maths
History
Write an Alternative Version
Task: Read Chapter 5 of The Brain Academy. Have a think about what would have happened to Natalie and the other characters if the Walter J Gadfly's plan had been successful. Pretend that the brain fusion had been successful. What amazing, or even dangerous, events might Natalie have been involved in? How about the other four pupils? What would life have been like for them? Write an alternative version should this have been successful.
The Brain Activity Chapter 5 / Resource 17: Pages 28-30
White Rose Maths
Summer Term / Week 7
Lesson 4:
Solve simple one step equations
TT Rockstars
Maths Pack https://whiterosemaths.com/homelearning/ https://play.ttrockstars.com/auth/school/student
London Landmarks Then and Now
Task: Complete the London Landmark Matching Cards by matching the image to the name to the historical information about the landmark. Cut and match the name, with the image and historical details.
Then read the information about 'London Landmarks Then and Now,' it explains how London has developed over time. Then answer the question to reflect on the historical changes.
London Landmark Matching Cards / Resource 19: Page 32 London Landmarks Then and Now/ Resource 20: Pages 33-39
Day 5
Maths
PSHE DT
TT Rockstars https://play.ttrockstars.com/auth/school/student
World Music Day (Sunday 21 st June)
Task: To celebrate World Music Day can you make your own musical instrument out of recycled materials you find around the home (toilet roll tubes/shoe boxes/cereal boxes/paper/string/elastic bands/rice/tins etc…)?
Once you've made it see if it can function like a real instrument and try to play your favourite song on it! You could even invent a game – like 'Name that tune' and play with your family (play a short piece of a song on your instrument and see if your family can guess which song it is)!
Send in photographs of your musical instruments to school so we can celebrate your amazing work together!
Don't forget…Our science blog gives some brilliant things to try at home https://grpsscienceblog.wordpress.com
Listen to Journey to The River Sea on our school website read by your teachers!
http://gladstoneroadschool.co.uk/year-6-hl/
TT Rockstars https://play.ttrockstars.com/auth/school/student
Readtheory.org https://readtheory.org/auth/login
Charanga Music Lessons https://charanga.com/yumu/login
Make sure you take a photo and share your work with everyone on our 'Keeping in Touch' page on our school website. Email a picture & description including name, class, what you've done.
email@example.com
See your work being celebrated here!
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Wasps
The life of a wasp
In spring a queen wasp will build a nest out of a paper like material made from wood she has chewed, this is about the size of a golf ball. Wasps will build a nest in a void such as the roof space of a house, garden shed, inside a hollow tree or in a bank of earth. She lays eggs within the nest and will feed the newly hatched grubs until they are ready to pupate and change into worker adults.
Around July the workers take over the task of building the nest and the queen continues laying eggs. The nest may grow to the size of a football and can contain thousands of wasps.
In late summer the production of workers changes to the production of queens. The workers start to die off in the colder autumn months and the newly fertilised queens exit the nest and find a place to a suitable place to hibernate over the winter ready to repeat the cycle the following year. Wasps will rarely re-use the previous year's nest.
Treating wasps
Although this is a job best left to professionals and our advice is not to tackle the problem yourself, it may be possible to treat a smaller early season nest yourself.
Dealing with a wasp nest can be dangerous and they will defend the nest if disturbed or aggravated. Wasp stings are very painful and can cause intense swelling and severe allergic reactions in some people.
Detailing the many situations that a wasp nest can be found in and the way that they can be treated safely and effectively as a professional would approach them would be too numerous to describe.
Basic advice should you decide that you are confident that you can tackle a wasp nest safely and effectively yourself is;
- Buy an appropriate insecticide which is suitable for use against wasps and the location of where the nest is. Follow the manufacturer's instructions carefully.
- Wear protective clothing.
- Wait until dusk. Wasps are less active in the dark.
A nest will generally have one entrance and there will be a distinct flight path to and from it. Some plants, trees and shrubs can be seen to have a large amount of activity around them and does not necessarily mean that there is a nest at that location. Wasps forage around plants and it is more likely that they will be looking for food.
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Learning in Reception Class
In school your children will be taught skills through these 7 areas:
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and both fine and gross motor movement. Children will also be helped to understand the importance of physical activity, and to make healthy choices in relation to food and exercise.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters, to blend sounds and begin to read and to segment sounds to begin to write. Children will be prompted to notice print in the environment, begin to recognise common/irregular words and will have access to a wide range of reading materials to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures, with an emphasis on using concrete resources in practical situations.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore a wide range of media and materials to encourage the sharing of thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Understanding progress in Early Years: A guide for parents
What you can do at home to help your child make progress:
Tidy up, stack pots and pans, set the table for dinner.
Walk upstairs and count the steps, explore cupboards, talk about what you find, complete jigsaws with your child.
Play 'counting on' games that use a dice, such as Snakes & Ladders
Collect objects (leaves, pebbles), count them, sort them, match them.
Look at and talk about the shapes you see when going for a walk, count the steps between shops or trees, use '1 2 3, Go!' in the park.
Grow plants, talk about their height, measure them.
Set up a 'shop' - play with real coins, 1ps and 2ps to begin with.
Bathtime - count ducks, boats, fish, toes, fill bottles and jugs and talk about empty, full, small and big.
Hide toys and give clues using words such as inside, behind, next to.
Count objects around the home such as pairs of socks.
Sing nursery rhymes, share poems.
Write a shopping list, say out loud what you are writing and allow your child to make their own. Don't worry if it cannot be read – making marks on paper is a vital stage of writing and if it is valued and seen as fun then children will continue to learn to write.
Read to your child regularly.
Point out print in the environment, e.g. on packaging.
Paint, draw, chalk mark, make patterns in the sand using stones.
Cook – talk through the recipes.
Use puppets to tell stories.
Please ensure your child holds their pen or pencil correctly when writing. Encourage them to correct it if they are not. Write in lower case letters.
Use their name to label paintings/their room.
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Money Smarts for Kids. Money Skills for Life
FOR IMMEDATE RELEASE
Media Contact: Janet Redwine 303-320-3241 firstname.lastname@example.org
NEWS RELEASE
A Head Start on Learning Life Lessons: Young AmeriTowne Hosts State Bank and Financial Services Commissioner
April 23, Denver – It is never too early to teach children about money—how to spend, how to save, and how to ensure it is safe for the future. A visit by State Bank and Financial Services Commissioner Patty Salazar to a group of Young AmeriTowne fourth graders helped bring this lesson to life.
AmeriTowne delivers a hands-on lesson in free enterprise to more than 34,000 young people a year
across the state of Colorado. During the program, students learn about free enterprise, civics, personal finance and workforce readiness. The culminating experience is a day running AmeriTowne, a real town that includes a Towne Hall, Medical Center, Newspaper and Snack Shop.
Young Americans Center for Financial Education, which runs Young AmeriTowne, has been providing youth with real-life, hands-on experiences in financial education since 1987. President and CEO, Richard E. Martinez, Jr.,
Patty Salazar and Rich Martinez with students from Black Forest Hills Elementary.
invited Ms. Salazar to speak to 118 students from Black Forest Hills Elementary, a Cherry Creek School located in Aurora in celebration of Financial Literacy Month. Ms. Salazar works for the Colorado Department of Regulatory Agencies (DORA).
Addressing the students, Ms. Salazar said that her job is to make sure that banks and credit unions in the state follow the law because, "We want to keep your money safe." After students shared their ideas about why following laws is important to them, Ms. Salazar concluded, "I am so excited that we get to partner with folks like Young Americans to make sure that all of you understand how important it is to use the banking system to both save your money now and manage your money as you get older."
For 10-year-old Tate, an employee of the AmeriTowne College, Patty Salazar's visit was, "Pretty cool because she helps protect our money." Ian, a Doctor in the Medical Center, added that he was glad to, "Meet someone who works for the government."
About Young Americans Center
Young Americans Center for Financial Education is a nonprofit organization committed to developing the financial literacy of young people, up to age 22, through real life experiences and hands-on programs. The Center fulfills its mission by offering programs that complement and reinforce each other to build life skills, work skills and financial self-sufficiency. These include Young AmeriTowne, International Towne, YouthBiz, Money Matters classes, summer camps and more. In addition, Young Americans Center houses the only real bank in the world for young people, Young Americans Bank, which shares the same educational mission of teaching children to be financially responsible. Since 1987, more than 700,000 youth have participated in the programs or bank. For more information on the Young Americans Center for Financial Education, visit www.yacenter.org.
About the Department of Regulatory Agencies
The Department of Regulatory Agencies (DORA) is dedicated to preserving the integrity of the marketplace and is committed to promoting a fair and competitive business environment in Colorado. Consumer protection is our mission. Visit www.dora.colorado.gov for more information or call 303-894-7855/toll free 1-800-886-7675.
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Website Pack
Website Pack
What is this pack for?
We have put together some useful resources to help you add myHappymind to your School website. This includes some information about the programme and modules to inform parents about what their children are learning, as well as a statement about how myHappymind covers many of the PSHE topics.
We ask that you do not share any lesson content or planning/mapping documents on your website.
What will you find in this pack?
* Text for your website including the myHappymind Program Overview text, module descriptions and PSHE statement
* Images for your website, including the "Proud to be a myHappymind School logo"
* Parent app video link
Overview of myHappymind
We are proud to be a part of the myHappymind Family!
As a whole school program grounded in science and dedicated to building positive mental wellbeing, myHappymind helps children understand how their brains work and creates a culture that helps to build children's resilience, confidence, and self-esteem. myHappymind also teaches the children how to self-regulate and manage their emotions in stressful times, allowing them to be their very best selves!
Learn more here: https://myhappymind.org/
myHappymind Module Descriptions
* Meet Your Brain: Understanding how your brain works and how to ensure we look after it so that we can manage our emotions and be at our best. Growth mindset is a key part of this too.
* Celebrate: Understanding your unique character strengths and learning to celebrate them. This is a fantastic module for building selfesteem.
* Appreciate: Understanding why gratitude matters and how you can develop gratitude as a habit. Gratitude is key to well-being and resilience and we're all about making it a habit!
* Relate: Understanding why positive relationships matter and how to build them. We're focussed on the building blocks of good relationships and friendships.
* Engage: Understanding how to set meaningful goals that matter and how to keep resilient in times of challenge. This module is all about building self-esteem and resilience too.
Text for your website
Text and images for your website
PSHE statement
myHappymind is a mental health and well-being programme to support children in learning habits to support their own mental health. It does also cover all the mandatory objectives from the DfE Relationship Education Curriculum and also around 70% of the PSHE objectives.
myHappymind Logo and sign:
Images for your Website - myHappymind Module images
Parent App
We would love for you to share our parent engagement resources on your website. Please be mindful about sharing your Parent app code in the public domain. Please share this code with your families privately.
Below is the link to the Parent App Introduction video that you may like to add to your myHappymind page.
Parent App Video link
https://myhappymind.lpages.co/myhappymind-parent-app-introduction/
Further help
Please contact your Customer Happiness Manager if you need any help with the contents of this pack, alternatively, you can email firstname.lastname@example.org.
Want to Learn more
Visit https://myhappymind.org/ or, if you are interested in delving into more detail we recommend picking up a copy of myHappymind's founders book, My Happy Mind. Just click here to buy. | 1,404 | 710 | {
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