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Prime Scholars Library
Commentary
Advances in Fishery, Aquaculture and Hydrobiology
Vol. 9 (2), pp.1-2, September, 2021
©Prime Scholars Library
Author(s) retain the copyright of this article.
Article remain permanently open access under CC BY-NC-ND license
Available online at https://primescholarslibrary.org/
https://creativecommons.org/licenses/by-nc-nd/4.0/
Advances in fish farming
James Mayor
*
Institute of Aquaculture, University of St Andrews, Scotland, U.K.
ABOUT THE STUDY
Fish farming or Pisciculture is a form of aquaculture, where commercial breeding of fish in artificial environment takes place. Fish farming is similar to crop farming, sericulture, apiculture or animal husbandry, mainly involving catching, breeding and rearing of fish occurs. Global demand for dietary consumption of fish has resulted fishing and fish farming. It provides artificial environments or pseudonatural environments like tanks, ponds etc. for breeding fish. Most commonly farmed aqua species are: tuna, salmon, crustaceans, crap, molluscs etc. To supplement a species' natural number some the fishes are released into the natural habitat, this is called Fish hatchery.
Mariculture: It usually involves food production majorly for human consumption. In this process marine organism such as fish shellfish, finfish, some sea plants etc. are cultivated for human consumption.
Algaculture: In this type of aquaculture usually algae are cultivated. Harvested algae are microalgae (phytoplankton, planktonic algae or microphysics) and macroalgae (seaweeds). Cultivation of microalgae is easier when compared to macroalgae.
TYPES OF FISH FARMING
Fish farming can be done in two ways: Extensive and Intensive
Extensive farming
Major fish reared in extensive fish farming
Extensive farming is based on local photosynthesis production. It refers to breeding fish in medium-to-large sized ponds (existing ponds) or water bodies, which mostly relies on natural productivity of water body with slight modification with external inputs, in this type, productivity is low.
systems are catfish, carp tilapia, etc.
In extensive fish farming, fish feed is mostly based on the food web system within the pond, which can be enhanced by addition of fertilizer or manure.
Ranching: This is an extensive fish farming type and is considered a form of "re-stocking" of natural populations. In this type, fishes are raised in cage and released to feed in the wild and are captured when they reach the market sized. Salmons are mostly reared through ranching.
Intensive fish farming
Examples of fish reared in this system are tuna, sea bass, salmons, trout etc.
Intensive fish farming is a well-managed form mostly in closed circulation tanks or flowthrough raceways, in which the maximum production of fish is obtained using minimum quantity of water. Fishes are mostly fed formulated feed. In this system, oxygen, water quality and food supply is closely monitored. It is a high cost process but with higher production rates.
Intensive fish farming can be divided into:
- Flow-through or raceways (semi-closed systems)
- Completely closed (cage systems)
- Open system (floating cage systems)
Semi-intensive fish farming: In this type, the fish still obtain its food through food web within their ponds, but they are supplemented with fishmeal, vegetable origin etc. in this type fish grows faster and to larger size.
Cage system: This system involves growing of fishes in existing water resources but enclosed in a net cage, allowing the free flow of water but restricting the movement of species. Pond system: In this system the farmer uses the existing pond which is at low risk of rainwater runoff and flooding. In this system fish are often fed with commercial fish food.
Tank system: Tank system design is dependent on the number of species that can be carried in the tank, which also defines the feeding rates.
Raceways systems: This system uses artificial channel and is based on continuous water flow, also called as flow through systems.
Different type of fish culture based on number of species grown
Monoculture: In this single species of fish is grown.
Polyculture: It is a practice of culturing more than one species of fish in same pond/ system. | 1,894 | 906 | {
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Sow, Grow, Farm
For term 3 and 4 our topic will be Sow, Grow, Farm. In the Sow, Grow and Farm project, your child will learn about allotments in the United Kingdom and how the government encouraged people to have them to support food rationing during the Second World War. They will have the opportunity to learn about farming in the United Kingdom and the techniques used in modern farming, including the challenges that farmers face. They will learn about the benefits of eating seasonally and about the pros and cons of importing food. They will also
learn about world farming and how the different climate zones affect where different foods can be grown. They will have the opportunity to learn about farming in the United Kingdom and the techniques used in modern farming, including the challenges that farmers face. They will learn about the benefits of eating seasonally and about the pros and cons of importing food. They will also learn about world farming and how the different climate zones affect where different foods can be grown.
During English lessons we will be reading 'The Secret Garden by Frances Hodgson Burnett. The story follows the spoilt and bad-tempered Mary is orphaned at the age of ten, she is sent from India to live with her hunchback uncle on the Yorkshire Moors. At first, she is utterly miserable, but gradually the frienship of her maid and the discovery of a secret garden in the grounds of the house begin to change her. We will use the story as a stimulus for our own creative writing whilst also developing our grammar skills.
In Maths we will continue to practice our multiplications using Times Table Rockstars which is an app that your children can access at home. Our focus this term will be on Ratio, Deciamls and Algebra.
In science your child will learn about food webs and animal life cycles, including how living things are dependent on one another within a habitat. They will investigate the different ways that plants reproduce and will dissect flowering plants to identify the different structures.
Our RE topic for this term is Humanism. We will be learning about the key beliefs of humanists and comparing these to other major world religions. We will reflect on what it means to be a humanist in the world today and consider to what extent the beliefs of Humanists match our own.
In art children will learn about the visual qualities of line, light and shadow. They will explore the work of Pablo Picasso and Rembrandt and are will be introduced to a range of shading techniques. They will take black and white photographs and use pencil, pen and ink wash to reimagine their photographs in a shaded drawing.
This term P.E. will take place on Monday with the class teacher focussing on circuit training. Children will also take part in lesson on Thursday's with Theme Team doing sports and Mrs Thorpe doing dance and drama relating to our topic. All children need to wear their P.E. kit in school on those days. No earrings are allowed to be worn during P.E. lessons therefore the children need to be able to take them out themselves, or have them taken out in the mornings before school.
Children will receive homework every Friday. This will need to be completed and handed back in on Monday morning.
Lastly a word about reading! Please encourage your child to read each evening, books that they enjoy. It is their future to become lifelong readers. Children are rewarded if they bring back their Reading Record book so important in this age of technology that we invest in back with a smiley face which will win them prizes when they gain 10, 20, 30 etc.
Thank you for your support.
Mr Wymer | 1,274 | 737 | {
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Dear Parents and Carers,
Hello and Happy New Year! I hope you all had a lovely Christmas and a relaxing break. It has been a delight catching up with the children and finding out what they got up to over the holidays. As we move forward and begin Spring Term 1, we will be starting a new topic called 'Growing Together' which is linked to our Science unit all about 'Plants'.
Reminders:
* Reading at home – Please remember, where possible, to read with your child at home and write this down in their reading journal. I have been counting the number of reads the children have, and will be recording this weekly. We have also had one student in our class reach 100 reads, and it would be lovely for more children to reach this as well! (Please remember we only count 1 read per day).
* Lost property – I am gathering a collection of jumpers and cardigans in my classroom. If your child is missing anything, please feel free to come and have a look in the box at the end of the day, at home time.
* Times Tables Rockstars – During the Spring term, we will be moving on to Multiplication and Division. Please encourage your child to spend time on TTRockstars, so that they become more confident with their timetables, particularly their 2s, 5s and 10s.
* School start time – Every morning I welcome the children into class at 8:55, so that we can begin promptly at 9:00. I will be closing the door at 9:00, therefore if you arrive after this time, please take your child to the main reception to get their attendance mark.
The Spring Term 1 Curriculum in Class 2:
We have lots of fun, different activities for the children to complete across the whole curriculum. Here is a little bit of information about what we will be covering in each subject.
* English: We will be reading and completing activities linked to the books 'It starts with a seed' by Laura Knowles and 'Our Tower' by Joseph Coelho.
* Maths: Following the WhiteRose Maths scheme, we will finish off looking at Addition and Subtraction, and Shape. We will then move on to Multiplication and Division.
* Science: In Science this half term, we will be observing how seeds and bulbs grow into mature plants, and finding out how plants need water, light and a suitable temperature to grow and stay
healthy.
* Art: The children will be learning about the work of Judith Scott, who is an American fibre sculptor.
* Geography: Class 2 will be answering the question 'What makes Woodborough wonderful?' by studying the village's geography.
* RE: This half term we will be finding answers to the big question 'What is the good news that Jesus brings?'.
* PE: The children will now have PE every Thursday and Friday, which will be delivered by our specialist PE coaches. Please make sure that your children wear their PE kits to school those days, and those with long hair have it tied up.
* PSHE: We will be finishing off learning about health and wellbeing, and then beginning to look at safety and the changing body.
* Music: During this half term the children will be learning about dynamics, timbre, tempo and motifs.
Finally, if you require any further information or have any questions please feel free to contact me, either via Yammer or email. My email address is email@example.com.
Kindest regards,
Mrs Stocks | 1,255 | 725 | {
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Lothersdale Primary School
Music Rationale
"Great music education is a partnership between classroom teachers and specialist teachers... It is important that music education of high quality is available to as many of them as possible… Music helps bind pupils into the wider life of the school" (Department of education)
"Music has a power of forming the character and should therefore be introduced into the education of the young." (Aristotle)
At Lothersdale we believe in providing a knowledge rich music curriculum that provides the opportunity for all children to access a range of different music. Our balanced music curriculum provides practical and exploratory opportunities for children to develop their creativity, confidence and competence as performers, composers, improvisers and listeners. Through a carefully planned sequence of learning, children build their knowledge of music as they move through the year groups to achieve our goal.
Intent
- Children will gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres.
- We aim to develop a curiosity and love for the subject, as well as an understanding and acceptance of the validity and importance of all types of music.
- We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.
- Music promotes diversity and is used to express the children's personal, emotional, social and cultural identity.
- Children become competent musicians who are able to compose, share and perform using their new knowledge.
Implementation
- The carefully sequenced music curriculum ensures students sing, listen, play, perform and evaluate.
- Each week a specialist music teacher delivers carefully sequenced lessons to develop the children's knowledge of music to the children in the following groups:
o EYFS
o Year 1
o Year 2
o Year 3 and 4
o Year 5 and 6
- Children learn to compose and perform music using body percussion and vocal sounds which
develops the understanding of musical elements without the added complexity of an instrument.
- Throughout their time at Lothersdale, children will learn to play a range of instruments from all of the different music groups and compose their own pieces of music.
- Children build knowledge and an understanding of the different principle of each method of creating notes, as well as how to read basic music notation.
- Children have opportunities to recall their musical knowledge and skills and demonstrate their abilities through performance.
Impact: to be reviewed at the end of each year
Substantive and disciplinary knowledge in Music
Substantive knowledge in music is based on the developing knowledge of the nine interrelated dimensions of music. All musical learning is built around the interrelated dimensions of music.
Substantive knowledge focuses on developing children's skills and knowledge required for them to develop as musicians. This is achieved through deliberate practice and allows children to develop and demonstrate fluency of knowledge. It involves learning about music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
Disciplinary knowledge in music is the interpretation on the interrelated dimensions of music and how this knowledge is used when singing, playing instruments, improvising and composing, to develop creative and original pieces and performances. Children work independently and collaboratively to interpret and combine the dimensions of music to create a specific and desired effect.
Assessment in Music
Assessment in music is done through continuous assessment for learning through monitoring individual's progress against the year specific expectations within a unit of music. Summative assessments are made observing children's final pieces of music and through half termly discussions with the music teacher. Digital evidence is taken to support teacher observations and assessments of children's progress. | 1,678 | 774 | {
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Question Bank
Petrol Chemistry
1) Looking at the boiling point vs % volume graph for your fractional distillation, what can you conclude about the your sample components in the distillate?
2) Why we should cover the fractional column by a cotton sheets or aluminum insulator? as shown in this fig.
3) During the distillation ,as you heat the sample the temperature is raise ,but when the first drop of the distillate appear then the temperature begin to fall, why?
4) For separation of(aviation gasoline) in high pure percent 90% Which type of distillation should we use ?why?
5) Give a definition for crude oil, and how can you illustrate the term of cuts in petroleum chemistry ?
6) What can you conclude about this graph of boiling point vs % volume of two petroleum samples?
7) What is the structure of each sample ?
8) Which sample is good economical
9) Aviation fuel contain:
a) light naphtha
b) Kerosen
c) Medium Naphtha d) Diesel
10) The lower members of naphthalene are ………… , ……….. , ………. .
11) The hydrocarbone present in crude petroleum are classified into ………. , ………. , …….. .
12) Petrol composition specify its …….… and ….…… properties also the …….. of its products.
13) All hydrocarbon classes are present in the crude mixture, except ……….… and …………… .
14) The simplest mononucllear aromatic compound are .……….. , ………. , and …………. .
15) BTX are important petrochemical reffering to .……. , …….. , and ………. .
16) Binuclear aromatic hydrocarbon are found in …………. .
17) Separate a sample of n-butane and 2-pentane from each other .
18) True or False:
The high percentage of n-paraffins in crude oil increase its importance.
19) Explain the important of determining the % aromatics &non-aromatics.
20- The BTX and BTEX terms.
21- You use petroleum ether to separate non aromatic and diethyl ether to separate the aromatic. Why?
22) Why you use petroleum ether at the beginning and diethyl ether at the end?
23) Whats the importance and benefits of cetane no.
24) Write the scale of cetane no for the following traucks:
a) Modern highway diesel engines. B) Premium diesel
c) Regular no. 2 diesel
25) Whats the importance of octane no of gasoline ?
26) How can we measurement the octane no of gasoline ?
27) What are the benefits of knowing pour point of petroleum derivatives?
28) How can we measurement the pour points?
29) Whats the importance and the benfits of knowing flash point of petroleum derivatives ?
30) How can we measurement the flash point?
Polymer Chemistry
31) Write the chemical equations of preparation of the following:
a) linear and crosslinked UF resins. b) phenolphormaldehyde resin.
32) What are the industrial applications of UF resins?
33) Set the differents between thermoplastic and thermosetting.
34) Explain the role of the fillers in polymer application.
35) Which materials can be used as fillers?
36) Explain the mechanism of polymerization of preparation of UF resins.
37) Write some applicaions and uses of PFs polymers.
38) Explain the properties of novolac and bakelite.
39) Write differents between novolac and bakelite.
40) PF is also called as ………… .
41) Describe briefly the properties of phenolic resins.
42) Write the advanages of bulk polymerization.
43) Write the disadvanages of bulk polymerization.
44) Why the M.Wt of polymers is high?
45) How can we determine the M.wt.?
46) Write the structure of the nylone that you prepare ?
47) Write the types of nylons.
48) Write one equation for preparing of nylone 66 and 610.
49) Why the nylones are good fibers?
50) Write the types of original of polymers. | 1,733 | 893 | {
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What makes a good presentation?
Katie O'Reilly firstname.lastname@example.org @DrKatfish
S-04. New Presenters Symposium with Feedback
What made it memorable?
What made that talk "good" for you?
Giving successful presentations is a skill
Giving good presentations is a skill to be continually developed (never perfected!)
Practice
Feedback
Fundamentals
Skill to be developed (never perfected!)
Successful
Presentation
Attention
Understand
Remember
Believe
Do
The 5 objectives when making a successful presentation:
Attention (are you keeping the attention of your audience?)
Understand (Is the audience understanding what you are saying?)
Remember (Will the audience remember your main points?)
Believe (Does the audience believe what you are telling them?) – emotion
Do (What do you want your audience to do with the information?)
5 Fatal Flaws of Presentations
No point No audience benefit No flow Too detailed Too long
Why do powerpoints put us to sleep? Often it's due to one or more of these fatal flaws.
Rule 1:
Keep the focus on you, not the slides
You want the audience to focus on you. The slides are a visual aid to assist in what you are saying. Anything that takes away the focus on you and your words, takes away from the main objectives.
Rule 2:
Only put it on the screen if it helps your audience
For EVERY slide in your presentation, ask if it meets the five objectives (attention, understand, remember, believe, do)
What does your audience physically need to change at the moment and how can you help them on that journey? What motivates them? What emotions are central to their happiness? What are their values? What do they already know about what you have to say? This is key. Too many people start in the wrong place with their story. They give too much detail for the audience in front of them. Novelist Elmore Leonard said that writing was easy — you just cut out the stuff that people don't want to read. Do the same with your spoken stories. Start in the right place and end before they glaze over
For EVERY slide in your presentation, ask if it meets the five objectives (attention, understand, remember, believe, do)
One idea per slide One (high quality) image per slide Photos and graphics with a clear purpose
Design the slide so that a distracted person can get the main takeaway ("if they heard nothing I said, would they still understand the key concept of this slide?")
Principles of Design
Fewer bullet points High contrast Simple background Sans serif font Large font size
Be prepared for technical issues - can minimize likelihood by not using animations, having backups for videos
Principles of Design
*Minimize bullet points
Use words sparingly – think of them as "guide posts"
Principles of Design
High contrast colors
Low contrast colors
Also be mindful of accessibility (e.g., colorblind-friendly)
Principles of Design
Simple background
Busy background
Principles of Design
Sans serif font
Serif font
What does a typical presentation look like?
Examples of bad (and better) slides
Lots of text and numbers, too complicated for a single slide, background is distracting, serif font (and small size)
Complicated map and figure; multiple images
Complicated figure – can simplify by asking "what is the story I want to tell with these data?"
Lots of text and bullet points
Simple, high contrast, audience could get gist of slide without hearing the speaker; could introduce steps one at a time to increase effectiveness and audience retention
PRACTICE
Not every presentation will be a hole in one. But practicing can get you a lot closer. | 1,518 | 766 | {
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For further information, contact: Caroline Triay +917-826-7038 firstname.lastname@example.org
Sarah Hecker +312-363-6035 email@example.com
Prevent Blindness Encourages Eye Safety for Upcoming Total Solar Eclipse in April
Upcoming total solar eclipse on April 8 th will be one of the longest total solar eclipses of the 21 st century
CHICAGO (Feb. 8, 2024) – Prevent Blindness, the nation's leading nonprofit eye health and safety organization, is preparing the public to safely experience the total solar eclipse that will take place on April 8 th , 2024 with the Prevent Blindness Eclipse + Your Eyes program. The goal of the recently launched program is to educate the public on solar eclipses and raise awareness about the dangers of looking directly at the sun during an eclipse. The Eclipse + Your Eyes Program is made possible by the generous support of Silver Sponsors MyEyeDr. and National Vision, and Bronze Sponsors Amgen, UnitedHealthcare and VSP Vision.
The eclipse on April 8th will be the last total solar eclipse visible from the contiguous United States until 2045. Its path of totality in North America will begin in Mexico and pass through Texas, Oklahoma, Arkansas, Missouri, Illinois, Kentucky, Indiana, Ohio, New York, Vermont, New Hampshire, and Maine before ending in the Canadian province of Newfoundland and Labrador. However, a partial eclipse will be visible throughout the continental United States.
"This April, everyone in the contiguous United States will be able to view this spectacular astral event – one not to be seen again for more than 20 years. Prevent Blindness wants to ensure all eyes are protected while doing so," said Jeff Todd, president and CEO of Prevent Blindness. "We encourage everyone to visit our website where they can purchase Prevent Blindnessbranded eclipse glasses with proceeds supporting our sight-saving mission, and also access a number of other informative eclipse resources."
Failure to protect the eyes while looking at the sun during a solar eclipse can result in "eclipse blindness" or solar retinopathy, causing damage or destruction to the cells in the retina. As part of its Eclipse + Your Eyes program, Prevent Blindness is offering solar eclipse glasses for purchase that are manufactured to meet the safety guidelines of the International Organization for Standardization (ISO 12312-2), with proceeds going to support the organization's sightsaving programs.
Prevent Blindness is offering free fact sheets, available in English and Spanish, a free eNewsletter, and other online resources, including:
* An educational video on safe eclipse viewing that features former NASA astronaut Dr. Mike Massimino, retired NASA physicist Dr. Rafat Ansari, and medical retinal specialist Dr. Amy Babiuch from Cleveland Clinic.
* Solar eclipse viewing party toolkits as well as children's eclipse toolkits for families and teachers.
* Tips for safely photographing a solar eclipse from astrophotographer and visual storyteller Jon Carmichael.
* For educators and parents, the "Preschool and Early Childhood Solar Eclipse Lesson and Book."
For more information on the Prevent Blindness Eclipse + Your Eyes program, tips for good eye safety practices and where to purchase safety eyewear, visit https://preventblindness.org/solareclipse-and-your-eyes/, or contact firstname.lastname@example.org.
About Prevent Blindness
Founded in 1908, Prevent Blindness is the nation's leading volunteer eye health and safety organization dedicated to fighting blindness and saving sight. Focused on promoting a continuum of vision care, Prevent Blindness touches the lives of millions of people each year through public and professional education, advocacy, certified vision screening and training, community and patient service programs and research. These services are made possible through the generous support of the American public. Together with a network of affiliates, Prevent Blindness is committed to eliminating preventable blindness in America. For more information, visit us at PreventBlindness.org, and follow us on Facebook, X, Instagram, Threads, LinkedIn and YouTube. | 1,837 | 840 | {
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Risk Assessment for groups of students visiting the National Portrait Gallery
General environment
The vision of the National Portrait Gallery (the Gallery) is to reflect the face of Australia, tell Australian stories and increase the understanding and appreciation of the Australian people through the art of portraiture – their identity, history, culture, creativity and diversity.
The Gallery building, situated on King Edward Terrace, Parkes, Canberra, bounded by the High Court of Australia, Questacon and the National Gallery of Australia, displays some 400 portraits of people who have shaped, and continue to shape, Australia.
The most significant building to be constructed in the Parliamentary zone for over twenty years, the Gallery opened to the public on 4 December 2008.
Home to the nation's portrait collection, the Gallery comprises exhibition spaces for the Collection and temporary exhibitions, public areas including a café, shop, function room, theatrette, and education studio.
The Gallery spaces are shared by the public, education groups and corporate clients. A series of vibrant exhibitions, public and education programs and events take place daily.
The Gallery is open daily 10.00am to 5.00 pm except 25 December. Admission is free except for some special exhibitions where a charge may apply.
Access and Learning team members and Security Officers, trained in first aid and other public safety requirements, are readily available in the public spaces. The Gallery has public liability insurance through the Australian Government's insurer, Comcover.
More information about the Gallery, its collections and portraiture in Australia and around the world can found at www.portrait.gov.au.
Services offered
The Gallery offers a wide range of educational programs designed for all levels of formal education from pre-school to tertiary. Drawing on the richness of the Gallery Collection programs acknowledge the national curriculum and emphasise visual art, history, civics and citizenship, and Aboriginal and Torres Strait Islander activism.
Drawing materials are supplied by Gallery staff for use in program activities.
Access to the Gallery
The Gallery is located on King Edward Terrace, Parkes, Canberra, in the Parliamentary zone. All the exhibition spaces, cafe and shop are on ground level.
A limited number of wheelchairs are available, on a first come first served basis. Registered assistance animals are welcome at the Gallery. Hearing loop facilities are provided in the Liangis Theatre and Terrace Rooms where public programs are presented regularly. Groups arriving in cars have sheltered access from the public car park.
Special clothing or equipment
No special clothing or equipment is required inside the Gallery. Stools are available for student use. Shelter is not provided at the Gallery's bus drop off point. However, some shelter is available immediately outside the main entrance where teachers and students can gather prior to entry.
Security
Access and Learning staff delivering programs undergo police check and have Working with Vulnerable People registration. Security staff also undergo police checks.
Risk assessment
While the Gallery building and its surrounds are generally safe, the table below outlines some of the potential hazards and the likelihood of the hazard occurring.
The Gallery manages the hazards and requests groups to observe the acceptable level of teacher/minder/carer: student ratio (1:15) to ensure adequate supervision and safety for all people and works of art on display.
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Kindergarten Science Units:
Exploring My Weather (STC kit)
* K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.
The STC-Kindergarten Exploring My Weather unit was designed to draw upon and expand students' natural curiosity and enthusiasm for finding out about weather. Students use their senses and the tools of meteorologists to explore temperature, precipitation, wind, and cloud cover. Observations develop a weather vocabulary and lead to new questions: how water changes between its forms and how weather affects humans and other animals. Students choose clothing and design roofs and hats to protect against weather. They conclude by discussing seasonal changes and the importance of weather forecasting.
* K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
* K-PS3-1. Make observations to determine the effect of sunlight on Earth's surface.
* K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Exploring Forces in Motion (STC)
* K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
STC-Kindergarten Exploring Forces and Motion is a unit designed to allow students to investigate how forces—pushes and pulls—are responsible for the motion of objects. During Exploring Forces and Motion, students bring motion to a personal level as they consider their daily activities and the motions that accompany them. Students explore and describe motion, speed, and pushes and pulls. Using models, the class explores how pushes and pulls affect the speed and direction of an object's motion. To conclude the unit, students apply what they learn to invent and play games as a class.
* K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Exploring Plants and Animals (STC)
STC-Kindergarten Exploring Plants and Animals is a unit that expands children's appreciation of plants and animals as well as their awareness about how these living things all relate to each other and to the world around them. Students explore the structures, needs, and life cycles of plants and animals. They plant seeds and watch them grow, and they set up habitats for zebra fish and milkweed bugs to observe over time. Finally, they explore human impact on the environment, particularly as related to trash and recycling.
* K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
* K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
* K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
* K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. | 1,287 | 654 | {
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Preface
Mathematics is not about calculations, but ideas. My goal as a teacher is to provide students with the opportunity to grapple with these ideas and to be immersed in the process of mathematical discovery. Repeatedly engaging in this process hones the mind and develops mental maturity marked by clear and rigorous thinking. Like music and art, mathematics provides an opportunity for enrichment, experiencing beauty, elegance, and aesthetic value. The medium of a painter is color and shape, whereas the medium of a mathematician is abstract thought. The creative aspect of mathematics is what captivates me and fuels my motivation to keep learning and exploring.
While the content we teach our students is important, it is not enough. An education must prepare individuals to ask and explore questions in contexts that do not yet exist and to be able to tackle problems they have never encountered. It is important that we put these issues front and center and place an explicit focus on students producing, rather than consuming, knowledge. If we truly want our students to be independent, inquisitive, and persistent, then we need to provide them with the means to acquire these skills. Their viability as professionals in the modern workforce depends on their ability to embrace this mindset.
When I started teaching, I mimicked the experiences I had as a student. Because it was all I knew, I lectured. By standard metrics, this seemed to work out just fine. Glowing student and peer evaluations, as well as reoccurring teaching awards, indicated that I was effectively doing my job. People consistently told me that I was an excellent teacher. However, two observations made me reconsider how well I was really doing. Namely, many of my students seemed to depend on me to be successful, and second, they retained only some of what I had taught them. In the words of Dylan Retsek:
Things my students claim that I taught them masterfully, they don't know.
Inspired by a desire to address these concerns, I began transitioning away from direct instruction towards a more student-centered approach. The goals and philosophy behind inquiry-based learning (IBL) resonate deeply with my ideals, which is why I have embraced this paradigm. According to the Academy of InquiryBased Learning, IBL is a method of teaching that engages students in sensemaking activities. Students are given tasks requiring them to solve problems, conjecture, experiment, explore, create, and communicate—all those wonderful skills and habits of mind that mathematicians engage in regularly. This book has IBL baked into its core.
This book is intended to be a task sequence for an introduction to proof course that utilizes an IBL approach. The primary objectives of this book are to:
* Expand the mathematical content knowledge of the reader,
* Provide an opportunity for the reader to experience the profound beauty of mathematics,
* Allow the reader to exercise creativity in producing and discovering mathematics,
* Enhance the ability of the reader to be a robust and persistent problem solver.
Ultimately, this is really a book about productive struggle and learning how to learn. Mathematics is simply the vehicle.
You can find the most up-to-date version of this textbook on GitHub:
http://dcernst.github.io/IBL-IntroToProof/
I would be thrilled if you used this textbook and improved it. If you make any modifications, you can either make a pull request on GitHub or submit the improvements via email. You are also welcome to fork the source and modify the text for your purposes as long as you maintain the Creative Commons Attribution–Share Alike 4.0 International License.
Much more important than specific mathematical results are the habits of mind used by the people who create those results. ...Although it is necessary to infuse courses and curricula with modern content, what is even more important is to give students the tools they will need in order to use, understand, and even make mathematics that does not yet exist.
Cuoco, Goldenberg, & Mark in Habit of Mind: An Organizing Principle for Mathematics Curriculum | 1,620 | 805 | {
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Essay on Wildlife Conservation and Its Importance
Wild animals are an important constituent of nature. In India, nearly 5 per cent of wild animals of the wild live in her various parts. Nearly 76,000 species (out of the 1,30,00,000 wild life species of the world) are found in India. Among these species, there are 340 mammals, l,20() birds, 420 reptiles, 140 amphibians, 50,000 insects, 4,000 moluscs and nil invertebrates. These figures are of numbers of various species. India is one of those twelve nations that have maximum bio-diversity.
The area of her land is 32,87,263 square kms. Besides, this region has been endowed with a coastline of 7,516 kms, large perennial river systems, lakes, mountain ranges (like the Great Himalayas), Thar desert, swamps, archipelagoes and various types of vegetation.
To the utter dismay of the entire world, the wild life is being destroyed at a very quick pace. Two reasons can be cited for this destruction: (a) natural reasons; and (b) human reasons. Although both these types of reasons are responsible for the destruction of the wild life, yet natural reasons have proved to be less harmful than human reasons. That is because natural factors destroy the wild life at a slow pace. The firstever demolition of wild animals (or species) by natural factors was done nearly 70 million years ago. In the present times (starting from the seventeenth century to date), nearly 120 species of mammals (who were birds) have become extinct. The list of those birds, who became extinct during the past 200 years, includes Dodo (of Mauritius), Sarcohayenkera (of Florida) Avetopickete (of South America), Migratorius (of the pigeon category) and Panthera Leo Melenochitus (of Florida).
In India, the hill quail, small-sized rhinoceros and the duck with a pink head have become extinct. Human reasons play the most important roles in the process of destruction of wildlife. Human reason include deforestation and senseless exploitation of natural resources of the earth. Because of this, there is a reduction in the number of natural habitats for wild animals. Several species have either disappeared or are on the verge of extinction. According to a report by the UNO, nearly 10,000 species (of the total 1,30,000 species of all the wild animals of the world) are either extinct or on the verge of being extinct.
In our country, Wild Elephant Protection Act was passed in 1872 to prevent the wild animals from becoming extinct. After this, Indian Forest Act (1927) was created; according to its provisions, hunting of wild animals and cutting of forests were declared as punishable crimes.
After independence, the Government of India established Indian Board for wild life. In 1956, Indian Forests Act was passed. In 1972, Indian Wild Life Protection Act was passed. It is a broadbased central law, which has provisions for protection of animals that face the threat of becoming extinct or are almost extinct.
In India, the development of national parks and wild life sanctuaries during the past two decades indicates that our government is committed towards wild life protection and conservation. In 1935, we had only one national park but today, the number of national parks in the entire nation is 102. The maximum number of national parks is in Madhya Pradesh. The total number of wild life sanctuaries is 515; these are located at 4.5 per cent of the total area of the country.
It is pleasing to note that encouraging results have been obtained after making efforts to conserve wild life. For protecting wild life, the efforts of the government would have to be coupled with the process of enlightening all the sections of Indian society. We will have to protect the silent, harmless wild animals from nature and poachers.
Read here All Essay of student
http://www.english.makeaneasy.com/essay-wildlife-importance/
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Class 1/2 Newsletter
Welcome back Class 1/2!
We hope you had a lovely, well-deserved Christmas break and would like to say a massive welcome back to the first half of our Spring term. This half term we have a lot of things to look forward to including: a themed 50s day, a visiting Safari and a trip to 'This Green Moon'.
Core subjects
In Maths, we will be continuing to embed our multiplication and division skills. We will be beginning to delve into the world of statistics by looking at simple tables, tally chart, pictograms and block diagrams. Along with exploring the properties of both 2-D and 3-D shapes.
In English, we will be reading the beloved book 'The Gruffalo' by Julia Donaldson. Using The Gruffalo as our inspiration, we will be crossing into a few different genres including poetry and riddles as well as lots of descriptive story writing.
In Science we will be continuing to look at habitats and living things, focusing specifically on their particular food chains.
Wider Curriculum
Geography- looking at the four countries of the UK and the compare the climates of other countries around the world
History- The 1950s! Looking at the difference between the modern day and how things were in the 1950s when Julia Donaldson grew up.
Art- The artist Claude Monet and exploring the impressionist style
DT- To explore different foods and where they come from
RE- Looking at the Muslim faith and their festivals
Computing- using algorithms and debugging systems
PE- dance with Elite and Fitness and Ball skills
PSHCE- Thinking about our emotions, what they mean and who can help us
Homework We begin official weekly homework after Christmas, a weekly Literacy and Numeracy but for now the following will be sent each week…
- Reading -please try to listen to your child read at least twice, send reading diaries and books into school each day.
- Rainbow Passport – this will be test on Tuesdays and Fridays
- Spellings and Phonics- sent out on a Thursday and tested the following Thursday.
Any problems or concerns then please don't hesitate to see a member of the team and we will be more than happy to help.
P.E.
- Tuesday pm
- Thursday pm
Please ensure the correct kit is sent into school and left in lockers all week. Kit that is labelled with names is even more helpful for changing times!
How you can help your child:
- Listen to them read as much as possible and talk about what they have read, read a range of books, stories and comics at home.
-Practise their weekly spellings/phonics and have a go at putting them into sentences too.
-Practise Rainbow Passports
- Practise number bonds to 10/20/100 say them quickly.
-Learn the 2, 5 and 10 times tables off by heart and say them quickly.
Key dates:
- 1950s Themed Day – 15 th January.
- Sam Safari visiting KS1 – 24 th January.
- This Green Moon Trip Year 1 – 5 th February
- This Green Moon Trip Year 2 – 6 th February
Miss Binzi (Class 1/2 Class Teacher)
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| DOC #: | EHS-0197 | Revision #: | 2.0 |
|---|---|---|---|
| DOC Type: | Fact Sheet | Implementation Date: | 09/01/2019 |
| Page #: | 1 of 2 | Last Reviewed/Update Date: | 01/08/2024 |
| Owner: | Todd Numan | Approval: | Michael Labosky |
Fact Sheet: Rabies
The rabies virus is transmitted through saliva or brain/nervous system tissue of mammals. Once symptoms of rabies appear, the disease is nearly always fatal. For this reason, preventing animal bites and receiving prompt medical care is especially important. Common carriers of rabies in the U.S. include raccoons, bats, skunks, and foxes. Domestic animals, such as cats and dogs, may also be carriers, especially stray animals or in international locations where vaccination is uncommon.
Symptoms
Early rabies symptoms in humans, include weakness or discomfort, fever, and headache. There may be discomfort or a prickling or itching sensation at the place of the bite. Within days, an infected person may become anxious, confused, and agitated. As a person gets sicker, they may become delirious, hallucinate, be unable to sleep, and unable to swallow or quench their thirst.
Rabid animals may display the following symptoms:
Loss of fear toward humans
Frequent shifting of aggressive behavior from one object to the next
Glazed or unfocused stare
Stubborn, undeterred approach
Biting the ground or other objects
Staggered gait
Excessive salivation
Lack of response if struck by thrown object
Prevention
Avoid coming into contact with potentially affected animals.
Pre-exposure immunization may be recommended for people involved in any activities that might bring them into direct contact with potential carriers in rabies-affected areas or who may be in remote areas a long way from medical assistance. Contact your primary care physician about your risk of exposure to rabies, if pre-exposure vaccination is recommended, and how to handle an exposure should it arise.
First Aid Treatment
If bitten or scratched, immediately clean the wound thoroughly with soap and water.
DOC #: EHS-0197
Title:
Rabies
Page #
2 of 2
It's important to know that, unlike most other animals that carry rabies, many types of bats have very small teeth which may leave marks that disappear quickly. If you are unsure if you have been bitten, seek medical advice to be safe.
Seek medical attention, even if you have had pre-exposure immunization. Indicate that you had contact with an animal that may have been rabid. Physicians will likely administer post-exposure prophylaxis by a combination of administration of human rabies immune globulin (HRIG) and vaccine.
Address any trauma associated with the wound with supportive first aid measures.
References and Additional Resources
* CDC Rabies
* Adapted from Rabies Fact Sheet, by University of Maryland: Department of Environmental Safety, Sustainability & Risk (https://essr.umd.edu/about/researchsafety/field-research-safety/planning) with permission.
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People at home: Our home learning is made up of key skills and project based tasks. The key skills share our expectations of what you should be doing at home to develop the basic skills. The project home learning presents a range of learning tasks that are linked to your child's current curriculum topic. As well as focusing on daily/weekly key skills you should carry out at least one bronze, one silver and one gold task within a half term period. Please help your child to try activities from a variety of learning styles. Please circle and date the task once it has been completed. Every child will be expected to hand in a project task on the dates set below. A new grid will be sent home at the end of each term.
DAILY READING
SPELLING
SPAG / PHONICS
TIMESTABLES
MATHLETICS
You should be reading for at least 15 minutes everyday. This can be your school reading book, library book, or a different reading material at home. Please remember to sign your child's reading diary.
Spelling rules are taught in the classroom and spellings come home that are tested weekly through dictations.
SPAG activities should be practised regularly at home through using Lexia.
Timetables should be practised regularly at home. Your child should progress through the Bronze buddies, Silver squad, Gold gang and Platinum posse system as quickly as possible.
Your teacher will set you a weekly online mathletics task to complete. This will link to your current week's maths learning.
ENGLISH
MUSICAL
OTHERS
SELF
Due Dates: Monday 24th September, Monday 8th October, Monday 22nd October , Monday 5th November, Monday 19th November, Monday 3rd December.
favourite fairy tale with £2. Can you buy some-
Design a healthy lunch and
With a partner roll the ball rolls can you complete in
Think of instruments used and draw a picture of them.
in popular Christmas music and present your findings.
Describe the properties of materials you find around
| Bronze | | Silver | | |
|---|---|---|---|---|
| Draw a picture of your favourite fairy tale. | Make a list of all the school uniform/equipment you needed for year 2. | Write a postcard from your summer holidays. Can you describe where you went? | Write your family traditions for the Christmas holidays. | Write an acrostic poem with your name. |
| Go on a shape hunt around your house—what shapes can you find? | Go for a walk—What patterns can you spot? | Practise counting in 2/5/10s— can you draw pictures to help you? | Can you measure 5 items in your house and find the biggest? Find the differences in their size. | Time yourself walking/ driving to school. How long does it take you? Make a change, what was the time difference? |
| Draw a picture of yourself. | Choose colour and see how many different shades you can make from one pencil. | Can you draw your family portrait. | Draw a religious symbol and fill it with colourful patterns. | Can you create a collage with different colours and textures. |
| How far can you jump? Put two feet together and practice jumping. | How fast can you run? Measure out 20 big steps. How many seconds does it take to run your 20 steps? | Throw a ball into the air and catch the ball before it hits the floor. How many catches can you make in a row? | How many star jumps can you complete in 1 minute? | Create an assault course and complete three times. |
| Learn your favourite song and perform it to the class. | Draw a picture for a piece of music. | Make a percussion instrument. | Teach your family a Christmas song with actions. | Write your own song. |
| Take photos of your walk to school. Can you sequence them? | Try a range of different fruit and vegetables. | Visit the library and read a new book to an adult. | Create a memory box of your summer holidays. | Cook a Christmas treat. |
| Design a Christmas card. | Write a list of the different feelings you can think of and give examples of when you might feel like that. | Create a list of goals and how you could achieve them. | Design a poster of our basic needs. | Do a line drawing of the Great Fire of London. | | 1,689 | 941 | {
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Playing the Stock Market
Summary
Students have spent time exploring the stock market through the Internet and have completed a packet working through exercises to show them how a company sells stocks to provide funds to get started with to how a company tracks it's stocks to show a profit or loss. Students are usually eager at this point to form their own company but they are still uncertain how a stock actually works day to day and how the market affects the success of their business. Giving students a chance to have hands-on experience with the stock market better prepares them to see how business operates around them and gives them more incentive to make the company they will form a success.
Time Frame
2 class periods of 45 minutes each
Group Size
Individual
Materials
Students will access the Internet through Netscape which will be bookmarked by the teacher so students can go directly to the simulation.
Background for Teachers
The TLC Bus/Marketing program was created approximately ten years ago to give students an insight into technology that they might find in the business world including such basics as counting change to writing a check. Students explore all areas of a company including administration, production, accounting, sales, etc. The end result of this exploration is for students to run their own company using the skills they've learned. To set up their companies one thing they do is sell stock. At the end of the simulation they gain or lose TLC money according to how well the company does which is reflected in stock.
Students have had the workings of the stock market explained to them and have worked on a series of six handouts dealing with the basics of stocks. They understand the concept of stocks but really have no concept of how all this information affects them or the buying decisions they make. Using a simulation gives them the chance to actually invest in the stock market and then to see how different things affect their stock and what the end result will be. They will be more prepared to make the decisions necessary in forming their own company and in running it wisely in order to make a profit.
Intended Learning Outcomes
Students will see how the performance of a company affects its stock value resulting in profits or losses. They will understand the importance of working together to make the company they form work. They can earn dividends to give them more buying power for the final activity of the term which is an auction.
Instructional Procedures
Begin this lesson by giving the students current stock information on a few well known companies. If possible share information on companies whose stock has shown great profit or loss in a short amount of time. Students will work individually. They will access the Internet and go to the bookmark for the simulation. They will then work through the simulation beginning with looking at the track records of stocks and picking out stocks, to buying with a set amount of money, to selling in order to make a profit. At the end of the simulation students will print out a report showing their stock activities and the end results of their investing.
Closure: At the end of this activity students will be ready to form their own company. They will interview for positions in the company. As executives hire workers and begin production they will see how the company's activities and productivity affect stocks day by day and what the end result will be.
Extensions
(1) Students will form their own company by first deciding how many shares of the company they will offer to the public and then deciding on a fair market value. They will run the company for ten days and at the end see the affects of their success of failure by the profit or loss made by their stocks.
(3) Students may invest in the stock market with their own funds (contingent upon parental permission) and follow their stock for a period of six weeks, tracking and adjusting as they see fit.
(2) Students may participate in The Stock Market Game sponsored each year by the Deseret News.
Assessment Plan
1.Require students to keep a log of their simulation experience.
3. Assign a summary/conclusion paper outlining the learning gained from this simulation experience.
2.Conduct a class discussion about the overall experience with the simulation.
Authors
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SHORT ANSWER QUESTION (SAQ) GUIDE
AP European History
3 Questions
40 Minutes
4 Minutes for Pre-Reading
12 Minutes Per Question
20% of your exam score
YOU'VE GOT TIME. TAKE IT.
The SAQ section is designed to give you enough time to answer all three questions without rushing your answers. You can take about 12 minutes per question, which will give you a few minutes to plan your answers.
(A)
(C)
(B) Each question will have three parts: A, B, and C. These parts are each scored separately and count equally in terms of scoring.
SAQ FORMAT
There will be four questions, the first two being required and the student having a choice between answering questions three or four.
REQUIRED QUESTIONS:
Question 1 (Secondary Source Analysis)
(1600-2001)
The first question will cover topics between 1600-2001. The question will use secondary sources, usually extended quotes from historians or two significant historical figures. The question will ask you to respond to the historian's argument with specific evidence to back up your point.
Question 2 (Skill-Based Primary Source Assessment)
(1600-2001)
The second question will cover topics between 1600-2001. The question will be skills-based, focusing on causation, comparison or, CCOT and will use primary sources (written or visual) to test your ability to address the required skill with historical evidence.
CHOOSE ONE:
Question 3 (Skills-Based Assessment [No Source])
Periods 1-2 (1450-1815)
Question 4 (Skills-Based Assessment [No Source])
Periods 3-4 (1815-Present)
These questions will be skills-based, focusing on the skill that was not addressed in Question Two. Neither question will have a stimulus. Both will ask general historical questions directly related to the topics covered in the key concepts.
TIPS FOR ANSWERING THE SAQ
First, it's important to understand what an SAQ is NOT:
* This is NOT an essay. It is simply a series of formulaic tasks that can each be completed by writing three complete sentences.
* This is NOT about right vs. wrong answers, but about valid vs. invalid answers. The part of the test where you are searching for a single correct answer is OVER. From now on, there are only two types of answers: those that are backed by sound argument and evidence and those that are not. When you are given options, none of the options will be any more valid or invalid than the others. Make sure that you understand what the question is asking, and answer the question directly providing valid evidence and analysis to support your answer.
The best way to answer the SAQ is to be DIRECT and TO THE POINT!
Your answer must be supported with factual evidence that directly relates to what the question is asking. Be as specific as possible with your facts. If the question is asking for the effects of the Industrial Revolution and you can offer the grader particular detailed examples of positive and negative effects on society and the economy then your answer is stronger than the answer that simply reviews the impact of the Industrial Revolution in general terms.
Write in complete and complex sentences.
Each part of the question (there will be three parts) can be fully answered in about 2-3 sentences. You have 23 lines in which to write your entire answer for each SAQ so you need to use the space wisely. Most successful SAQ answers use at least half of the space provided. Writing one sentence for each part will weaken your chances for earning all three points. You do not have to answer the questions in order but it is best to label each answer, with A, B or C, as it corresponds with the question. If you only know the answers for part of the question, then just answer what you know. You will be given one point for each part you answer correctly, so don't worry if you only know answers for A and B and not C.
Write in black or blue ink. If your handwriting is messy then print.
Each SAQ answer is scanned into a computer and sent to a grader. Pencil does not scan very well and pen is much easier to read on a computer screen. If your handwriting is challenging to read (and you know who you are) then PRINT! Practice printing and space your words out more if you write your words to close together. If you like to write in very small print then please practice writing in a bigger font. Your teacher and the AP grader will thank you.
SAMPLE QUESTIONS AVAILABLE!
CLICK HERE if you are interested in purchasing a sample question set complete with detailed answer explanations. | 1,961 | 958 | {
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Working Together
To support families and teachers in realizing the goals of the Colorado Academic Standards, this guide provides an overview of the learning expectations for Third Grade Reading, Writing, and Communicating. This guide offers some learning experiences students may engage in during this school year, experiences that may also be supported at home.
Why Standards?
Created by Coloradans for Colorado students, the Colorado Academic Standards provide a gradeby-grade road map to help ensure students are successful in college, careers, and life. The standards aim to improve what students learn and how they learn in ten content areas – emphasizing critical-thinking, creativity, problem solving, collaboration, and communication as important life skills in the 21st century.
Reading, Writing, and Communicating for Elementary Schools (k-5)
The Reading, Writing, and Communicating standards move from developing skills in reading, writing, and communicating to applying these literacy skills to more complex texts through the elementary years. Standards at each grade emphasize skills related to speaking and collaborating with others as students work with literature and informational readings and participate in individual and group research projects.
Where can I learn more?
- Contact your school district regarding local decisions related to standards, curriculum, resources, and instruction.
- Colorado Academic Standards Booklets: http://www.cde.state.co.us/standardsandinstruction/GradeLevelBooks.asp
- Vince Puzick, Reading, Writing, and Communicating Content Specialist at 303-319-9519, email@example.com
Reading, Writing, and Communicating Learning Expectations for Third Grade
Oral Expression and Listening
Use informal and formal oral communication to work successfully and cooperatively with others.
Reading for All Purposes
Use different strategies to make meaning of literary books (stories, poems), informational texts (science books, "how to" books), and persuasive pieces (movie reviews, speeches); understand that prefixes (pre-, non-, un-) and suffixes (-est, -less, -ness) have meaning; develop vocabulary to understand different readings.
Writing and Composition
Use a writing process (plan, draft, revise, edit, share) to write a variety of stories, informational, and opinion pieces; apply correct grammar, capitalization, punctuation, and spelling to effectively communicate to an audience of readers.
Research and Reasoning
Research a topic and share the findings of that research individually and with others; make connections between two texts to see different points of view on a topic.
Throughout the Third Grade, you may find students…
- Reading with fluency (appropriate speed, accuracy, and expression) to understand a variety of texts – narrative stories, information books ("how to" and nonfiction books about the world around them), and opinion pieces (book and movie reviews, newspaper commentary); using different strategies (asking questions, summarizing, making connections) to better understand challenging readings.
- Writing about books, stories, poems to "think through" ideas; discussing readings or topics in group settings; recalling details and relevant facts from readings for discussions; making personal connections to books, stories, poems.
- Evaluating an author's choice of words and point of view in a piece of writing; exploring the connections between words, illustrations, charts, photos and captions; comparing themes, characters, and setting; comparing key ideas and details between informational writings (science books, "how to" books).
- Writing real and imagined stories, informational writings (brochures, "how to" writings, "I'm an Expert On…"), and opinion pieces (movie and book reviews); writing with focus, organization, and details; finding questions to research, using sources to answer questions; presenting (in writing or verbally) knowledge gained from research. | 1,713 | 754 | {
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Livestock found ganging up on pandas at the bamboo buffet
27 February 2014
China invests billions to protect giant panda habitat and preserve the 1,600 remaining endangered wildlife icons living there. For years, timber harvesting has been the panda's biggest threat. Pandas have specific habitat needs – they eat only bamboo and stay in areas with gentle slopes that are far from humans. Conservation programs that limit timber harvesting have chalked up wins in preserving such habitat.
A panda in the Panda Center of Wolong Nature Reserve takes a bamboo break. Credit: Sue Nichols, Michigan State University Center for Systems Integration and Sustainability
Pandas, it turns out, aren't celebrating the Year of the Horse. Livestock, particularly horses, have been identified as a significant threat to panda survival. The reason: They're beating the pandas to the bamboo buffet. A paper by Michigan State University panda habitat experts published in this week's Journal for Nature Conservation explores an oft-hidden yet significant conflict in conservation.
"Across the world, people are struggling to survive in the same areas as endangered animals, and often trouble surfaces in areas we aren't anticipating," said Jianguo "Jack" Liu, Rachel Carson Chair in Sustainability at Michigan State University (MSU). "Creating and maintaining successful conservation policy means constantly looking for breakdowns in the system. In this case, something as innocuous as a horse can be a big problem."
Vanessa Hull, a doctoral student in MSU's Center for Systems Integration and Sustainability (CSIS), has been living off and on for seven years in the Wolong Nature Reserve, most recently tracking pandas she's equipped with GPS collars. She has been working to better understand how these elusive and isolated animals move about and use natural resources.
Over the years, she started noticing it wasn't just pandas chowing on bamboo.
"It didn't take particular panda expertise to know that something was amiss when we'd come upon horse-affected bamboo patches. They were in the middle of nowhere and it looked like someone had been in there with a lawn mower," Hull said.
Alarmed by the growing devastation, she learned that some of Wolong's farmers, who traditionally hadn't kept horses, had been talking to friends outside of the reserve who had been cashing in by raising them. A horse there, Hull said, is kind of a bank account. Horses were barred from designated grazing areas because they competed with cattle, so farmers would let them graze unattended in the forests. When funds were needed, they would track the animals down and sell them.
It was an idea whose popularity skyrocketed. In 1998, only 25 horses lived in Wolong. By 2008, 350 horses lived there in 20 to 30 herds.
To understand the scope of the problem, Hull and
1 / 2
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her colleagues put the same type of GPS collars they were using to track pandas on one horse in each of the four herds they studied. Then over a year they compared their activity with that of three collared adult pandas in some of the same areas and combined it with habitat data.
They discovered that horses are indeed big on bamboo – and also are drawn to the same sunny, gently sloped spots as pandas. Pandas and horses eat about the same amount of bamboo, but a herd of more than 20 horses made for a feeding frenzy, decimating areas the reserve was established to protect.
This horse problem has been resolved. The researchers presented their findings to Wolong's managers, who have since banned horses from the reserve. But Hull and Liu note that this work has shed light on how competitive livestock can be in sensitive habitat – an issue that is repeated across the globe.
"Livestock affect most of the world's biodiversity hotspots," Liu said. "They make up 20 percent of all of the earth's land mammals and therefore monopolize key resources needed to maintain the earth's fragile ecosystems."
Provided by Michigan State University
APA citation: Livestock found ganging up on pandas at the bamboo buffet (2014, February 27) retrieved 18 October 2019 from https://phys.org/news/2014-02-livestock-ganging-pandas-bamboo-buffet.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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FACS: Early Childhood Education Preschool
Summary
Students will create and participate in a developmentally appropriate preschool experience with preschoolers in class.
Main Core Tie
FACS 6th Grade
Strand 3 Standard 3
Time Frame
2 class periods of 90 minutes each
Group Size
Small Groups
Materials
For Preschool Prep Day:
Toddler Tunes CD Picture Book appropriate for toddlers Construction paper Brown Paper lunchsacks Preschool craft supplies
Background for Teachers
I usually have a theme picked out for the preschool so all my classes are doing the same theme and it doesn't take so much time deciding what to focus on. I do have some ideas to get them thinking, but I let them plan the preschool.
Student Prior Knowledge
Usually the day or two before we plan the preschool, we talk about child care safety and preschoolers specifically. We talk about child care needs and how to make sure we are fulfilling those needs. That way when we plan the preschool, they understand what would be appropriate activities to plan for them, and what won't work so well.
Intended Learning Outcomes
Students will understand the age-appropriate activities you can do with preschoolers and execute a successful preschool experience with toddlers.
Instructional Procedures
PRESCHOOL PREP DAY:
Before I explain about the preschool we talk about attitude and being genuine with the preschoolers. I tell them that they must participate appropriately in the preschool because the preschoolers watch them and look to them as examples and they need to be good examples for the little children we have that come to our classroom. I have them sing a song with me, then I start reading a story to them. I begin reading it really, really bad (mumbling, not showing pictures, my face in the book, etc. It usually takes them three or four pages before they start complaining they can't see or hear, etc. Then we talk about how to present things to little kids. I especially emphasize that they need to be sure they are happy and enthusiastic with the preschoolers, NOT SARCASTIC! The preschoolers can tell. Explain groups before allowing students to split into groups. Groups are:
(name tags, activity for kids to do as they arrive, welcome to preschool and introduce the theme)
1. WELCOME:
2. SONGS/FINGERPLAYS:
3. STORY/SKIT:
This group is in charge of having 5-6 songs or fingerplays that go with the theme that they can teach to the preschoolers (including visual aids).
This group is in charge of picking a story that would work really well as a skit also, so they read the story along with acting it out so the preschoolers are engaged well in the story.
4. MATCHING GAME:
5.
This group gets to organize and decide a matching game that matches the theme. For example: if the theme was Spring, they could do a mother animal on one card and the matching baby animal on another card, and do enough that all the preschoolers would get a card, and have to find their matching partner.
This group gets to make up a story about the theme with each person in the group being a character in their puppet show. They make the puppets and write the script and pass it off with the teacher before they can perform it.
HAND PUPPETS:
6. ART PROJECT:
7. NUTRITIOUS SNACK:
This group is in charge of coming up with an art project that goes with the theme for the preschool. It needs to be a project that can be completed in 15-20 minutes.
This group (only 2 people) gets to plan the snack that the preschoolers and 7th graders get to have. I usually have them choose some kind of crackers, fruit or fruit snacks, and a drink. They are in charge of dishing up correct toddler portion sizes for both toddlers and 7th graders that are in attendance for the preschool. They usually get the snack ready during the hand puppets and the art project. I have the two people in the snack group be two students who weren't able to find a preschooler to invite to the preschool (so they don't have a toddler following them around as they are preparing the snack for the group).
PRESCHOOL DAY
At the end of the preschool, we usually have another songs/fingerplays session if we have time before parents come to pick up their preschoolers.
When the preschoolers come with their 7th grader "host" they pick up name tags and we do the preschool together as one big group. We have the groups rotate up at the front as their turn comes up. I tell them they need to make sure the transitions happen smoothly and quickly so they don't lose the preschooler's attention.
Songs/Fingerplays
Welcome
Story
Hand Puppets
Matching Game
Art Project
Song/Conclusion
Snack
Assessment Plan
The next day when they come to class I have them get in their groups and fill out an evaluation of their group and also, an evaluation of the preschool. How well did it go? What would you do better next time, etc.
Authors
Jill Petersen Lenora Reid | 1,892 | 1,064 | {
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ABUQIR (Canopus)
A city located on the northern coast of the western Delta, 15 miles (24 km) northeast of Alexandria. The village's name is an abbreviated Arabic form of the name of the Coptic saint Apa Cyrus, who taught Christianity in this area in the third century and was buried there after his death.
Map of Northern Egypt with the sunken cities of Herakleion, Canopus and menouthis
Near Abuqir is the ancient city known in Egyptian as Per-gwati and in Greek as Canopus, after the pilot of Menelaus, the Trojan War hero. Canopus is said to have died and been buried at this place in Egypt.
Canopus, one of the most famous centers of pagan religion in ancient Egypt, is mentioned frequently in classical authors, papyri, and inscriptions. From these sources, we know a great deal about the religion, mythology, and history of the region.
Ptolemaic coins from the submerged Heracleion
The strength of the city's devotion to the Egyptian god Serapis made it difficult for Christianity to gain a foothold in the area. In 312 Athanasia and her daughters Theopiste, Theodora, and Theodoxia were imprisoned in Canopus because of their Christian faith. Cyrus and John, who journeyed to the city to strengthen the prisoners, suffered martyrdom together with them (Holweck, 1969, pp. 257-58). Holweck indicates that Canopus was more pagan than Christian in the early fourth century. RUFINUS (Historia ecclesiastica 2.26-27) relates that in his day (second half of the fourth century) Serapis still held sway in Canopus.
Eunapius says that Patriarch THEOPHILUS (385-412), acting under the aegis of the emperor Theodosius and with the support of the prefect Evagrius and strategus Romanus, went to Canopus and Alexandria, destroyed the Serapeum in each city, and established monks in its place (1922, pp. 418-24). Jerome relates that monks from the monasteries of PACHOMIUS settled in Canopus and followed the Pachomian rule. For the many Latin-speaking visitors and monks who were drawn to this monastery, Jerome translated the rules of Pachomius, THEODORUS OF ALEXANDRIA, and HORSIESIOS. In order to avoid the pagan associations evoked by the name Canopus, the monks changed the name of their dwelling to Monastery of the METANOIA ARSENIUS OF SCETIS AND TURAH, the renowned father of monks, spent three years in this monastery (Apophthegmata Patrum, nos. 66, 80).
The Monastery of the Metanoia was one of the few monasteries to avoid destruction by the Persians around 618, but from the ninth century on no source mentions the monastery or any other Christian buildings in Abuqir and no traces of their ruins have been found. In 1935 a new Coptic church of Cyrus and John in Abuqir was dedicated (Muyser, 1979, pp. 6-7).
BIBLIOGRAPHY
Eunapius. Lives of the Philosophers and Sophists, ed. W. C. Wright.
Loeb Classical Library. London and New York, 1922.
Holweck, F. G. A Biographical Dictionary of the Saints. Reprint edition. Detroit, 1969.
Muyser, J. Les Pélerinages coptes en Egypte. Cairo, 1979.
Timm, S. Das christlich-koptische Ägypten in arabischer Zeit, pt. 1, pp. 438-46. Wiesbaden, 1984.
RANDALL STEWART
Tags: Places
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MILITARY BATTLEFIELD PROJECTS
Fort Necessity National Historic Battlefield, Fayette County, Pennsylvania. Archaeological work was performed here by CHRS for the National Park Service. The original fort had been constructed under the command of George Washington on his ill-fated trip to remove the French from the forks of the Allegheny River. The battle which took place here is generally considered the opening battle of the French and Indian War. The archaeology work tested geophysical anomalies outside the stockade in an effort to more fully understand the mechanics of battle at the site.
Fort Martin, Monongalia County, West Virginia. This was one of the first major efforts of the firm's President. Fort Martin was a stockaded homestead dating to the Revolutionary War period. Archaeological investigations provided information concerning the eighteenth-century inhabitants of the site and the layout of this frontier "fort." Of particular interest was evidence of use of horizontally laid logs to construct its stockade.
Gettysburg Battlefield Historic District Project, Adams County, Pennsylvania. This project, performed with Preservation Associates, was funded by the American Battlefield Protection Program for the purpose of documenting the significant and largely unprotected battlefield land outside the existing Historic District Boundaries, as was established in 1975. Primarily a documentary and archaeological sensitivity study, the work provided a framework for regional authorities to use in planning, development and preservation.
Pamplin Historical Park Archaeological Studies, Dinwiddie County, Virginia. This project had two distinct goals. One was to identify structural, artifactual, and historical information concerning Tudor Hall, a nineteenthcentury farm on the property of what would become the National Museum of the Civil War. The second goal was to examine microtopographic anomalies associated with the Civil
War fortifications for the City of Petersburg, Virginia which traversed the property. The work successfully identified the location of more than 45 outbuildings extant around Tudor Hall between 1812 and 1990. Numerous small features associated with the military occupation of the site and fortifications were identified for future use and interpretation by the Historical Park.
Fredericksburg-Spotsylvania National Military Park, Fredericksburg, Virginia. A geophysical survey at this Civil War battlefield had identified a variety of anomalies at the site. Documentary evidence indicated substantial but temporary encampments by both Union and Confederate forces during the Battles of the Wilderness. The National Park Service contracted with CHRS to test the anomalies found during the geophysical survey. In addition to material associated with the Civil War, such as ammunition and weapon parts, the archaeological investigation at the site also encountered prehistoric archaeological remains and an early nineteenth-century summer kitchen, remains of a nineteenth-century shed, and a variety of brick walkways and artifacts associated with the antebellum use of the site. | 1,373 | 572 | {
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A.P. Statistics Assignment 4.3
Remember to show your thinking through your work.
1) In a few sentences, define the following terms:
a) Sample space
b) Disjoint events
2) In order to ensure the safety of school classrooms the local Fire Marshall does an inspection at Thomas Jefferson High School every month, looking for faulty wiring, overloaded circuits, etc. At TJHS the new Academic Wing has 5 math rooms, 10 science rooms, and 10 English rooms. The science rooms are divided into 8 biology and 2 chemistry rooms. Each month, the Fire Marshall randomly picks one of the rooms in the new wing to inspect each month. Define the following events:
S = the event the selected room is a science room
B = the event the selected room is a biology room
M = the event the selected room is a math room
E = the event the selected room is an English room
C= the event the selected room is a chemistry room
Calculate the probabilities of the events described below:
a) P(S)
b) P(M or E )
c) P(E or B)
d) P(S and not C)
3) A random sample of 325 new Crest toothbrushes showed that 14 were defective.
a) What is your estimate of the probability that a new Crest toothbrush is defective?
b) What is your estimate of the probability that a new Crest toothbrush is not defective?
c) Either a toothbrush is defective or not. What is the sample space in this problem?
d) Do the probabilities assigned to the sample space add up to one?
4) M&M candies are great for probability. The following tables are the color distributions for the candies. Fill in each table with the missing probability and answer the questions that follow.
Plain
Brown Blue
Green Orange Red Yellow
Probability 0.3
0.1
0.1
0.1.02???
Peanut Brown Blue
Green Orange Red Yellow
Probability 0.2
0.3
0.1
0.1.01???
a) What is the probability that a plain M&M is red or blue?
b) What is the probability that a peanut M&M is red or blue?
c) What is the probability that a peanut M&M is not brown?
5) Research shows that the probability of dying from heart disease is 0.45 and the probability of dying from cancer is 0.22.
a) What is the probability that a death was due to either heart disease or cancer?
b) What is the probability that a death was due to some other cause?
6) Find each of the following probabilities using Benford’s Law, which follows the distribution below:
First Digit 1
2
3
4
5
6
7
8
9
Probability 0.301 0.176 0.125 0.097 0.079 0.067 0.058 0.051 0.046
a) P(A) = P(first digit is 1)
b) P(B) = P(first digit is 6 or greater)
c) P(C) = P(first digit is odd)
d) P(D) = P(first digit is less than 4)
e) D B P Remember this is the union of B and D.
f) D C P Remember this is the intersection of C and D.
g) c D P Remember this is the complement of D. | 1,338 | 744 | {
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Chloride (Salt) Reduction Information
The Harmony Grove and Okee Sanitary Districts are initiating a "Don't Be So Salty" campaign to reduce Chlorides at our shared Wastewater Treatment Plant (WWTP). The biggest culprit is water softener backwash water and YOU CAN help!
Here are 3 things you need to know:
1. The DNR imposes a limit on the chloride level from the Waste Water Treatment Plant (WWTP)
2. Working together we can avoid DNR fines and/or expensive upgrades to the Treatment Plant
3. We can all SAVE money!
Chlorides discharged from recharging your water softeners end up at the WWTP and need to be treated before returning to our ground water supply. We are capable of removing a small amount of Chlorides at the WWTP, but when levels exceed our capabilities after treatment, the Districts may face significant fines from the State. Once these high levels of chlorides are discharged from the WWTP the chlorides are not absorbed or degraded as they move through the ground so we cannot rely on natural means of reduction either. The WDNR establishes groundwater quality standards to protect our drinking water and our discharge is reaching maximum levels.
Some residents choose to use a water softener because our groundwater has some degree of hardness (typically from the presence of dissolved calcium and magnesium in water). By making sure you set your softener at a reasonable recharge interval for softening or by changing from a time-setting to an on-demand setting softener will reduce our Chlorides by a significant amount, and protect our ground water. We are asking everyone who uses a water softener to cooperate in this initiative.
The following is what needs to be done;
- Homeowners need to review their softener settings. Older and less expensive softeners regenerate on a schedule set by a timer. More efficient softeners ("ondemand") have flow meters or hardness sensors and regenerate only after the proper amount of water use so they don't waste salt.
- Check with local water softener professionals to see if simply replacing the head on your older softener can be done to incorporate an "on demand" setting.
- Use settings for a reasonable level of softening, not the maximum, and have the controls calibrated periodically by a professional.
- Turn off your water softener when you're going to be gone for a week or more.
We will all benefit with:
* Saving money on softener salt.
* Saving money on energy.
* Saving money by avoiding significant State fines.
* Saving money by avoiding costly upgrades to our WWTP.
* Protecting the quality of our water.
Remember: "An ounce of prevention is worth a pound of cure" | 1,081 | 546 | {
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Name__________________________________________________________________________Pd. ___________
Chapter 7 Guided Reading. Early Industry
Directions: Read pages 165- 169 and answer the following questions in COMPLETE SENTENCES.
1. What did workers began to build in the summer of 1817? (pg. 165)
2. How many miles did the Erie Canal span? (pg. 165)
3. The transportation revolution led to what type of dramatic changes? (pg. 165)
4. What was the first highway called? (pg. 165)
5. What major areas did the National Road reach? (pg. 165)
6. Why was the National Road the last to be federally funded? (pg. 165)
7. Why were rivers a more efficient way to move goods than roads? (pg. 165)
8. Who created the first steamboat on 1807? (pg. 166)
9. How long did it take the Clermont to travel 150 miles upriver? (pg. 166)
10. By 1850 how many steamboats traveled along the nation's waterways? (pg. 166)
11. When was the railroad created? (pg. 166)
12. How many miles per hour did the first train go? (pg. 166)
13. More than any other mode of transportation, trains helped settle what? (pg. 166)
14. By 1861, how many miles or railroad track were laid? (pg. 166)
15. In response to the railroad what went up in demand? (pg. 166)
16. How did manufacturing shift during the Industrial Revolution? (pg.167)
17. Who were skilled artisans replaced by? (pg. 167)
18. Describe a free enterprise system. (pg. 167)
19. How did removing internal trade barriers help entrepreneurs? (pg. 167)
20. What did Lowell introduce to the United States? (pg. 167)
21. Eli Whitney popularized what industrial concept? (pg. 167)
22. Where was the first long-distance telephone line? (pg. 167)
23. Why did many people leave the rural towns and move to the cities? (pg. 167)
24. Increased business and finances led to the creation of what district and exchange? (pg. 167)
25. List two conditions factory workers faced. (pg. 167)
26. What did labor unions push for? (pg. 167)
27. What are two negative results of growth in northern cities? (pg. 168)
28. What were established as a result of crime? (pg.168)
29. What was expected of middle-class women? (pg. 168)
30. What did many northern African American workers do for a living? (pg. 168) | 1,164 | 589 | {
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Parent Quiz
1. Who is this?
2. What is the first food eaten by the Very Hungry Caterpillar in Eric Carle's charming tale?
(a) A strawberry
(b) An apple
(c) A banana
3. Which character said 'I knew who I was this morning, but I've changed a few times since then'?
(a) The Little Prince
(b) Alice
(c) Peter Pan
4 Which tale features a mysterious creature called a Psammead?
(a) The Hobbit
(b) Bogwhoppit
(c) Five Children and It
5.What are the names of the children in E Nesbit's story The Railway Children?
(a) Roberta, Peter and Phyllis
(b) Robert, John and Phyllis
(c) Roberta, Peter and Philip
6. What country is Paddington Bear from?
(a) Madagascar
(b) Columbia
(c) Peru
7. What is the name of Mrs Silver's tortoise in Esio Trot?
(a) Alfie
(b) Bob
(c) Jerry
8. Fiver, Bigwig, Hazel, Blackberry and Hyzenthlay are a band of wily animals from which story?
(a) The Animals of Farthing Wood
(b) Watership Down
(c) Animal Farm
9. What does Max from Maurice Sendak's picture book become when he journeys to the land of the wild things?
(a) A King
(b) Wild Thing
(c) A giant beast
10. Which sister in Little Women is a governess for the Kings?
(a) Meg
(b) Beth
(c) Amy
11. Which fantasy story features a young dragonlord named Ged?
(a) The Never Ending Story by Micheal Ende
(b) Earthsea by Ursula Le Guin
(c) The Lord of the Rings by J.R.R Tolkien
12. The children in which classic adventure story journey to Wild Cat island?
(a) The Famous Five
(b) The Secret Seven
(c) Swallows and Amazons
13. Which of Michael Morpurgo’s books has been described as a modern day ‘Robinson Crusoe’?
(a) Born to Run
(b) Kensuke's Kingdom
(c) Alone on the Wide Wide Sea
14. Who is the current Children's Laureate?
(a) Lauren Child
(b) Cressida Cowell
(c) Michael Rosen
15. In Charlotte’s Web, which of these words DID NOT appear in one of Charlotte’s webs?
(a) Terrific
(b) Radiant
(c) Crunchy
16. What does the K in J.K. Rowling stand for?
(a) Kathleen
(b) Kimberly
(c) Krum
17. In the Artemis Fowl series, what are the names of Artemis' younger twin brothers?
(a) Julius and Leon
(b) Pex and Chips
(c) Beckett and Myles
18. In The Lion, the Witch, and the Wardrobe, what was the enchanted dessert that the White Witch gave Edmund?
(a) Hot fudge
(b) Toffee
(c) Turkish delight
19. What is the name of the Tolkien novel, which includes characters featured in 'The Lord of The Rings', and was published before this trilogy?
(a) The King of the Woods
(b) The Return of The King
(c) The Hobbit
20. “A single man in possession of a good fortune, must be in want of a wife.” Is the first line from which classic novel?
(a) Jane Eyre
(b) Pride and Prejudice
(c) The Catcher in the Rye | 1,438 | 748 | {
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6
Wyre Forest Study Group
The Fallow Deer of Wyre Forest
Chris bradley
The fallow deer is native to Asia Minor but was probably introduced to Britain by the Normans in the 11th century. The present herd of Fallow in Wyre Forest owe their existence in a feral state, to a mass escape from Mawley Hall Park near Cleobury Mortimer in circa 1880. Numbers increased steadily during the 20th century, despite much poaching during the war years when fresh meat was in short supply. Forestry plantations provided ideal cover, and by the 1960's the Forestry Commission had employed a Wildlife Ranger to keep their numbers in check by selective culling.
injured. Some deer are also trapped in stock fencing and suffer a horrible death, while bucks regularly get their antlers entangled in electric fences. Poaching and illegal night shooting has also been a major problem in recent years.
The population reached a peak in the 1980's, with a summer herd in the region of 700 to 800 head. This was considered far too many by most landowners, mainly due to their preference for oak coppice and other natural regeneration, but also for agricultural crops. Since then regular culling, under the auspices of the Wyre Forest Deer Management Society, has seen the population continue to fall. The winter herd, in March 2006, numbered some 300 head.
Fallow deer come in a wide variety of colours, ranging from white (not albinos) through to black, although the majority are common coloured. These are chestnut with prominent spots along their flanks during the summer months, but much darker when their winter coat grows through in November. There are also a few very pretty menil deer, heavily spotted both in winter and summer.
The busy roads, which dissect the Forest, also account for 40 or 50 deer each year, and others are badly
The male of the species is known as a buck, and the female a doe. The mating season or rut occurs in October, and usually single fawns are born in the following June or July. Only the male deer grows antlers, and these bony structures are deciduous, being shed each year in the spring (you may be lucky enough to find one) and a larger more elaborate set grown in velvet each summer. A specific vocabulary has arisen, in use for many centuries, to describe the antler development of
This article is an extract from the Wyre Forest Study Group annual Review 2007
Wyre Forest Study Group
Fallow Deer bucks fighting October 2006
Stewart Carter
Fallow bucks. Thus a yearling with simple spike antlers is known as a Pricket, and thereafter in each successive year as a Sorel, Sore, Bare Buck, Buck, and Great Buck. With old age the antlers start to deteriorate both in size and form, known as "Going Back", usually from 10 to 12 years of age. If unmolested by Man, they can live for up to 15 years, but in Wyre Forest very few male deer ever reach maturity, most perishing in their first two years.
Stewart Carter
the Forest. Due to their small size and habits they are not easy to control by traditional stalking methods.
In October 2005, a young Japanese Sika stag appeared in the middle of the Forest on one of the main Fallow rutting stands, although it was not able to interbreed with Fallow. It is believed to have escaped from a local wildlife park and it was shot a few weeks later on Wimperhill by a Forestry Commission Ranger.
Apart from Fallow, three other deer species have been recorded in Wyre Forest. Since 1975 several different Roe bucks have been seen, but only one doe, and a breeding population has therefore never been established. The Reeves Muntjac, a diminutive alien native to China, has been much more successful, and as Fallow numbers have fallen, they have bred with great abandon, and are now a common sight in many parts of
Deer are shy and secretive creatures, nervous by nature, and with the absence of any natural predators, such as wolf, lynx or brown bear, their main enemy is of course Man, and in particular his dogs running loose. In recent years, due to widespread disturbance by the general public, deer in Wyre Forest have become increasingly nocturnal, and now favour the quieter private parts.
This article is an extract from the Wyre Forest Study Group annual Review 2007
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PROBLEM SOLVING ACTIVITY: COMPARING CLIMATES
OBJECTIVE:
- Investigate how climatologists describe climate and create and analyze climate graphs;
- Determine which climate control factors cause major differences in climate between two locations with very different climate.
- Analyze the importance of temperature and precipitation in determining climate;
MATERIALS:
- Map of world climate zones
- Climate graphs of Denver and San Francisco
- Student Work Sheets
- Calculators
PROCEDURE
1. Read through and discuss the information on page 4 of the activity with the class.
- Present other examples of climate graphs to discuss with students before they begin their actual part of the lesson.
- Be sure to focus in on the format of the sample climate graph as well as the locations of the two cities in question.
2. Put students into groups of 2-3.
- Provide students with copies of climate graphs to use for completing DATA TABLE 1 or direct them to appropriate links to do research on the Internet.
3. Students should complete the San Francisco and Denver sections of DATA TABLE 1 on their answer sheet, recording the climate data they researched on the Internet or from the class handouts. (See attached handouts.)
4. Students should work with their partners to compare each of the climate variables in DATA TABLE 1 for which they recorded data.
Teacher Sheet 2
5. Students should identify the climate variables that are the most different between the two locations. For this example, significant differences exist in the amount of snow precipitation that falls in San Francisco compared to Denver. There are also major differences in the minimum and maximum temperatures for January as well as July.
6. Now, direct students to think about which climate control factors (latitude, elevation, water, ocean currents, topography, prevailing winds, or vegetation) are likely to cause these major differences between the local climates of San Francisco and Denver.
7. Point out to the class that there is a large difference in elevation between San Francisco and Denver, but not much difference in latitude. This suggests that elevation may therefore play a major role in determining the local climate for each place. Some climate control factors have greater influence than others, depending upon the location of the place being considered.
8. In Data Table 2, students should record which climate control factors (latitude, elevation, water, ocean currents, topography,prevailing winds, or vegetation) appear to have major influence on the local climates of San Francisco and Denver. (Indicate with an –X-)
9. Next, indicate which climate control factors appear to have minor influence. (Indicate with an –X - -)
10. Working in their groups, student should provide justification for each factor they indicated as having a major influence on the climates of San Francisco and Denver.
11. Present the following questions to the class to help them write their explanations about the climate of the two cities;
a. Explain how two cities located at the same latitude can have different climates.
b. Describe how mountains affect climate of Denver.
Teacher Sheet 3
c. Explain how the ocean currents affect the climate of San Francisco.
d. Describe the kinds of vegetation that you would probably see near Denver and why.
e. How would the vegetation around San Francisco compare to the vegetation round Denver? Why? | 1,403 | 676 | {
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Dolphinarium Essay Competition
2 nd Place – Primary School
Name: Layla Neah Olivia Philip
Age: 10 years
School: Eucharist Lewis SDA primary School Grade 6
It is Not What it Seems
On the outside it looks like fun and games for these dolphins, but is it? What are we missing? According to the Collins dictionary, dolphinariums or dolphin parks are pools or aquariums for dolphins, especially one in which they give public display.
However, I strongly believe that dolphin parks cause more harm than good for these dolphins and to us as well. Here is the sad truth about dolphin parks.
Firstly, these dolphins are normally depressed in captivity. It may look like they are smiling, but the truth is they cannot change the look on their faces. Their depression tends to lead to aggression and they are known at times to kill their trainers. Which is not normal, because dolphins are usually friendly and docile. In fact, they become so depressed that they even reject food.
Secondly, we are taking their lives away! Dolphins that live in the wild can live ninety years and over but dolphins in captivity live about five years. They barely have time to breed and then die. Then more dolphins will be captured, and the cycle will start all over. Why? For our enjoyment? Is it worth it?
The dolphin parks not only have horrifying effects on these dolphins but also negatively impacts the people and marine life in St. Lucia. Although the park may provide some jobs however, the parks may cause much harm. For example, dolphins may carry viruses and bacteria which can be passed on to people. Also, dolphins' waste may harm the marine environment because the waste contributes to an increase in algae growth. Algae is harmful to not only humans but also marine life. It is a well- known fact that harmful algae blooms produce extremely dangerous toxins that can sicken or kill people and animals.
Also, it has been stated that swimming with dolphins is quite safe. And many tourists may want to engage in this activity. But is swimming with dolphins safe? Parents would not dream of putting their children or themselves in a cage with lions, tigers or bears. However, this caution is lost with dolphins. In the swimming with the dolphin programme, dolphins are known to attack and hurt the visitors. Therefore, if we set up this park this may discourage tourists from coming or returning to our country. It should also be noted that the main source of foreign exchange in St. Lucia is Tourism. Most tourist care about how animals are treated. Do we really want to be known around the world as a country which is cruel to animals? That would really hurt the tourism industry!
Although there are some benefits to having a dolphin park in St. Lucia. It will not really benefit our country. So do we really want to bring a dolphin park to St. Lucia? Why would we want to capture these poor animals? Dolphins are meant to be free. Listen to me and make the right choice. | 1,133 | 614 | {
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Greenhouse gas effect
Greenhouse gas effect
Influence of CO2
Carbon dioxide and global warming
The greenhouse gas effect is caused by gases in the Earth's atmosphere trapping heat from the sun. Without the Earth's atmosphere, the planet would be much colder. Carbon dioxide (CO2) is one of these natural gases – it is part of our air. We exhale CO2 with every breath we take. In addition to natural sources, CO2 is produced by all kinds of combustion processes. Car exhaust fumes, for example, consist largely of CO2. Manmade greenhouse gases are the main cause of climate change. You can investigate the greenhouse gas effect caused by CO2 with this experiment. Let's measure the greenhouse gas effect of CO2 in an experiment.
You will need:
Greenhouse gas (CO2) Source :
CO2 is released when lime (calcium carbonate) is given an acid such as vinegar. As soon as the vinegar hits the lime, it starts to bubble. The bubbles are CO2. As an alternative to lime, you can also take effervescent tablets or baking soda.
Heat source (which represents the sun)
We use a bright lamp as a heat source. Caution - do not touch the lamp when it is on.
Greenhouse (atmosphere)
We use two glass vessels (Erlenmeyer flasks).
Greenhouse gas effect
Influence of CO2
Measure the effect
5. The temperature in both vessels should be about the same at the beginning.
2. Place the jars 5 cm apart.
6. Attach a lamp to a stand so that it is about 35 cm above the table. Position it so that it shines evenly on the two jars.
7. Switch on the lamp.
4. Measure the temperature in the two jars and record the temperature values in the table below.
1. Attach the digital thermometers to two glass jars (jar 1 and jar 2) using adhesive tape. The tips of the thermometers should be 5 cm above the bottom.
3. Weigh out 10 g of lime and pour the lime into jar #2.
9. Start the stopwatch and measure the temperature every 2 minutes. Record the temperatures you measure in the table.
8. Carefully pour 50 ml of vinegar into the glass with the lime.
Caution: The lamp becomes very warm! Keep your distance from the bulb!
Greenhouse gas effect
Evaluation
| Time (min) | Temperature vessel 1 (w/o CO ) (°C) 2 | Temperature vessel 2 (with CO ) (°C) 2 |
|---|---|---|
| 0 | | |
| 2 | | |
| 6 | | |
| 8 | | |
| 10 | | |
Greenhouse gas effect
Further information for parents and teachers
In order to be able to measure the effect as well as possible, a few points must be taken into special consideration when setting up the apparatus:
* The set-up must be symmetrical, i.e. the beakers and thermometers must have the same distance to the lamp.
* The apparatus should be placed in a location that is as protected from the wind as possible; any drafts in the room, e.g. from an air conditioning system, will interfere with the measurement.
* The initial temperature in both vessels should be as equal as possible; this can be achieved, for example, by preparing the apparatus the day before so that the objects have time to adjust to the room temperature. | 1,334 | 742 | {
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MINDFULNESS IDEAS
case study - libby
This idea originates from a training case study completed by one of our Connected Kids Tutors
*Libby is an 8 year old girl, who was experiencing separation anxiety and difficulty with sleep.
"The focus this week was on self-kindness. I really wanted to leave her with a smile and a little bit of confidence knowing that how she is doing is ok and it's ok to feel how she feels."
*We have changed the name to keep it anonymous. Our Tutors are not medically qualified to diagnose, they will assess with the help of the parents input and work intuitively with the needs of the children they teach.
COPYRIGHT CONNECTED KIDS 2021
COPYRIGHT CONNECTED KIDS 2021
WHAT (SOME) OF THE SESSION INVOLVED
The CK Tutor practised a heart centre meditation (helps teacher tune into needs of young person) prior to meeting him. This inspired the following, tailored session for Simon's needs.
Mindful chat/self-hug - the tutor discussed how important it is to be kind to ourselves. She guided Libby to notice that she was having a tough moment and during that could say something like "this is hard for me just now, but I know it's ok to feel like this and it will pass".
The tutor also suggested that Libby could give herself a hug and they practised self-hugs to see how it felt. During this they started to repeat "this is hard for me just now, but I know it's ok to feel like this and it will pass".
Creating an 'inner-friend' - the tutor had taken along little cardboard people about 23cm high.
She guided Libby to chat about the inner-self and how she could make inner-friends to help her through tough times. Libby chose her character and called him 'Bob' then went on to think about the things Bob might say to her in different situations – perhaps when she was sad, lonely, upset etc.
She really enjoyed this and had some great ideas for what should be written on Bob (see image)
Some of her ideas 'you're brave', 'you're strong', you're intelligent', 'I am here', 'you are you', 'there's only one Libby', 'you're kind'.
Once the front of Bob was finished, she asked what she should do with the back of him. I suggested that she could maybe ask her family the kind of things that they might say to her if she was sad, worried or upset. She liked this idea and we explained it mum once we had finished the session too.
COPYRIGHT CONNECTED KIDS 2021
FEEDBACK
From child via Connected Kids Tutor
"She said she felt good."
Connected Kids Tutor observations
"Libby was more settled this week – less agitated and still, which is why the drawing and writing worked well.
Parent's feedback
"Libby's mum has said that Libby really enjoyed the last session. She has been sleeping with Bob under her pillow, has introduced him to the rest of the family and now the other two kids have their own 'Bob'.
Connected Kids is a unique programme...
As our tutors are trained to tune into the needs of the children through observation and sensing the energy of the young person/group they are working with.
It can be difficult for children to articulate what they need help with or the problems they experience - anxiety can present itself as a sore tummy (even when there are no digestive issues)
Each tutor is trained to establish a heart-centered lesson plan that can be adjusted from a wide from of meditation 'tools and ideas' that we teach so that the tutor is present and holds the space for the children/teens they teach.
Even the words used to guide the session are delivered with heart-centered energy which is healing and soothing. This is why our sessions are so effective with Autistic children or those struggling with ADHD, ADD, SEN or trauma.
If you would like to find out more: www.connected-kids.com
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YEAR 3 – ENGLISH LANGUAGE
Subject
English Language
| Class/ Division | Year 3 A-E |
|---|---|
| Week | 3 (13th September to 17th September) ) |
| Work sent to students via | Group Email |
| Total number of lessons per week | 7 |
| Unit 1 | Goldilocks and the Big Mess (Fiction) |
| Learning Outcomes: | By the end of this week, students can: 1. Read the texts with understanding 2. Predict what may likely happen next in the story 3. Retell events from a story 4. Join sentences using conjunctions: ‘and’, ‘but’ and ‘because’ |
| Lesson 1 ZOOM Task Resources | Topic: Goldilocks and the Big Mess (Fiction) Learning objectives Make predictions; Ask and answer simple questions Read and understand simple vocabulary exercises Retell events from a story; Sequence three pictures and write two or three sentences about each one to tell a story. Read pages 2– 8. Check and understand meanings of some new words in context Answer discussion questions Story - Goldilocks and the Big Mess [Pages 2– 8] |
Lesson 3
ZOOM
Task
Resources
Lesson 4 ZOOM
Task
Resources
Lesson 5 Sunday Morning Learning Task 1
Task
Resource
Lesson 6 Monday Morning Learning Task 2
Task
Resources
Topic: Goldilocks and the Big Mess (Fiction)
Learning objectives
Explore characters within a story
- Reread the story with expressive voices as indicated by the punctuation and pictures
- Discuss Goldilocks' words, facial expressions and gestures.
- Draw an outline of the character.
Story - Goldilocks and the Big Mess
Learning objectives:
Analyse character's thoughts and feelings
- Discuss what are the character's thoughts (write key words or phrases of the character)
-
Discuss character's actions and opinions.
Story - Goldilocks and the Big Mess
Learning objectives:
Read the story aloud with understanding and proper expression to your parent or sibling.
Review grammar - nouns , verbs, adjectives
(1) Read the story - Goldilocks and the Big Mess aloud and answer the questions given in the worksheet
(2) Pick out some of the – nouns, verbs, adjectives from the story you have read.
Story: Goldilocks and the Big Mess; Worksheet
Learning objectives:
Read the story to answer questions.
Arrange the events from the story in the correct order.
Use vocabulary from story read to solve spelling exercises.
Answer simple questions based on the story in complete sentences with correct punctuation marks.
Sequence the statements from the story - Goldilocks and the Big Mess in the correct order.
Complete the spelling and vocabulary activities.
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Toilet Learning
You & Your Foster Child
Learning to use the toilet is an important developmental step. But toilet learning also can be one of the most stressful times during the toddler stage—for the child and for parents.
A guide for foster parents
Sooner or later, all children learn to use the toilet. Although most parents prefer sooner, there is no sense in rushing it. Forcing the issue will only lead to resistance, frustration, and failure. To be successful, children must be physically and mentally ready to learn. If they can't control the muscles associated with the process, they won't be able to make it to the potty. They also must want to use the potty. Readiness depends on the child. Most are ready to learn between ages 2 and 3 years, but some may not be ready until later.
Learning to use the toilet is not easy. It is normal for accidents to happen, even after children begin using the toilet on their own. Never punish or criticize your child for having an accident. That is like punishing a child for falling down while learning to walk.
Patience, understanding, and encouragement will go a lot farther. This is important when helping foster children. Children who have experienced trauma or abuse may have issues with feeling powerless and may exert themselves in areas they feel they can control, such as toilet learning. Be patient and allow toilet learning to unfold at your child's pace.
ocd.pitt.edu
You & Your Child may be reproduced for non-profit use only.
2-3
Tips for helping your child learn to use the toilet
Don't expect toilet training to be a snap. Here are a few tips that may help.
A few general facts about toilet learning
All children have their own developmental timetable. But, in general:
Daytime dryness happens first, then nighttime dryness.
Most toddlers are dry through the night by age 3.
Most toddlers learn to use the toilet between the ages of 2 and 3.
Daytime dryness happens first, then nighttime dryness.
Most toddlers are dry through the night by age 3.
Most toddlers learn to use the toilet between the ages of 2 and 3.
Signs that a child is ready to learn to use the toilet
Use words related to using the toilet, such as pee, urine, poo, or bowel movement.
Signs that your child is ready to begin toilet learning include your child being able to:
Understand the difference between wet and dry, clean and dirty.
Indicate that he or she wants to wear underpants instead of diapers.
Have regular bowel movements.
Is able to undress enough to use the toilet.
Have a dry diaper for a few hours.
Let you know that he or she is about to, is in the process of, or has filled his or her diaper.
Special considerations before learning begins
Make sure there are no disruptions in your child's life that will make learning to use the toilet more challenging. These include starting a new daycare, a new brother or sister, a recent illness, or a pending move. If there are such issues, you might wait until they pass.
Signs that a child is ready to learn to use the toilet
Tell your child that learning to use the toilet is another step in growing up.
Enthusiastically talk up using the potty, but don't put down diapers.
Read children's books about learning to use the potty with your child.
Have the potty around before learning begins so that the child can get used to it.
Let your child choose between using a potty or the big toilet, and buy a sturdy potty or seat.
Start changing your children's diapers in the bathroom, if possible, to get them used to the idea that the bathroom is where you go.
Try to catch your toddlers in the act of filling their diaper to teach them to be aware of the body's signals.
Decide on the words you'll use for using the toilet, and use them consistently.
Use the readiness method of toilet learning
promoted by noted pediatrician and author Dr. T. Berry Brazelton.
One way to help a child learn to use the toilet is the readiness method,
Week One: Buy a potty chair so your children can get used to it. Let your children put it where they want.
Week Three: Once a day, ask your children if you can remove the diaper and have them sit on the potty. Say this is what Mommy, Daddy, Grandma, etc. does each day.
Week Two: Have the child sit on the potty fully clothed while you sit on the toilet. Think of a way to keep the child on the potty a few moments, such as reading a book or giving a treat.
Week Four: Take a soiled diaper to the potty and dump the contents into the toilet. Tell your child that someday this is where he or she can go to the toilet. But don't let the child see you flush. At this point, that may worry some children.
These steps should be taken at the child's pace:
After getting permission, remove the children's lower clothing and allow them to run around bare bottomed. Then, offer to take them to the potty to try to go. If they resist, do not force them. After trying, re-dress the children.
Boys should first be taught to urinate sitting on the toilet. At this stage, they don't have the concentration or the skills to aim well, and they may make a mess. Once they have mastered this, they can be shown how to stand and urinate.
Leave your children's pants off for longer and longer periods of time. If your children go on the floor, put a diaper on and say that they can try again tomorrow. Putting pressure on your children at this stage can make learning harder.
Night training begins once the above steps have been mastered and your child is staying dry consistently in the day. This may not happen until age 3 or older.
Parenting
2-3 | 1,996 | 1,233 | {
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General Principles
Voting rights are protected by the U.S. Constitution and by federal statute
P The 15th Amendment prohibits the denial or abridgement of the right to vote "on account of race, color, or previous condition of servitude"
P The Voting Rights Act prohibits discriminatory voting practices and provides strong federal enforcement mechanisms.
Under the U.S. Constitution, American elections are decentralized
P As a matter of constitutional design, our elections are state-by-state contests that are administered locally.
P This system provides important checks against corruption and fraud.
Only in extreme circumstances can the federal government intrude on local control of elections
P The Voting Rights Act of 1965 was a unique exception to our decentralized voting system, made necessary by widespread, deliberate disfranchisement of blacks in the Jim Crow South.
The Voting Rights Act (VRA)
The Voting Rights Act of 1965
P was passed to give blacks access to the ballot, which had been unconstitutionally denied them in parts of the country;
P empowered the federal government to enforce voting rights nationwide;
P and gave the feds temporary power to oversee voting changes in jurisdictions with a history of racist election practices.
Specific provisions
P Section 2 permanently outlaws voting procedures that deny or abridge the vote on account of race or color;
P Section 5 temporarily requires certain jurisdictions to get federal approval ("pre-clearance") before making electoral changes;
P Section 4 establishes criteria for determining which jurisdictions must seek Section 5 pre-clearance.
The way forward
P The federal government has an important role to play in enforcing voting rights nationwide, but it should not micromanage local election procedures in jurisdictions with no recent history of voting discrimination.
Addressing Misperceptions
MISPERCEPTIONS
FACTS
Widespread
disfranchisement of blacks remains common.
Pre-clearance is necessary to protect voting rights.
P The VRA worked: In 1964 Mississippi, only 6.7 percent of blacks were registered to vote; today, 83.1 percent are registered.
P Blacks today vote in record numbers. In the South, blacks have outvoted whites in one-third of presidential elections since 1965. Nationwide, black turnout (66.2%) exceeded white turnout (64.1%) in 2012, and blacks have continued to vote in record numbers in recent elections.
P The federal government can enforce voting rights without micromanaging local rules.
P Pre-clearance only withstood constitutional scrutiny because it was an emergency measure targeted at the Jim Crow South.
P After more than half a century, it is reasonable to ask whether federal oversight of local elections remains necessary and/or constitutional. | 1,269 | 580 | {
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Service Project Suggestions
Jesus said, "Here I am among you as one who serves."
(Luke 22:27)
Before making a commitment to a service project, think about the variety of ways in which you can use your talents and abilities to help others. These suggestions are only some of the ways other candidates have chosen to serve. Perhaps something on this list will help you decide the service you would like to perform. The list may give you some other ideas of what you would like to do. Perhaps you, alone, or with a group of friends, have your own special service in mind.
Before making your decision and commitment:
* Pray to the Holy Spirit for guidance
* Talk to your parents and sponsor
* Find out real needs people in your neighborhood, parish, school or community have (you may want to use the Community Service Handbook that all Bethel Public School students received in June for specific organizations that are seeking volunteer service). Ideas include -but are not limited to:
Help prepare for a children's liturgy Help in the CCD program Visit the elderly at home or in a nursing home Assist senior citizens (nonrelatives) with their chores. Organize or help with a recycling project Initiates a "clean-up" campaign in the parish, school or Local Park Help a needy family Volunteer to work in a hospital Tutor after school Shop for an elderly neighbor Do approved yard work at the school or parish Join a service group Bake for a cake sale Do volunteer work in a hospice
Write cards or letters to hospitalized children, teens or veterans Collect food for the poor Perform special services for the handicapped Prepare a meal or dessert for a family whose parent or child died Collect toys for poor children Read to the blind Make audiotapes for the blind or elderly Make gifts or favors for hospitals or nursing homes Prepare entertainment or holiday parties for nursing homes or child care centers Collect and deliver magazines to the emergency waiting rooms, hospital waiting rooms clinics and dialysis centers
Help in the school bookstore, library or cafeteria Write letters to government officials about justice issues Work in a special education program Raise money for retirement funds for elderly religious sisters, brothers and priests Coach or assist with young children's sports activities Help with parish mailings Help with a fund raising project for a charitable organization Collect, clean and repair clothing for the poor Earn money for the missions by washing cars, babysitting, etc Work at the food bank Serve as a teacher's aid
The intent of service hours as a requirement for Confirmation is to help the students realize not only the great need of so many that are less fortunate than we are, but also to realize the tremendous sense of purpose and accomplishment we feel by being the "hands of Christ." Therefore it is really important to seek out real need - not just what is simply easy or accessible; to other words, go beyond your family needs. All the responsibilities that are part of being a family member do not count as "community service" hours - that's part of the "give and take" you are fortunate enough to have as being part of a family.
Please Note: If you have any questions regarding the acceptability of an activity as "community service," please see your teacher or the Religious Office for advice. All service hours will be evaluated when you submit them at the Workshop hi January; activities that do not meet the criteria of true "service" will need to be resubmitted.
Prayer to the Holy Spirit
COME, HOLY SPIRIT, FILL THE HEARTS OF YOUR FAITHFUL, AND KINDLE IN US THE FIRE OF YOUR LOVE SEND FORTH YOUR SPIRIT AND WE SHALL BE CREATED, AND YOU SHALL RENEW THE FACE OF THE EARTH. O COD, WHO BY THE LIGHT OF THE HOLY SPIRIT, INSTRUCTS THE HEARTS OF THE FAITHFUL, GRANT THAT BY THE SAME HOLY SPIRIT WE MAY BE TRULY WISE AND EVER REJOICE IN YOUR CONSOLATIONS. THROUGH CHRIST, OUR LORD, AMEN | 1,775 | 814 | {
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You should consider joining two ideas or sentences with a conjunction or transition when the connection might not otherwise be clear to your reader. Effective use of conjunctions and transitions helps your reader understand your logic and reasoning easily, and allows for smooth shifts from one idea to the next.
Coordinating Conjunctions join two clauses and show how they are related. They join pairs of clauses that are equal and grammatically independent. "And," "but," and "so" are the most commonly used.
Joining two independent clauses without a coordinating conjunction results in a comma splice error or run-on sentence:
The study was successful, additional funding was awarded to the researchers. (comma splice)
It is acceptable to begin a sentence with a coordinating conjunction in many types of writing, including fiction and informal publications, but this is generally discouraged in academic writing.
Subordinating Conjunctions introduce subordinate or dependent clauses.
Subordinate clauses can go either first or last in a sentence. The most important information usually comes last. Be careful to attach them correctly to an independent clause, and to avoid creating a sentence fragment.
Complete (simple) sentence: Hamlet devotes himself to avenging his father’s death.
Sentence fragment: While Hamlet devotes himself to avenging his father’s death.
A common mistake is to put a comma after a subordinating conjunction instead of at the end of the dependent clause it introduces:
Incorrect: Although, deforestation has detrimental effects on the environment, illegal logging continues to be a problem.
Correct: Although deforestation has detrimental effects on the environment, illegal logging continues to be a problem.
Conjunctive Adverbs join words, phrases, or clauses.
They can usually be used in a sentence in three different ways:
1. at the beginning of a sentence
The experiment was inconclusive. Therefore, further testing is recommended.
2. after a semicolon
The experiment was inconclusive; therefore, further testing is recommended.
3. between two commas
The experiment was inconclusive. Further testing, however, will be done at a later date.
If the break is weak, no punctuation is required: Further testing is therefore recommended.
You may have noticed that several of these words can have multiple meanings. In order to avoid confusion, use the most specific term possible! For example,
The buses stopped running as it was snowing.
Does "as" here mean "because it was snowing" or "at the same time it snowed"? "As" can function as a conjunction, but also as a preposition and an adverb. "Because" or "since" might be clearer here. | 1,084 | 531 | {
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1
Try this as a clapping duet with your teacher.
Let's go!
Waking your fingers up song
2
How to practise
Now you're on book 2 you should find a regular time to practise the piano and try to do a little bit of playing every day. Here are some hints and tips on practising:
* Warm up with something easy or an exercise. Check your posture is correct.
* When you're learning a new piece practise hands separately first, then play very slowly until you have learnt the notes correctly.
* Try to learn small sections of a piece at a time – don't always start at the beginning and play to the end.
* Do allow time to listen to the CD and do the theory games – this is practice too and will improve your piano playing!
* Finish your practice with something you enjoy – make something up or choose a favourite piece and play it from memory.
3
Theory wordsearch
Hidden in this wordsearch are 14 Italian musical words. Circle them and fill them in alongside the correct explanation.
| P | O | C | O | R | I | T | Q | L | F | P |
|---|---|---|---|---|---|---|---|---|---|---|
| M | I | A | N | D | A | N | T | E | O | I |
| E | C | A | P | I | A | N | O | E | R | A |
| Z | R | L | N | M | Z | P | C | T | T | S |
| Z | E | L | O | I | R | P | E | R | I | E |
| O | S | E | T | N | S | I | N | O | S | C |
| F | C | G | A | U | Q | S | I | F | S | A |
| O | E | R | G | E | T | O | I | S | I | V |
| R | N | O | E | N | D | A | C | M | M | I |
| T | D | E | L | D | L | A | R | G | O | V |
| E | O | F | M | O | D | E | R | A | T | O |
Quite quick
At a walking pace
Get gradually louder
Get gradually quieter
Loud
Very loud
Slow and broad
Play smoothly
Moderately loud
At a moderate speed
Quiet
Very quiet
Get a little slower
Lively
Sunny afternoon 39
Listen to your teacher play this piece. What is the time signature? Your teacher will play a phrase with one rhythmic change. What is it?
4
1
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Parent Education Center
Upcoming Classes:
WHAT'S HAPPENING DON'T MISS OUT ON 2 FREE CLASSES:
is a free 6-week course for low-income adults that will teach healthy grocery shopping, cooking and eating on a budget. The next class will start September 17, 2018, from 5:30 to 7:30 p.m. at the Center of Craig, 601 Yampa Avenue.
Positive Solutions for Families
is a free 6-week class that promotes social/emotional development and helps to reduce challenging behavior. The next class will start September 18, from 5:30 to 7:30 p.m. at the Center of Craig, 601 Yampa Avenue.
Register for either class by
phone: 970-824-1081
or email:
firstname.lastname@example.org
Childcare is available for both
classes at no cost.
September 1, 2018
Volume 2, Issue 9
Positive Solutions for Families is an interactive class which offers strategies, tips and tools for promoting social/emotional development and how to address challenging behavior. We provide dinner for all participants of this class. Both these classes and childcare are offered at no cost to you. In order to gain the full benefit of either of these classes, we strongly encourage participants to commit to attending all 6 sessions. Please check your schedule and call or email to register today.
Ongoing:
Cooking Matters for Low Income Adults offers shopping, cooking, and eating tips for delicious, healthy meals on a budget. You will receive free groceries each week to create a recipe at home and at the end of the 6 weeks, you will receive a chef's knife, cutting board, reusable grocery bag and a cookbook full of nutritious meals.
Ready for Kindergarten workshops - 970-824-1081
Autism, Post-Partum Depression and Breastfeeding support groups. Please call: 970-824-1081 & schedule an appointment.
Parent Corner
One thing is certain – children love to make messes! But when they do, they may not always properly wash their hands, let alone know the importance of WHY they need to. Hand washing is the best way to prevent germs from spreading and to keep you and your family from getting sick, but sometimes this is hard to explain to children. To help, we have a fun game and tips on hand washing to help your children learn.
The Glitter Game
After your child has made sure they have damp hands, sprinkle some glitter on them. Then have them rub their hands together until all of the glitter is sticking. Ask them to shake hands, touch door knobs and counters, and play with their toys. Then show them all of the "germs" that were left behind. Once they see how easily germs can spread, have them try to wash their hands with just water first and then after, with soap. This will help them see how water will not work alone and that soap will wash off all of the germs.
When to Wash Your Hands
Wash your hands…
Teach children to follow these simple guidelines to know when they should wash their hands. To help them remember, hang a chart with these guidelines in an easy-to-see place in your home, such as the bathroom mirror or the refrigerator.
1. After playing outside
3. After using the bathroom
2. After touching animals
4. Before and after eating or touching food
6. Before and after visiting sick friends or family
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Blazer Rookie League Rules Ages 9-12
1. We will use an 11-inch softball.
2. This is a player pitch format.
3. Walks are not allowed. In the event a count of 4 balls is reached the coach will come in continue with the same strike count to the batter. When coach pitches, a maximum of 2 bases is allowed by the batter and runners on base for any hit ball.
4. There will be a continuous batting order used. This means that every player will maintain their spot in the batting order regardless of whether or not they were in the field during a particular inning.
5. Teams will bat until the third out occurs or 5 runs are scored.
6. There are unlimited substitutions. Ten players will constitute a complete starting lineup. Games may be started or played with 7 players. At this age group 10 players is the maximum allowed in the field (4 outfield and 6 infield). Outfielders should be on the grass. Players sitting out in a particular inning will be inserted into the field during the next inning. No player will sit out two consecutive innings. Coaches should make every effort to ensure that the number of innings played during the season by each player is as equal as possible. We also do not want teams playing the same players at the same positions all year. Girls should play a minimum of 1 OF and 2 IF positions not including pitcher or catcher. Try to give everyone the opportunity to play pitcher or catcher but do not force them to play it. A pitcher should not pitch more than 2 innings in a game.
7. Bunting and slapping are not allowed.
8. Stealing is allowed off of 1 st and 2 nd base, Player does not leave the base until the ball crosses the plate. No additional base off overthrow when play made on runner stealing. Stealing of home is not allowed under any circumstance. 3 step lead allowed off of 3 rd base. Player must be tagged in order to be out off of a steal or lead-off. You may only advance to home off 3 rd base on a ball put in play with a hit.
9. Runners will be allowed 1 base when an over throw on a batted ball occurs. If ball stays in play, a play can be made on the runner. If a 2 nd overthrow occurs, no additional base.
10. Once the ball is controlled by an infielder, runners should return to the base they came from unless they are 2/3 of the way or greater to the next base. Rule 9 applies if a play is made on the runner. If the infielder holds the ball or calls time apply the 1 st part of rule 10.
11. A batter struck by a pitched ball awarded first base unless the player wants to continue batting. If she continues the hit by pitch would be considered a ball.
12. Pitching distance will be from 30' unless pitcher absolutely can't get the ball to home.
13. There is a one hour and 30 minute time limit for games. No new inning shall start unless the WHOLE inning can be completed in this time.
14. Coaches – prior to every game please talk with the umpire and the other team coach to make any modifications to the rules before the game begins. Please do not change the rules dramatically, this is to prepare the player for the next level.
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UGH STINK BUGS
Submitted by:
Karen Sondak Paint Branch High School
Grades:
9-12
Observations:
More and more we live in a world that is surcoming to invasive species. In this lab students find and observe the Marmorated Stink Bug Halyomorpha halys. It was observed that this stink bug was uncommon in Montgomery County Maryland just three years ago. Since that time this stink bug has become more numerous. Now you can see hundreds of these bugs in attics, clinging to door screens, or on outsides of buildings.
Question: What Common Household Items Can Be Used To Control Marmorated Stink Bugs?
Hints to form the hypothesis: If you were testing common household substances what would you use that wouldn't harm your host plants?
Hypothesis: If I spray the marmorated stink bugs with (alcohol, habanero pepper spray, onion spray, or soapy water) I may kill stink bugs.
Materials:
- Bean plants
- Soil
- Pots
- Shoe boxes fitted with screens
- Materials for making extract (habanero peppers, onions, or alcohol)
- Blender
-
Spray bottles
- Stink bugs
Independent variable: sprays (habenero pepper spray, vinegar spray, onion spray or alcohol spray) and condition of plants
Dependent variable: number of dead stink bugs
Control: water spray
Procedure:
Plant green bean seeds or other types of seeds for hosts of stink bugs. Leave at least two weeks for plants to be developmentally ready for introduction of stink bugs. Use plants when they have true leaves and are at least six inches in height.
Make growth chamber. Purchase plastic shoe boxes, or larger for growth chamber. Cut out top and use a hot glue gun to glue down hardware cloth. Place diluted household material in a spray bottle.
Collect stink bugs.
Put at least two plants and 10 stink bugs into each of the experimental boxes and two plants in the control boxes. Place shoe boxes in a sunny location and water plants as needed. Spray bugs on day one, on day four count dead bugs and record data. Check and record conditions of plants, and indicate their condition (good, fair, bad, or dead).
Data:
| Spray Treatment ( water-control, alcohol, onion, habenero | Plant Conditions Good, fair, bad, dead. | Number Dead on Control |
|---|---|---|
| Onion Spray Day | | |
| | Plants all are in good condition | |
| Day 4 | | 2/10 |
| Alcohol Spray Day | | |
| Day 4 | | 1/10 |
| | Plants are in fair condition | |
Analysis and Conclusion:
This is a great lesson to get young people to implement scientific method using insects. Materials are common household items and easy to obtain and inexpensive. Marmorated stink bugs are becoming extremely common in the east and spreading. Certain household materials do seem to be able to reduce Marmorated stink bug numbers in controlled conditions. Optimally all the stink bugs would be killed by the experimental spray and the stink bugs sprayed with the water controlled would be unaffected.
Set up: Time to get materials and make shoe boxes- 1 hour
Cost of experiment: $45.00 but you could use used items for grow chambers
References on Marmorated Stink Bugs:
http://www.ars.usda.gov/is/AR/archive/jul09/bug0709.htm http://ento.psu.edu/extension/factsheets/brown-marmora ted -s ti nkbug
http://www.hgic.umd.edu/content/brownstinkbug.cfm http://www.ipmnet.umd.edu/landscape/docs/BMSB-U M D.pd f
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Parent Education Center
Upcoming Classes:
is a free 6-week course for low-income adults that will teach healthy grocery shopping, cooking and eating on a budget. The next class will start July 9th through August 13, 2018, from 11:30 to 1:30 p.m. at the Center of Craig, 601 Yampa Avenue.
Positive Solutions for Families
is a free 6-week class that promotes social/emotional development and helps to reduce challenging behavior. The next class will start July 12th through August 16, 2018, from 5:30 to 7:30 p.m. at the Center of Craig, 601 Yampa Avenue.
Register for either class by
phone: 970-824-1081
or email:
email@example.com Childcare is available for both classes at no cost.
July 1, 2018
Volume 2, Issue 7
Hard Facts about Swimming Safety be sure to read the Parent Corner below for water safety tips
Among preventable injuries, drowning is the leading cause of death for children 1 – 4 years old.
Children 1 – 4 years old are more likely to drown in a pool.
Children 5 years and older are more likely to drown in natural water, such as ponds, lakes and rivers.
Ongoing:
Ready for Kindergarten workshops 970-824-1081
The risk of drowning in open water increases with age: The average 10-year-old, for example, is three times more likely to drown in open water than in a pool.
Autism, Post-Partum Depression and Breastfeeding support groups. Please call: 970-824-1081 to schedule an appointment.
Watch kids when they are in or around water, WITHOUT being distracted. Keep young children within arm's reach of an adult.
Parent Corner
Make sure older children swim with a partner every time.
Teach children how to swim. Every child is different, so enroll children in swim lessons when they are ready. Consider their age, development and how often they are around water when deciding if they are ready for swim lessons.
Make sure kids learn these five water survival skills and that they are able to:
- step or jump into water over their heads and return to the surface;
- float or tread water for one minute;
- turn around in a full circle and find an exit;
- swim 25 yards to exit the water; and
- exit the water. If in a pool, be able to exit without using the ladder.
Teach children that swimming in open water is not the same as swimming in a pool. They need to be aware of uneven surfaces, river currents, ocean undertow and changing weather.
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Mr. Pole
I was in a coffee shop the other day and overheard an interesting conversation between two young women at the next table. One of them asked the other, "So what is your boyfriend like?" Her friend replied, "Well, his face is wide and his head is soft, but his mouth is a little light." What is this man really like? Soft head? Is there something wrong with her boyfriend?
i-adjectives
head
頭
1 12
nice good
2 15
3
4 9
5 13
6
7
8
10
11
14
bad old
hurtful painful
hard soft
spacious wide early
fast tall
high long
light
いい
ii
悪い
warui
古い
furui
痛い
itai
堅い
katai
柔らかい
yawarakai
広い
hiroi
はやい
hayai
高い
takai
長い
nagai
軽い
karui bright ; smart ; sharp
頭 が
atama ga
1
good fool ; not smart
頭 が
atama ga
2
bad old-fashioned
頭 が
atama ga
3
old to worry over a problem
頭 が
atama ga
4
painful inflexible ; stubborn
頭 が
atama ga
5
hard flexible ; receptive to new things
頭 が
atama ga
6
soft
・By adding " desu
" to these expressions, you can make a sentence.
e.g.,
Mr. Pole is smart.
Pole-san wa atama ga ii desu face
顔
かお
kao have a wide circle of acquaintances
顔 が
kao ga
7
wide
あたま
5-minute Japanese Class by Hitomi Hirayama
Vol.
3
There are many interesting expressions that use words for body parts, and they are frequently used in daily conversation. Can you guess, for example, how many expressions use the word "eye(s)" (目[me])? The answer is as many as 140! In this lesson, let us look at some useful expressions combining i-adjectives and body parts. The good news is, you can create sophisticated expressions by using beginning-level i-adjectives at below left. Mr. Pole, don't think so hard. If you look below, you will understand what this man is like.
■ For answers to fill in the boxes, check with i-adjectives on the left that have corresponding numbers.
nose
鼻
to be proud of
鼻 が
hana ga
10
high to be flirtatious; to like women
鼻 の下 が
hana no shita ga
11
long
・There are many other expressions that have similar meanings, but this one is humorous and less offensive compared to others. It applies to men.
eye(s)
目
have an expert eye for
目 が
me ga
12
good mouth
口
め
me
くち
kuchi can keep a secret ; closed-mouthed
口 が
kuchi ga
13
hard cannot keep a secret
口 が
kuchi ga
14
light have a sharp tongue ; have a bad mouth
口 が
kuchi ga
15
bad
はな
atama hana
ear(s)
耳
みみ
mimi quick-eared ; have sharp ears
耳 が
mimi ga
8
fast be ashamed to hear
耳 が
mimi ga
9
painful
Copyright 1999 The Yomiuri Shimbun | 1,240 | 764 | {
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Cities on Volcanoes 9 November 20-25, 2016 Puerto Varas, Chile
'Understanding volcanoes and society: the key for risk mitigation'
Integrating Indigenous knowledge and science – Characterising the eruptive history of Tseax volcano, British Columbia, Canada
Glyn Williams-Jones 1 , Kelly Russell 2 , Mansell Griffin 3 , Yannick Le Moigne 1 , Rachel Warwick 1 , Nathalie Vigouroux 1,4
1
Department of Earth Sciences, Simon Fraser University, BC, Canada;
2 Department of Earth, Ocean & Atmospheric Sciences, University of British Columbia, BC, Canada;
3 Nisga'a Lisims Government, BC, Canada;
4 Department of Earth & Environmental Sciences, Douglas College, BC, Canada
Keywords: Indigenous knowledge; oral history; Tseax volcano; Laxm'ihl; Nisga'a Nation; British Columbia; Canada
Recent volcanic activity in western Canada is not widely recognised despite the occurrence of, at least, four eruptions during the last 4,000 years. This situation results from the low eruption frequency, the remoteness of Canadian volcanoes, and low population density. One of the few events with any confirmed observations is that of the 1700s eruption of Tseax volcano, Wil Ksi Baxhl M'ihl, a polygenetic cinder cone in NW British Columbia. The most recent explosive and effusive eruption of the volcano formed a 32 km long basanite lava flow covering ~40 km2. The eruption is identified as leading to the deaths of >2000 people of the Nisga'a Nation living in two villages (Wii Lax K'abit and Lax Ksiluux) on the banks of the Nass River, ~20 km from the volcano. Although no written records of the event exist, a rich oral history describes in detail the eruption and emplacement of the lava flow. For example, the Nisga'a story of the eruption tells of two children that in showing disrespect to Pink salmon had angered the Creator - the salmon are in the Nass River from late summer to early fall. Scouts sent to investigate the smoke, from their vantage point on Genuu Axwt (a ridge on the western side of Tseax River) saw Laxm'ihl, a monster with two flaming eyes, a body of mist and smoke and legs of fire - there is a smaller cinder cone ~500 m north of Tseax cone that was likely contemporaneously active. Although this is one of Canada's worst natural disasters, only limited scientific studies have been carried out to date. As such, this study aims to capitalise on the detailed observations recorded in the Nisga'a oral history to more accurately characterise the volcanic history of Wil Ksi Baxhl M'ihl, Where the Fire Runs Out. | 1,208 | 600 | {
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Baby lobster numbers spell trouble for shellfish population
30 June 2019, by Patrick Whittle
In this May 9, 2016 file photo, a marine biologist holds a young lobster on Friendship Long Island, Maine. Data released for 2018 show an uptick of baby lobsters off some parts of Canada while they are dwindling off the New England coast. (AP Photo/Robert F. Bukaty, File)
Baby lobsters are continuing to appear in high numbers off some parts of Canada while tailing off in New England, raising questions about what the valuable shellfish's population will look like in several years.
University of Maine scientist Rick Wahle has documented trends in baby lobster density for years, and released new data for 2018 this month. The new data reinforce recent trends about lobsters that show upticks off sites in Atlantic Canada, such as some areas in Nova Scotia, Wahle said. Meanwhile, the Gulf of Maine reported below average numbers from Bar Harbor to Cape Cod, he said.
Young lobsters settle into the ocean bottom, where they take shelter as they grow. Wahle tracks where lobsters are settling in 23 areas from Rhode Island to Prince Edward Island, Canada. This year's data showed high totals in Canadian locations such as St. Mary's Bay, Nova Scotia, and the southern Gulf of St. Lawrence, but low numbers in Maine fishing areas such as the Midcoast region and Casco Bay.
American fishermen compete with Canada for the same species of lobster, which anchors one of the most lucrative fisheries in either country. Some scientists have said the shellfish appear to be moving north as waters warm.
"It's as if this wave that has crested in Maine is now increasing in Atlantic Canada," Wahle said.
New England's commercial harvest of lobster has been strong in recent years, but it's dependent on young lobsters growing to maturity. Some New England sites, such as those off Rhode Island, show few baby lobsters at all.
Signs about the future of the lobster fishery in Maine are mixed, as state government surveys have also shown large numbers of lobsters that have not yet reached legal size residing in deeper waters, Wahle said. Still, the decline in settlement in the Gulf of Maine has "raised concerns over the future of this region's fishery," according to his annual update of his American Lobster Settlement Index.
America's lobster industry is based mostly in Maine, and its haul of the crustaceans has been high all decade. The state's catch peaked at an all-time high of 132.6 million in 2016 before falling to 111.9 million—still a historically high number—in 2017.
The haul rebounded to nearly 120 million pounds (54 million kilograms) last year, and the price lobstermen received for their catch was also strong, as the fishery nearly topped half a billion dollars in value at the docks for the third time in history. The shellfish are easily available for many U.S. consumers, especially in the Northeast, and retail prices have been steady.
1 / 2
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But lobstermen face challenges such as new protections designed to aid endangered North Atlantic right whales. The fishery is also facing a bait shortage.
Democratic Rep. Jared Golden of Maine has said the federal government is asking Maine lobstermen, whose industry is critical to the state, "to make huge sacrifices without clear evidence that those sacrifices will have any positive impact on right whales." Conservationists have said the new protections are needed to save the whales, which number only slightly more than 400, from extinction.
© 2019 The Associated Press. All rights reserved.
APA citation: Baby lobster numbers spell trouble for shellfish population (2019, June 30) retrieved 16 January 2022 from https://phys.org/news/2019-06-baby-lobster-shellfish-population.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.
2 / 2 | 1,740 | 847 | {
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Business Department Curriculum Rationale
KS4 Rationale
We learn how business impacts on individuals as well as communities; locally, nationally and globally. We utilise case studies that reflect each of these geographical contexts. Our boys will learn to apply knowledge, in order to become actively engaged citizens. We promote the skills to enable our boys to be more enterprising, developing reflective thinkers with enquiring minds.
Pedagogy within the classroom
Links to School Improvement Plan
High expectations of all pupils regarding behaviour for learning and outcomes
Pace. Every lesson matters. Lessons are well planned and purposeful. "Do now" activities will be followed by brisk and timed activities.
Challenge All pupils are challenged in order for them to make the best possible progress from their individual starting points
Questioning will be effective in developing pupil knowledge and understanding, assessing progress and informing teacher planning.
Progression. All learning builds towards an end point. Learners are being prepared for their next stage of education, training or employment at each stage of their learning.
Skill Progression
Pupils build on prior knowledge and skills to help them prepare for the next stage of their education
Skills are consolidated from one year to the next, providing the foundation for increasing challenge.
Numeracy and literacy expectations are high and links are made with departments based on KS3 prior knowledge and skills.
Work given to pupils to be more demanding and to match the aims of the ambitious curriculum
Increase the use of low stakes assessments, revision tools and consolidation resources so that pupils increase in confidence and remember the content they have been taught in the longer term Ensure that incisive feedback is in place and that pupils are given opportunities to respond to it so that pupils learn from mistakes, close gaps in their learning and ultimately take more responsibility for their own progress.
Literacy- Promote a passion for reading and a thirst for knowledge. Any gaps in reading to be addressed rapidly
SEN
Working to increase our own knowledge of different areas of SEN and how to differentiate appropriately
Understanding the SEN needs of all pupils on the SEN register in the class Being flexible and adaptable in teaching approaches to meet the needs of all pupils, not just those with no SEN
Not seeing the "label" but seeing the child Having as high expectations of Business Enterprise VCERT qualification pupils as we do for Business Studies GCSE pupils; recognising that Business Enterprise pupils may need even more knowledge to plug gaps in their learning than Business Studies pupils, not less
Creating a "no-excuses" culture: never letting a child's SEN become an excuse for inadequate or poor-quality work. Having high expectations in extended writing tasks to prepare pupils for the internal synoptic project and 12/9 mark questions. | 1,217 | 547 | {
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I WAS BORN A SLAVE
My name is Salma. I was born a slave in Mauritania in 1956. My parents were slaves, and their parents were slaves of the same family. As soon as I was old enough to walk, I was forced to work all day, every day of the week. Even if we were sick, we had to work.
When I was still a child, I started taking care of the first wife of the head of the family and her 15 children. Later, even if one of my own children was hurt or in danger, I didn't dare help my child because I had to care for the master's wife's children first. I was beaten very often with a wooden stick or a leather belt. One day they started beating my mother, and I couldn't stand it. I tried to stop them. The head of the family got very angry with me. He tied my hands, branded me with a burning iron and hit me across the face. His ring cut my face and left a scar.
I was never allowed to go to school or learn anything more than some religious verses and prayers. But I was lucky, because the eldest son of my master had gone to school away from our village and had different ideas from his father. This eldest son secretly taught me to speak French and to read and write a little. I think that everyone thought he was raping me, but he was teaching me and doing it well.
Other slaves were afraid of liberty. They were afraid they wouldn't know where to go or what to do. But I always believed that I had to be free. I tried to escape about ten years ago. I didn't know how close I was to Senegal, so I walked for two days in the wrong direction. I was found and sent back, and then punished. My wrists and ankles were bound first, then I was tied to a date tree in the middle of the family compound, and left there for a week. The head of the family cut my wrists with a razor, and as a result I bled terribly. I still have scars on my arms.
Finally I met a man in the market who told me that Senegal was just across the border. I decided I had to try again. I ran to the river, where a man with a small wooden boat agreed to take me to Senegal. There I made my way to a safe house run by a former slave from Mauritania. I stayed in Senegal for a few weeks, earning my keep by doing housework. But I never felt safe. I was always afraid that the master of the family I had escaped from would pay people to find me and bring me back to his house.
When I got to the U.S., I worked braiding hair. The first time I was paid for work I had done. I cried. I had never seen a person paid for her work before in my life. It was a very good surprise.
(From the press. Adapted)
to brand
: marcar amb ferro candent / marcar con hierro candente compound
: clos, recinte / cercado, recinto earn my keep : treballar per pagar el menjar i l'allotjament / trabajar para pagar la comida y el alojamiento
to braid: trenar / trenzar
2
Sèrie 1 - A
PART ONE: READING COMPREHENSION
Choose the best answer. [0,5 points each correct answer]
1. Salma and her parents were forced to work all day and every day...
a) except when they were ill.
b) no matter if they were ill or not.
c) when their own children were in danger.
2. The head of the family got very angry with Salma...
a) the day she hit him across the face.
b) when she once tried to defend her mother.
c) when she refused to learn some prayers.
3. «I think that everyone thought he was raping me». Who was he?
a) Her master's son.
b) Her master's father.
c) Her master.
4. Salma was different from the other slaves because...
a) she could read and write good French.
b) they were happy to be slaves.
c) she was not afraid of freedom.
5. The first time Salma escaped, she...
a) followed a wrong path.
b) couldn't walk very far.
c) found the border closed.
6. From Salma's story we can guess that in Senegal...
a) there was no slavery.
b) everybody would help slaves from Mauritania.
c) Salma bought her freedom.
7. How many people were kind and helpful to Salma altogether?
a) Two.
b) Four.
c) Five.
8. What was a very good surprise for Salma when she got to the U.S.?
a) She didn't have to do any more housework.
b) Americans did not know about hair braiding.
c) She was paid money for the work she did there.
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In English this term we will be using the Lion King as our focus for lots of exciting writing!
We will be learning to:
* Add suffixes and prefixes to root words.
* Write our own version of the Lion King.
* Write a recount of our trip to Twycross Zoo, thinking about the features of a recount.
* Write a non-chronological report.
To help your child you could….
* Continue to read with your child every day.
* Practise phonic sounds, especially real/alien words.
* Practise reading and writing High Frequency words.
* When writing with your child get them to be a 'writing detective' and check their work for mistakes.
In Science our topic is Animals and their habitats. We will:
* Learn to classify animals into amphibians, reptiles, mammals etc.
* Find out about Carnivores, Herbivores and Omnivores.
* Learn about the features of different animals and their abilities.
* Discover more about animals and their habitats.
Paws, Claws and Whiskers.
Year 1 Curriculum Booklet Summer Term 1 2018
Our work this term will be based on the theme of Animals of all shapes and sizes.
During this topic we will build on our knowledge about animals so that the children can gain an in depth understanding of lots of the weird and wonderful animals in our country and across the world. We are aiming to look beyond naming animals and their features and begin to understand why animals behave and live in the way that they do.
This term in Mathematics we will:
* Count to 50 forwards and backwards, beginning with 0 or 1, or from any number.
* Count, read and write numbers to 50 in numerals.
* Measure and record weights and heights.
* Measure and record capacity and volume.
* Begin to learn multiplication
- show multiplication in arrays
- solve problems using multiplication and division
To help your child you could…
* Play different games, eg snakes and ladders
* Focus on counting in an everyday context, such as house numbers, amounts of cars in a car park, numbers of steps.
* Look for familiar shapes and ask the children if they can tell you about number of sides, corners etc.
* Challenge the children's understanding of positional language such as 'before/after' and ordinal numbers including 1 st , 2 nd , 3 rd … 27 th , 28 th etc.
* Use a ruler to measure various lengths at home. Compare the length of objects and identify which is longer, shorter, longest and shortest.
* Use scales to weigh different everyday items and compare weights. | 981 | 536 | {
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To: Rising 7th Grade Students and Parents
From: Ms. Newell
Summer Reading Assignment 2016
This summer I hope that you will read much more than the required because not only is reading a window into history, adventure, and romance, but it is also a beautiful way to increase your vocabulary and improve your writing. I want you to read for fun as well as to read in order to learn.
Please purchase your books for summer reading. They are all available at Barnes and Noble or on Amazon. You will bring your annotated books with you in the fall. You will receive a grade for your annotations, and you will have a test over the book(s) the first week of school.
7th Grade
Drums, Girls and Dangerous Pie by Jordan Sonneblick Choose one book from the attached list
7th Honors
Drums, Girls, and Dangerous Pie by Jordan Sonneblick The Witch of Blackbird Pond by Elizabeth George Speare Choose one book from the attached list
For each of your books, you will need to do the following:
[x] Write a one sentence summary at the end of each chapter in the book.
[x] Underline your favorite two quotes in each chapter. Put a comment in the margin by each.
[x] Circle any words that you don't know and write a brief meaning in the margin.
[x] Pick out two examples of imagery from each chapter that make the setting feel concrete or realistic to you and put a star in the margin plus any comments where the passage starts and ends.
You may choose your second book from the following list. Find one that you will enjoy; you will have a chance to do a book talk when you return in the fall to share with other students if you found a book you want others to read.
READING LIST FOR 7 th Graders
[x] Fever, 1793. By Anderson Historical fiction
[x] The Compound. By Bodeen. Suspense
[x] The Hunger Games. By Collins. Science fiction
[x] The Breadwinner. By Ellis. Historical fiction
[x] Mockingbird (Mok'ing'burd). By Erskine
[x] The Great and Only Barnum: The Tremendous, Stupendous Life of Showman P.T. Barnum. By Fleming. Biography
[x] The Thief Lord. By Funke. Suspense
[x] Football Genius. By Green. Realistic fiction.
[x] Double Identity. By Haddix. Science fiction-suspense
[x] Stormbreaker. By Horowitz. Suspense
[x] Life As We knew It. By Pfeffer. Science fiction-suspense
[x] So Be It. By Weeks. Realistic fiction.
[x] Uglies. By Westerfield. Science fiction
[x] Gifted Hands. By Carson. Autobiography
[x] Code Orange. By Cooney. Realistic fiction-suspense
[x] The Pigman. By Zindel. Realistic fiction
[x] Eragon. By Paolini. Fantasy
[x] A Break with Charity. By Rinaldi. Historical fiction
[x] Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth. By Giblin. Collective biography
[x] Million Dollar Throw. By Lupica. Realistic fiction
[x] Peak. By Smith. Realistic fiction
[x] The Bomb. By Taylor. Non fiction
[x] Absolutely Normal Chaos. By Sharon Creech. Realistic fiction
[x] Chew on This: Everything you Don't Want to Know about Fast Food. Non fiction
[x] Wednesday Wars. By Schmidt. Realistic fiction | 1,449 | 802 | {
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Classical Aristotelian rhetoric discusses three modes of argument, or appeals, that arguers employ to persuade audiences. Analyzing and critiquing these appeals in an argument is one way of evaluating the quality and persuasiveness of the argument.
| ETHOS | LOGOS | PATHOS |
|---|---|---|
| A mode of argument based on character or authority. | A mode of argument based on logic. | A mode of argument based on emotion. |
| An argument that appeals to ethos tries to persuade you that the author is reliable, trustworthy, ethical, and that his or her argument can be trusted. | An argument that appeals to logos tries to convince you to conclude what the author concludes via logical reasoning and evidence. | An argument that appeals to pathos tries to evoke emotions (passions), to make you feel what the author feels towards a subject—fearful, angry, compassionate, etc. |
| To identify the appeal to ethos, look for ways the author develops credibility for him/herself and the argument: • Author’s credentials and expertise (profession or background) • First-hand experience or testimony • Appearing sincere, fair, knowledgeable, morally and ethically upstanding • Credible sources of evidence • Addressing opposing views with respect and conceding points where appropriate | To identify the appeal to logos, look for evidence and logical reasoning meant to make you think rationally: • Data (facts and statistics) • Examples (real or hypothetical) • Research findings • Testimony • Analogy/comparison • Cause-effect reasoning • Logical sequencing of ideas (If…then… reasoning, etc.) • Induction (drawing a conclusion from specific evidence) • Deduction (drawing a conclusion from general principles) | To identify the appeal to pathos, look for words, statements, examples, and details meant to evoke an emotional reaction (not rational thinking) or to help audience relate on a personal level: • Emotionally loaded language • Figurative language (metaphor and simile) • Vivid descriptions • Emotional examples, anecdotes, testimonies, or narratives • Emotional tone (angry, sad, sympathetic, humorous, amused, etc.) |
| Examples of how to write about ethos: The author builds his ethos by demonstrating his expertise on the topic and offering data from his own research. The author’s ethos is enhanced as he addresses opposing views and refutes them effectively. | Examples of how to write about logos: The author appeals to logos by supporting her claims with relevant examples. The writer uses cause-effect reasoning to prove the negative outcomes of the policy. | Examples of how to write about pathos: Vivid descriptions of the poverty he witnessed evoke the readers’ sympathy, effectively appealing to pathos. The writer employs the appeal to pathos through emotionally compelling testimony of soldiers, helping readers relate to war on a more personal level. |
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Step 3: System Mapping in the Horizons Foresight Method
Overview
What it is: Systems thinking is a growing set of tools and concepts to explore and map complexity. It can help us see and understand how the parts of a system are actually connected in a larger, more integrated whole. The behaviour of each part is shaped by the flow of information, resources and people between the parts. These flows can amplify or dampen the behaviour of each part. Often the whole system is nested in yet a larger system. Choosing the boundaries of the system is an art that comes from experience and a comprehensive understanding of the system under study. Generally, it is useful to consider, and maybe include, some parts of the next larger system that is the context for your system.
Some of the key concepts in systems thinking are:
* The structure of a system determines its behaviour
* All systems are composed of inter-connected parts
* System behaviour is an emergent phenomenon
* Complex social systems exhibit counter-intuitive behaviour
* Feedback loops control a system's major dynamic behaviour
In foresight, a systems approach allows analysts to see the whole picture, and that helps to identify the essential system elements to include in the study and the forces shaping the system in interesting and disruptive ways. For many people, our default pattern is linear thinking—that is, A causes B. Systems thinking helps us to anticipate surprising or unexpected behaviour as a change rolls through the system. Systems can demonstrate a variety of astonishing behaviours, including non-linear behaviour (where the change is not proportional to the stimulus), self-organizing behaviour (where new structures develop without a central authority), emergence (where completely new patterns or structures emerge), adaptation, cascading, diffusion and dissipation.
Where it fits in the Horizons Foresight Method: Even a very simple system map can make it easier for a group to talk about and explore a complex public policy issue. System mapping can occur at any point in the Horizons Foresight Method. The system map can be revised or updated as new information or insights become available. Generally, it is better to do the system map after surfacing the current assumptions and the scanning phase. That way you have a broad understanding of the possible elements in the story.
It is useful to note the close relationship between mental models and systems. People have mental models about how things work based on their knowledge and experience. By sharing and testing their mental models of the system, group members can build a collective model of how the whole system works.
Challenges in this step: In developing a system map, focus on the key elements where change is anticipated so the map is not too complicated. Often the elements that are useful to include in the map are the structures that change flows through. For example, structures can be things like institutions (e.g. family structure) or they can be institutionalized processes (food safety). More generally, they are like standing waves: there is a basic structure that remains the same as information, decisions, resources or people flow through it. When the flow changes, in quality or quantity, the structure may change.
Horizons publications are readily available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from Horizons. We ask only that Policy Horizons Canada be identified as the source of the material.
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CAREER AWARENESS:
Before viewing the video: In the middle column, write what you already know about each question.
After viewing the video: In the last column, write additional information that you learned from the video.
| | What I already know | What I learned from the video |
|---|---|---|
| 1. Can a Fiscal Analyst help set a budget? | | |
| 2. Why would a Fiscal Analyst work with leadership? | | |
| 3. What does a Fiscal Analyst identify for their organization? | | |
| 4. Why does a Fiscal Analyst have to set realistic goals? | | |
| 5. What does a Fiscal Analyst mean by “opportunities?” | | |
| 6. Why should a Fiscal Analyst understand how a company operates? | | |
| 7. How can a Fiscal Analyst spend wisely to make more money? | | |
| 8. How could you use Financial Literacy in this career? | | |
CAREER EXPLORATION
Explore this career more deeply by finding the answers to these questions:
Information that I found
1. What type of education would you need after high school if you wanted to become a Fiscal Analyst? Technical school? College? Graduate school? etc.
2. What is the demand for this type of job (in Ohio? in the United States? Internationally?)
3. How much does this career pay?
4. What schools or colleges in Ohio offer programs or courses in this area?
5. What skills would you need for this career?
6. What level of Financial Literacy knowledge would be necessary or helpful in this career? Why?
CAREER PLANNING
Research the courses you would need in order to prepare for a career as a Fiscal Analyst.
| | Information that I found |
|---|---|
| 1. Visit the website of an Ohio (or other) college or school that offers a degree in this field. | |
| 2. What are the types of courses that are required for a degree in this field? | |
| 3. Are there required courses for this degree that surprised you? Which ones? | |
| 4. What scholarship, intern or research opportunities are available that would help prepare you for this career? | |
| 5. During your research, what similar careers did you see that might be of interest to you? | |
| 6. What courses are offered at our high school that would help prepare you for a career in budgeting? How do the courses that you select early in life open or close job opportunities for you in the future? | | | 1,080 | 593 | {
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Gummy Bear Patterns Gummy Bear Patterns
Preschoolers 2.5 - 4 years P Toddler 1.5 - 2.5 years T
This activity is a great way to practice creating and extending patterns. Children will love this activity because it allows them to explore their creativity by creating their own unique patterns and also gives them a bit of structure by clearly outlining which color gummy bear belongs in which spot.
Learning Outcomes
Domain:
Indicator:
Cognitive
Extending and describing patterns
Skills:
Patterning
Materials
* 1 package of gummy bears (with red, orange, yellow and clear)
* Free printable included here
* Colored pencils/crayons/ markers
Playful
Questions
Instructions
Step 1: Print out our free gummy bear pattern printable and start the conversation with your child(ren) around the colors they see and any patterns they notice.
Age Adjustments
Step 2: Cut out the pattern cards and lay them out along with a handful of gummy bears in front of the child.
Step 3: Encourage them to use the gummy bears and place them on top of the corresponding bears in the printable, saying the colors out loud.
For older preschoolers: Older preschoolers will enjoy making their own patterns. See how complex they can make them with the blank bear template we included for them to color.
Step 4: Once they fill up one pattern strip encourage them to continue the pattern. Once you have all the cards filled up with gummy bears, snack on a few - the best part!
For younger toddlers: Practice the names of the colors first. Once they nail those skills, begin to have them match the gummy bears from the table to their sheet - this may be challenging enough for them!
* How many bears are there in the first pattern card?
* Do you notice any patterns in our classroom/home?
* How many red bears do we have in our pile?
* Can you create your own pattern using the gummy bears?
Complete The Patern!
Complete The Patern!
Complete The Patern!
Complete The Patern!
Complete The Patern!
© HiMama Inc. This template is provided courtesy of your friends at HiMama. Visit us at www.himama.com
Complete The Patern!
Complete The Patern!
Complete The Patern!
Complete The Patern!
Complete The Patern!
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Coffee Filter Bats Coffee Filter Bats
These coffee filter bats are a fun way to get a bit messy with art. They are a great addition to any Halloween theme or unit about bats. Using a few supplies around the home, you can create these colorful bats to brighten up any room!
Learning Outcomes
Domain:
Indicator:
Cognitive
Describing similarities and cause and effect in recurring events
Skills:
Reflecting and Reaching Conclusions
Materials
* Coffee filters
* Clothespins
* Washable markers in dark colors
* Black and white paint
* Scissors
* Small paintbrush
* Spray bottle filled with water
* Waterproof surface to work on (a cookie sheet works great)
Playful
Questions
Halloween
Instructions
Step 1: Start by painting your clothespin black and letting it dry.
your white paint and let dry.
Step 2: Next, take your coffee filter and fold it in half. Color in the coffee filter with your dark markers. You can use blobs or create a pattern using lines, just make sure the whole coffee filter is colored.
Step 3: Once completely colored, take your spray bottle full of water and begin to lightly mist the coffee filter on your cookie tray until the colors start to blend together.
Step 4: Let the coffee filter dry completely, fold it in half and cut out round, half-circle shapes into the edge of the coffee filter to create the bat wings.
Step 5: Once your clothespins are dry, draw 2 eyes and a small mouth on the clip end of the clothespin with
* Have you ever seen a bat before?
* Why do you think bats sleep at night?
* What happens to the marker on the coffee filter when you add water?
* How do bats communicate with one another?
* Why do bats hang upside down?
Step 6: Pinch in the middle of the wings and slide the clothespin onto the filter and spread out the wings!
Age Adjustments
For older preschoolers: Give older children complete autonomy with this activity. You can create pencil marks on where to cut the bat wings out and let them have full control on this one. Each bat will be unique!
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Indian drones pursue locusts as swarms destroy swathes of crops
26 May 2020
heartlands of neighbouring Pakistan in April, before entering Rajasthan.
Smaller swarms are also active in a handful of states across India, Gurjar said.
A swarm of 40 million locusts can eat as much food as 35,000 people—or six elephants—according to UN's Food and Agriculture Organisation.
Residential areas in the state capital Jaipur were overwhelmed by the insects as bewildered locals banged on pots and pans to try and ward off the insects.
Locusts have caused massive damage to seasonal crops in two Indian states
Huge swarms of desert locusts are destroying crops across western and central India, prompting authorities Tuesday to step up their response to the country's worst plague in nearly three decades.
Drones, tractors and cars have been sent out to track the voracious pests and spray them with pesticides. The locusts have already destroyed nearly 50,000 hectares (125,000 acres) of cropland.
"Eight to 10 swarms, each measuring around a square kilometre are active in parts of Rajasthan and Madhya Pradesh," the government's Locust Warning Organisation's deputy director K.L. Gurjar told AFP.
The insects caused massive damage to seasonal crops in both states, devastating many farmers already struggling with the impact of a strict coronavirus lockdown.
They destroyed harvests in the agricultural
A swarm of 40 million locusts can eat as much food as 35,000 people, according to the UN
1 / 2
Powered by TCPDF (www.tcpdf.org)
Residential areas in the state capital Jaipur were overwhelmed by locusts
Experts warn the situation could worsen with more expected to reach India via Pakistan from the Horn of Africa in June.
Heavy rains and cyclones enabled unprecedented breeding and the rapid growth of locust populations on the Arabian peninsula early last year, according to the United Nations.
India has not seen locust swarms on this scale since 1993 when it experienced a widespread plague, the warning centre said.
Locusts destroy crops in some parts of Rajasthan close to the border with Pakistan most years, but it is rare for the insects to move further into the state.
Wind patterns have been pushing the swarms southwest, the locust warning centre said.
© 2020 AFP
APA citation: Indian drones pursue locusts as swarms destroy swathes of crops (2020, May 26) retrieved 22 September 2021 from https://phys.org/news/2020-05-indian-drones-pursue-locusts-swarms.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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CAN WE PREVENT ALLERGIES?
Donald Leung, MD, PhD
greatly increases the risk that additional allergies will develop in subsequent years.
For the past few decades, allergic diseases have been rising at an alarming rate. Asthma and eczema have more than doubled in prevalence, while food allergy has multiplied fivefold in the past two decades. Medications have reduced allergic symptoms, but have been unable to contain the allergy epidemic.
Recent research reports, however, herald promising progress on the prevention of allergies.
The surge in allergic disease has fueled research into the basics of immunology as well as translational
An emerging concept in immunology suggests that introduction of an allergen through the mouth and digestive tract promotes the development of tolerance, while introduction through atopic skin may be sensitizing and cause allergies. New studies at National Jewish Health and other research centers have demonstrated that penetration
and clinical studies of allergic diseases. That research has identified a variety of potential environmental and lifestyle causes of allergic disease, including an excessively clean environment, air pollution, overuse of antibiotics, stress, diet and lack of exercise. We have not, however, identified a single, overriding cause of the allergy epidemic. It appears that the industrialized Western lifestyle is the culprit. Allergic diseases are relatively rare in undeveloped regions of the world and their emergence coincides with industrial development.
Events early in children's lives, when their immune systems are still developing, play a crucial role. We used to think that infants should avoid potentially allergenic foods during the first few years of their lives. A landmark study, however, recently found that early introduction of peanuts into an infant's diet dramatically reduces the risk of developing peanut allergy. Other, less rigorous studies have also suggested beneficial effects of early introduction of other foods, including egg, milk and wheat. These data indicate a window of opportunity during infancy to prevent food allergy.
That window of opportunity may extend to other allergies. Allergic diseases follow a natural progression, called the atopic march. Eczema, or atopic dermatitis, is often the first allergic disease to develop in infants, followed by food allergies, asthma and hay fever. Development of eczema of environmental allergens through the damaged skin barrier of eczema patients may drive the development of additional allergies.
Building on that research, investigators recently reported that infants at high risk for eczema who were treated daily with simple skin moisturizers beginning at birth developed eczema less often than did infants who received no special care. If we can prevent eczema by protecting the skin, that may reduce the risk of other allergic diseases as well.
The good news for parents, then, is that research is generating solid evidence about steps they can take to reduce the risk of allergies developing in their children. Parents should consider applying a daily moisturizer to an infant's skin, because doing so may prevent the development of eczema and other allergies. They also no longer need to avoid peanuts, tree nuts, soy, wheat, milk, eggs and shellfish during a child's first years of life. In fact, they should consider feeding their children those foods unless a child has experienced food-allergy symptoms or is considered at risk for food allergies. In those cases, parents should consult their pediatricians about introducing those foods. Finally, it seems, we are turning a corner in the allergy epidemic.
Donald Y. M. Leung, MD, PhD, Edelstein Family Chair and Professor of Pediatric Allergy-Immunology at National Jewish Health in Denver, Colorado, has been a leader for more than 20 years in the treatment and research of allergies and atopic dermatitis in children. | 1,639 | 742 | {
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WHAT
The Tennessee Arts Education Data Project is the state's first-ever online searchable database on PK-12 student access to and participation in arts education. Presented in user-friendly, color-coded dashboards, information is searchable by district, school, grade level, and artistic discipline.
WHY
The Project empowers school districts, educators, policymakers, and funders with arts education data for decision-making in support of a well-rounded education. Measuring access to and participation in arts education helps create understanding and awareness and is a starting point for fostering arts education for all Tennessee children and youth.
EXAMINE THE DATA
What do you notice? Identify facts from the dashboards. 1
What questions arise? Are there areas of strength or challenges evident? 2
Can you draw any conclusions based on the data? Consider the context in your school, district, community and statewide. 3
Establish a plan. Identify opportunities that build on assets and address challenges. Check tnartseducationdataproject.org for helpful tools and the grant opportunity listed on the back of this brochure to develop a plan and strengthen arts education in your community. 4
GRANT OPPORTUNITY FROM THE TENNESSEE ARTS COMMISSION
Arts Education Mini-Grants are available to develop Strategic Arts Education Plans during the 2019-2020 school year.
Grants up to $3,000 to fund efforts informed by the Tennessee Arts Education Data Project.
Contact Ann Brown, Director of Arts Education, TN Arts Commission, 615.532.5939, firstname.lastname@example.org, or visit tnartseducation.org for more information.
tnartseducationdataproject.org
This project is part of a larger national project involving multiple states throughout the United States developed and led by Quadrant Research. For more information visit artseddata.org.
Cover art by Leavitt B., kindergarten student in Nashville
Tennessee Arts Commission, Authorization# 316780, 7500 copies, date of publication authorization July 2019. This public document was promulgated at a cost of $0.17 per copy
TENNESSEE ARTS EDUCATION DATA PROJECT
MADE POSSIBLE BY
HOW TO GET THE DATA
1. Go to tnartseducationdataproject.org
2. Click "View the Data"
3. Use the tabs to navigate different views
4. Make sure to set the filters properly to show the proper data visualization. Click the reset icon at the bottom of the screen to start over
Download printable reports from the dashboard by clicking on the download icon in the lower, right-hand corner of the screen
WELCOME
Data analysis for the entire state. Select a county, district, school type and locale code to explore access and enrollment percentages
STATE OVERVIEW
Click on any county to view arts enrollment for all districts located within the county
DISCIPLINE DASHBOARD
Click on any county to view arts enrollment for each arts discipline, course and school type
DISTRICT/ SCHOOL DASHBOARD
Click on any county, district and school to view enrollment by arts discipline, course, school type and grade level
YEAR OVER YEAR DASHBOARD
Shows enrollment changes by district and arts discipline between 2015-16, 2016-17 and 2017-18 | 1,591 | 668 | {
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Every little bit matters when it comes to litter. There is so much trash being thrown all over our beautiful state of Pennsylvania. The reason for this is mainly laziness. Littering is a problem to humans, animals, and plants, so all the environment! It needs to be stopped. It can be stopped by Litter Hawks, like me, my classmates, and hopefully after this essay, YOU!
More than 90 percent of people who live in Pennsylvania know that litter is a problem that needs to be solved. Our roads are littered with around 1,000 of pieces of trash per mile. That's a LOT of litter! Only 3 percent of people who live in Pennsylvania believe that littering is okay, 40 to 50 percent of Pennsylvanians litter. Some people do not realize that they are littering. They think just a small piece of trash doesn't matter. But it does. Every little bit matters.
I hate it when I see trash of careless people in my favorite places. Like the trails my family loves to hike. We always bring a trash bag with us when we go on walks or hikes. We went just down our road once and brought back home multiple full bags of trash. And we live in the hills! Once again, every little bit matters to us.
Even though some people might say, "Oh, it's just a tiny wrapper," or, "It wont harm anything. It's so little." Well, more than 85 percent of the trash that makes up our litter is under 4 inches in size. All the little stuff builds up! We need to stop littering. Every little bit does matter.
One way we can help stop littering is by taking a trash bag with us whenever we go on walks. If we forget a trash bag, or thought that the walk would be too short for there to be trash, pick up whatever trash you can fit, and keep it somewhere until you can put it in a trash can, or better yet, a recycling bin! Recycling bins could be made more available in public places like schools, offices, and really anywhere! Then all of the trash wouldn't be ending up in landfills. Or polluting our land. When you find a trash can that is already full, and you need to throw something out, find a different trash can. Don't make someone else pick it up when the can overflows, because, remember, every little bit matters!
So this is why every little bit matters. And we can make a difference. As a Litter Hawk, it is our job and responsibility to pick up trash, refrain from littering, and persuade others to do the same. Every little bit matters! Keep our beautiful state clean. There is so much we can do! Go Litter Hawks!
- Penelope Pell - Grade 6, Rock L. Butler Middle School, Wellsboro, PA | 890 | 591 | {
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Broncos Tight End Daniel Graham Offers Asthma Tips
APRIL 13, 2009
Denver, CO — Daniel Graham, tight end for the Denver Broncos, is teaming up with National Jewish Health to help children in the Denver Public Schools better control their asthma and miss fewer days of school.
"Asthma does not have to stop children from leading a normal life," said Mr. Graham, who has asthma. "It hasn't stopped me."
Mr. Graham offers the following tips for kids to help properly manage their exercise-induced asthma.
Take your medication. One of the most important things you can do to prevent exercise-induced asthma is to take your bronchodilator medication prior to exercising. If you're going to go out and play sports make sure you've taken your bronchodilator medication 10-15 minutes before you start. Also, be sure to maintain your schedule of daily asthma medications that your doctor prescribes.
Let people know you have asthma. Teachers and coaches should be informed if you have exercise-induced asthma. Let them know you are able to participate in activities, but that you may have to take your bronchodilator medication beforehand.
Proper warm up. Stretching and a proper warm up before exercise, playing sports or vigorous activity will usually help you avoid asthma symptoms.
Stick to a schedule. It's easy to get out of your routine once the summer starts and forget to take your asthma medications. Remember that it's very important to stick with them and stay on schedule. With effective management you can perform and excel in a variety of sports.
Asthma Action Plan. Ask your doctor for a written asthma action plan. The plan should include what medicine to use to treat asthma symptoms and changes in peak flow zones, what medication to use as a pretreatment before exercise, emergency telephone numbers and a list of things that make your asthma worse
Daniel Graham grew up attending Denver Public Schools: Samuels Elementary, Hamilton Middle School, and Thomas Jefferson High School. He also attended the University of Colorado and was drafted in the first round in 2002 by the New England Patriots. Daniel signed with the Denver Broncos in 2006. He has shared the same passion as his mother, Marilyn, to give back to their community. In 2006 Daniel and Marilyn created the Daniel Graham Foundation to serve families in the Denver metropolitan area by sponsoring events that provide opportunities for young people to discover their inner strength and values through health, education and community services.
National Jewish Health is known worldwide for treatment of patients with respiratory, cardiac, immune and related disorders, and for groundbreaking medical research. Founded in 1899 as a nonprofit hospital, National Jewish remains the only facility in the world dedicated exclusively to these disorders. Since 1998, U.S. News & World Report has ranked National Jewish the #1 respiratory hospital in the nation.
National Jewish Health is the leading respiratory hospital in the nation. Founded 124 years ago as a nonprofit hospital, National Jewish Health today is the only facility in the world dedicated exclusively to groundbreaking medical research and treatment of patients with respiratory, cardiac, immune and related disorders. Patients and families come to National Jewish Health from around the world to receive cutting-edge, comprehensive, coordinated care. To learn more, visit the media resources page.
Our team is available to arrange interviews, discuss events and story ideas.
Jessica Berry
firstname.lastname@example.org
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myself & others
Task: My Visual Description
Topic Overview
Chinese
In this topic, students will use some very basic phrases to talk about themselves. Students will learn to introduce themselves by describing where they live, how old they are and giving simple physical descriptions.
Task Description
This task is for students to create a visual text with the help of an app. The visual should include a photo of the student and some key sentences to introduce themselves in the target language (name/age/where they live/hobbies). Students could then showcase their visuals to the rest of the class.
Learning Outcomes
* Write words and create short sentences about oneself using an app
* Fill in forms with key vocabulary related to personal information
* Take part in routine classroom interactions in order to introduce oneself and be aware of personal/cultural differences
* Apply all language learning from this topic to produce a creative display about your life
Resources
* Tablets or PCs
* Adobe Spark
* My Talking Avatar
* PhotoSpeak
* Guidance available from PPLI:
https://ppli.ie/digital-technologies-tutorials/
* A sample visual: https://ppli.ie/ty-beginners-chinese-myself-others-my-visual-description-photo/
Notes and Observations for teachers
This task is designed to familiarise student with key vocabulary related to personal information in forms. Students are not expected to be able to ask and answer questions but rather to recognise key information being requested. Teachers may draw attention to aspects of the form that reflect cultural differences.
ppli.ie
myself & others
Task:
My Visual Description
Expected time taken - 80 mins
Key language
我叫…
我十四/十五/十六岁。
我有…
我有金色/棕色/黑色的头发。
我有蓝色/棕色/绿色/黑色的眼睛。
我住在…
我喜欢运动/音乐/跳舞/文学/旅游/考试/睡觉。
我喜欢旅游、读书和跑步。
你好/早上好/下午好/晚上好
谢谢
Self Assessment: Can-Do Descriptors
I can:
Write short sentences about myself/others
Use technology to create a visual in the target language
Present my visual in the target language
Chinese
Suggested Scaffolding Activities
Pronunciation Practice:
Chinese Whispers
Match Brief Descriptions to Photos of People:
Students are given a different photo each. The teacher describes a person from the photos and students show their card when they hear the description.
Pair Up:
Students are each handed a flashcard with a half a sentence (e.g. My name…/…is Anna).
They have to walk around and find the other half of the sentence.
Key Skills
Being literate
Managing myself
Being creative
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Handouts
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Free informational handouts for
educators, parents, and students
®
7 Steps to Teach Giving Compliments
By Summer Stanley
Like many other social skills, giving genuine compliments is a strength that can be taught and improved upon. Often, children and even adults feel uncomfortable about giving and receiving compliments; but with practice, it begins to come more naturally.
There are many ways to teach this important skill to elementary-age children. Perhaps one of the most effective is "interactive modeling," a seven-step process often used by educators to teach a variety of skills, routines, and procedures.
The process, as described by ResponsiveClassroom.org, goes like this:
1. Explain what a compliment is and what it does, focusing more on behaviors/ accomplishments rather than appearances.
2. Demonstrate giving a compliment to a student volunteer.
3. Ask students what they noticed when the compliment was being given (friendly facial expressions, calling the student by name, complimenting a specific behavior).
4. Help students brainstorm a situation where a compliment could be given. Consider roleplaying the scenario.
5. Again, ask what students noticed.
6. Give students an opportunity to practice giving compliments a few days later, giving them time to practice and prepare. They can give compliments to each other, or choose a fictional character to compliment.
7. Observe this activity and offer feedback.
Educational trainer and former school psychologist Laura Driscoll recommends compliments that are "true, specific, and positive." Driscoll offers several fun activities for teaching the importance of giving and receiving compliments at SocialEmotionalWorkshop.com.
According to PositiveDiscipline.com, "Studies show taking time to compliment students improves student motivation and learning. Students learn to encourage each other and show appreciation for how someone helped them."
www.handyhandouts.com • © 2020 Super Duper
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Publications • www.superduperinc.com • © 2020 Getty Images
Handouts
Handy
Free informational handouts for educators, parents, and students (continued)
®
Resources:
"Helping Students Give Effective Compliments," accessed Feb. 17, 2020, from https://www.responsiveclassroom.org/helpingstudents-give-effective-compliments/
"What is Interactive Modeling?" accessed Feb. 27, 2020, from https://www.responsiveclassroom.org/what-interactivemodeling/
"Teach Students to Give and Receive Compliments," accessed Feb. 17, 2020, from https://www.positivediscipline.com/ articles/teach-students-give-and-receive-compliments
"Teaching Compliments to Build Empathy," accessed Feb. 17, 2020, from https://www.socialemotionalworkshop. com/2019/01/teaching-compliments/
For more FREE Handy Handouts ® , go to www.handyhandouts.com
Helpful Products
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Making Good Social Choices Skill Strips
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In English, we will be reading and writing:
* Poetry and Adventure Stories.
In Geography we are looking at settlements. We will learn what settlements are and how to recognise them.
We will identify the criteria for choosing a settlement and learn that there were different settlers in British history.
InDesign and Technology
, we will be free standing structures.
exploring and investigating
Using this knowledge we photo frames.
will be creating our own
In PSHE, we will build upon our knowledge of our own physical health and wellbeing.
In Spanish, we will be learning to talk and write about the different parts of the body in year 4 and in year 3 we will review colours and animals.
LKS2 Autumn 2 Curriculum Bulletin Land of Hope and Glory
Welcome back! We are so excited to start a new term. We have lots of exciting learning lined up this term.
Important Information:
Homework is set on a Friday via Teams and is to be returned by Wednesday. It is essential that your child's reading book and record is in school every day. We ask that your child reads at least 5 times a week and logs onto Times Table Rock Stars on a regular basis to sustain fluency. Please talk to your child's class teacher if you would like a copy of their log on details for Teams or TTRS. PE is twice weekly. Children will need to ensure they have indoor and outdoor kit in school every Monday (including footwear). This will stay in school all week and go home on a Friday.
A polite reminder, that your child will require a water bottle within school. There are no water fountains, however there are plenty of cold water taps to refill.
This term in Maths, Year 3 will be learning about:
This term in Maths, Year 4 will be learning about:
* Addition and Subtraction.
* Multiplication and Division.
* Addition and Subtraction.
* Multiplication and Division.
In Physical Education, we will be developing our rolling, jumping and balance skills in gymnastics and our attack and defence skills in netball, whilst developing our teamwork and social skills.
In Science, we have a biology focus of health and movement. We will learn about the nutrients we need to maintain our health. We will look at foods that provide nutrients for different parts of our bodies in humans and other animals.
We will also explore how skeletons and muscles aid movement and provide protection and support.
In Religious Education, we will continue our learning about Hinduism.
In Music we will continue to develop our skills of playing the recorder and
recognising notes on the musical stave.
Please remember to bring your recorders into school | 1,035 | 536 | {
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CHARIOT ZERO, CALLING FROM THORNHAM
In 1940 two top secret resistance organisations, known deliberately unhelpfully as Auxiliary Units, were set up in the parts of the country considered most vulnerable to invasion.
Operational Patrols were based in villages nearer the coast than we are. After an invasion members, who were civilians and highly trained in guerrilla tactics, were intended to emerge at night from hidden bunkers and make trouble.
The other was an information network. Civilians, such as doctors and clergy, who had reason to be out and about after an invasion were equipped with wireless sets and aerials, hidden at their homes, and known as OUT-Stations.
They sent intelligence to IN-Stations safely sited further inland and run by the military. Norfolk's IN-Station (call sign Bowling Zero) was under the garden of the Jarrold mansion in Norwich. The Suffolk IN-Station (Chariot Zero) was in Thornham Magna, at first in a hut near the Hall, which was then the HQ of the 15th Scottish Division. Disguised as a meteorological hut, weather charts were on the walls and staff received daily weather information as cover. The aerial may have been on the water tower.
The ATS operators, including Yolande Bromley and Margaret Whiting, were billeted at the Red House. Yolande later married Donald Alston of Brockford
and some of you may remember her.
Dependent OUT-Stations were numbered, for instance Peasenhall was Chariot 2, Wroxham was Bowling 9.
In 1942 the hut moved to a more discreet location in Long Paradise Plantation, above the Village Hall.
In 1943 there was a tragedy when Cpl Laurence Tee of the Royal Corps of Signals, who was checking an aerial, fell from a tree and received fatal injuries. His rope had been weakened by spilled battery acid in his van.
The secret of Chariot Zero was well kept and villagers who had been intrigued by comings and goings had no idea what was happening. After the war inquisitive locals searched the wood, but the installation had been expertly removed leaving no trace. Only in recent years has the veil of secrecy been lifted and we have learnt a little about the British Resistance.
EVENTS G Sat 12th Nov: Village Hall Christmas Fair G Fri 18th Nov: Village Hall quiz night G Fri 25th Nov: Village Hall film, Our Kind of Traitor, £5, please book Priscilla 01379 672903 G Sun 11th Dec: 3pm, Village Hall film for children and adults, The BFG, under 5 free, 5-15 £3, over 15 £5 | 1,058 | 566 | {
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Telephone Exchanges, Dials and Buttons By Norman P. Carlson and the Fenton History Center Staff
Some people under 30 don't know how to use a dial telephone. 75 years ago, most people of any age didn't know how to use a dial telephone. In the intervening span, few people could imagine any other kind of phone.
The first conversation over a telephone exchange in Jamestown took place 127 years ago. On February 18, 1880 pharmacist Fred E. Hatch called his friend Dr. William P. Bemus. Thus Jamestown's first telephone exchange was established with a switchboard in the Hatch and Preston Drug Store at 9 E. Third St. The first operator was Mr. Hatch who carried out his operator duties while tending to the drug store.
In the earliest years, some people had direct lines between their home and business, but as soon as exchanges were introduced, so people could call any other telephone subscriber, there had to be a way of making the various connections. This was done by operators, women employed to connect one phone with another with wires on a plug board.
The dial system with automatic electrical relays to replace the human operators for local calls was a dramatic innovation. Somebody had to explain this unprecedented and rather tricky device to the telephone users. We don't know if we have an example here of a note to customers or a draft of a printed version that was sent out with the bills or even someone's memory supplementing note to himself.
We also don't know where this note is from. The change took place in Jamestown October 11, 1930, but Jamestown didn't have the prestigious sounding named exchanges like Plaza and Butterfield. These were simply mnemonics, memory aids, because it is more natural to remember a name than a string of numbers. In larger cities where phone numbers had to be longer, the exchanges were given these attractive names. They employed the obvious childhood game style number-letter substitution code.
A recent donation of a handwritten pencil note from the 1920s given by Sydney Baker of Westfield illustrates this.
"Directions for Using new Dial Telephone
On the new telephone is a dial with letters to indicate the exchange wanted "S" stand for South. "P" for Plaza. "O" for Operator, etc. If South is wanted, put finger in "S" hole; for Plaza put finger in "P" hole; if operator is wanted put finger in Operator's hole and work finger until she comes and she will give you the desired connections.
General Manager"
At midnight on October 11, 1930 the Jamestown telephone company upgraded to an automatic system. The Jamestown area's phone numbers changed overnight. For example, Active Furniture Co.'s phone number went from 2538-W to 43-802. The new telephone directory was published for use the next day. The Jamestown Telephone Co. operator's duty was now to connect long distance calls – not to connect every call as before. As automation increased, the need for human operators decreased.
Direct Distance Dialing (DDD), which eliminated even more human assisted toll calls, was introduced on June 1, 1962. The first "DDD" call from Jamestown was made to Lucille Ball in Hollywood, California. Universal all number calling necessitating a sevendigit system began November 1, 1964. Today we routinely dial ten numbers and twelve or more for international calls plus a daunting phone card identification number. And we do it all on touch-tone push button phones rather than rotary dial telephones. The pictured rotary dial phone from the 1930s and the donated note were signs of advancing technology in their day. On the dial phone the numbers and the letter equivalents can be plainly seen. Eventually, when even push button phones are forgotten, the Fenton collection will hold an iPhone and Voice Over Internet Protocol (VoIP) technologies | 1,538 | 807 | {
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Python Coding Lesson
Engagement:
* Students will be shown clips of X-Men - to peak their interest and show them DNA modification.
- Ask students what comes to mind when they hear the word "mutation" or "mutant"
- Ask students how the characters in the movie clip became a mutant
■ I.e. where in their bodies may a change happen
* A detailed explanation of each term when it arises during the lesson will be given.
* Inform students of the learning targets for this lesson:
- identify mutagenic factors that can alter DNA.
- distinguish between different types of mutations.
* How does DNA sequencing affect mutations?
Source: https://knowgenetics.org/dna-mutations-2/
Python Coding Lesson
Exploration:
* To better understand DNA mutations, students will be able to add into a coding skeleton and create a program using functions in which they can replicate the different types commonly found DNA mutations.
- Base substitutions
- Deletions
- insertions
* After a function is created, students should run their program to validate their mutation.
- There is a sequence pattern in which students will validate to find out what type of DNA mutation they are using within the program.
- Base sequence should show that "A" "T" "C" and "G" should be the only four consistent letters present.
* Students should be able to use their program as an artificial tool to mimic one of the three common DNA mutations.
- The coding program will recognize four base pair letters 'A' 'T' 'C' and 'G' only. Because there are only four that are known to match up with their specific letter partner, students can show they figured out which mutation they are representing when the program runs.
* Describe the student-led, hands-on/minds-on activities students will be doing.
Explanation:
* Bringing the class back together, students will share their coding mutation that they have replicated.
* As students run their mutation code, the teacher will remind them to implement the proper vocab required for the lesson during class discussion.
- The more vocab terms used in complete sentences will help students become better familiarized with the terms...
* During this, the following questions that will help clarify some misunderstandings will be asked:
- What is an insertion mutation (point, deletion, etc.)?
- Which of these examples accurately shows an insertion mutation?
- Which, if any, of these examples misrepresent an insertion mutation?
- What does a mutation change?
- What does a change to DNA do? (Think back to Translation)
Python Coding Lesson
* Students share out their understanding and findings before any terms or explanations are given.
Elaboration:
* Using their knowledge about DNA mutations and observing their code running to mimic a mutation, teacher will ask a few more questions to encourage a deeper connection between DNA mutations and their effects on humans:
- What are the effects of mutations in an individual?
- Is it possible for mutations to have be beneficial?
- Can mutations be passed to offspring?
- What are the long-term/multi-generational effects of a mutation?
Evaluation:
* Exit ticket 1: Conceptual- Why might a mutation of a sperm cell or egg cell have greater consequences than a mutation of a skin or lung cell?
* Exit ticket 2: similar to question below where students will be able to use Python to build a base pair:
- Which of the scenarios represented below represent an inversion mutation?
■ From the given sequence of DNA, "ATT CGG ATC", create: a. base pair addition
■ b. base pair deletion
■ c. base pair substitution | 1,552 | 731 | {
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Mourning Keepsakes
By Karen Livsey and the Fenton History Center Staff
Victorian mourning customs included funeral cards, invitations and memorial cards. Funeral cards were used to notify friends and family of a funeral. The cards were usually bordered in black and included information about the deceased and the time and place of the funeral. These cards could also be used as "tickets" to the funeral. The Allen family collection holds a few of Horace Greeley's funeral cards. Mr. Greeley (1811-1872) was one of the most famous men of the late 19 th century. He was a journalist and author, antislavery leader, founder of the New York Tribune, Congressman from New York State during 1848-1849, and a Presidential candidate in 1872. Augustus Franklin Allen, was a contemporary of Horace Greeley. The Allen family collection has a number of letters between Mr. Greeley and the Allen family. Augustus F. and his wife, Margaret Cook Allen and their daughter Charlotte Olivia Allen Black corresponded with Mr. Greeley about a variety of business and personal matters. Greeley and the Allen family must have been on friendly terms because the family received funeral cards to attend the funeral. Given Mr. Greeley's wide circle of influence, business acquaintances, and friends and that the church could hold only so many people, those people invited specifically by the Greeley family were given cards with the phrase "Admit bearer-body of church" which allowed the person to be seated in the main part of the church for the funeral. The cards could then be kept as keepsakes. Included in the collection at the Fenton History Center is the funeral invitation card, as pictured here, and a "non-ticket" card funeral card for
Horace Greeley. The "non-ticket" card has a less elaborate type font and lighter colored lettering.
Memorial cards from the late 1880s into the 1900s were often the same size as cabinet cards. Cabinet cards are the cardboard-backed studio photographs about 4 by 6 inches popular in that time period. Memorial cards, of that time, were often black with gold lettering. They are made with thick cardboard just like the cabinet cards. Today we can sometimes find them in photograph albums of that time period. The photograph albums were made to hold cabinet cards. The memorial cards are often in the album with a photograph of the deceased. That photograph could be of the person during their lifetime or it could be a photograph of the deceased in their coffin. This was particularly done with children when no photograph had been taken during their lifetime.
A different type of memorial card is also shown. This is the memorial card for Prince Louis Napoleon. He died at the age of 23 while serving in the British army in Africa. His family was in exile in England. Prince Louis Napoleon was the nephew of Napoleon I. This type of card seems to be more typical of European memorial cards with the fancier cutout design. It includes his portrait and the details of his death saying that he was "Killed by the Zulus in Zululand, Africa". This card is also part of the Fenton History Center's collection but we are not sure why it is included in the collection with Horace Greeley's card and his letters to the Allen family. Someone in the Allen family may have known the Prince or it was collected as an interesting piece of history.
Most Victorian-era cards have the typical black border or are black with colored lettering. The black border was used on stationary during the mourning period. Even Victorian-era newspapers used a black border around the story of a prominent person's death.
The funeral or memorial cards are a custom that continues today in the form of remembrance cards, Mass cards or prayer cards. The birth and death dates of the deceased are given and some other biographical information along with a prayer, poem or saying. Today the Internet includes websites where one can order different types of memorial cards. There are websites that display many memorial cards collected from around the world and from different time periods. The family historian may find an ancestor's card in these collections and find information for which they have been searching. All of these memorial cards-old and new-are made and used as keepsakes. | 1,632 | 883 | {
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Learning from Ephesians
"We are God's creation. He created us to belong to Christ Jesus. Now we can do good works. Long ago God prepared these works for us to do." - Ephesians 2:10
The Apostle Paul wrote a letter to the fellowship of believers who were living in the city of Ephesus. The first part of the letter (1:1 - 3:21) focuses on our identity in Christ. The second part (4:1 - 6:24) deals with how we should practice our faith.
Learn more at: https://thebibleproject.com/explore/ephesians/
Use the format on the back of this sheet to study each of the ten lessons below.
Study 1
Introduction | Ephesians 1:1-14
Study 2
Thanksgiving and Prayer | Ephesians 1:15-23
Study 3
By Grace Through Faith | Ephesians 2:1-10
Study 4
One in Christ | Ephesians 2:11-22
Sudy 5
The Mystery of the Gospel | Ephesians 3:1-21
Study 6
Unity in the Body of Christ | Ephesians 4:1-16
Study 7
The New Life | Ephesians 4:17-32
Study 8
Walk in Love | Ephesians 5:1-21
Study 9
How We Relate | Ephesians 5:22 - 6:9
Study 10
The Armor of God | Ephesians 6:10-24
www.everywhere2everywhere.org
Looking Back [⅓ of your time]
CARE
What is one thing you are thankful for and one thing that is stressing you out? Pray for one another
.
WORSHIP
Chose a Psalm to pray through or play a song on a phone.
ACCOUNTABILITY
How did you do this week with your "I will" statement? Who did you share with? Did we meet any needs in our community?
VISION CASTING
Memorize Scripture: Work on memorizing Ephesians 2:8-10 and Ephesians 6:10-13.
Looking Up [⅓ of your time]
PASSAGE (Discovery Bible Study) - Read this study's scripture passage out loud 2-3 times.
QUESTIONS
- Did anything capture your attention in the passage?
- What does the passage tell us about God?
- What does this passage tell us about people?
- What are some ways that can apply this passage to our lives? Come up with an "I Will" statement that fits with something you discovered together in the scripture passage. (This week I will . . . . )
Looking Forward [⅓ of your time]
SHARE
With whom can you share what you've learned this week? Who can you share the hope of Jesus with this week? Write down names and pray.
BLESSING THE COMMUNITY
Is there anyone we know who has a need and can we as a group do something about it? Who can we bless?
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Activity: Handy Guide to Prayer MAWL
Purpose: This activity will teach handy guide to prayer and demonstrate the power of MAWL training principles as well as the power of generational growth.
Time: Depending on the size of the group, up to 30 minutes.
Supplies:
*Your hand
*Bible
* https://youtu.be/2hhZ1xh_4SY
Plan to do this activity before the Gospel Conversation training begins as the group moves into a break. One facilitator will chose a person to train from the group. Pull them aside to do the training.
Facilitator will model the handy guide to prayer. They will assist the participant as they teach it back to them. The facilitator will then help them choose a person to train and the facilitator will watch them train that person. If that goes well, they will be launched to continue choosing others and training and launching. Facilitator will then choose another person to train. When everyone has been trained, the facilitator will gather the group together and map out the generational growth of the activity and explain the power of the MAWL training principle.
Facilitator Script:
I want to teach you a simple tool to help you know how to pray. It is called the handy guide to prayer. It comes from the teaching of Jesus. You can use this to teach others about prayer too.
Let's look at what Jesus taught by reading Luke 11:1-4.
[Read Luke 11:1-4 and as you read put up your fingers one at a time for each of his five points of prayer, starting with your thumb] [As you go through this, have them raise their fingers with you]
The first thing Jesus teaches us to pray is "hallowed by your name." That's like giving God praise and one of the ways that we give praise is by giving a thumbs up. So we give a thumbs up to remember that we can praise God. [give and example or two]
The second thing Jesus teaches us to pray is "your kingdom come". It's like praying your ways, not my ways. So we can extend our index finger to point to remind us that we can pray for God's will for our life. [give an example or two].
The third thing Jesus teaches us to pray is "give us this day our daily bread". So we can extend our middle finger along with the others. We have three fingers which remind us of a three letter word - ASK. Jesus is telling us that we can ask God for the things we need. [give an example or two]
The fourth thing Jesus teaches us to pray is "forgive us our sins". We can extend a fourth finger to remind us that we can pray for FORgiveness. [give an example or two]
And finally, Jesus teaches us to pray "lead us not into temptation". We extend all five fingers and it reminds us that we can ask Jesus to STOP the temptation and protect us. [give an example or two].
And so to review, when we pray we can praise God [give a thumbs up], we can ask for God's will to be done in our lives [extend your index finger pointing away from you], we can ASK for the things we need in our lives [extend our middle finger so we have three fingers up], we can pray for forgiveness [extend ring finger so we have four fingers up] and we can pray for God to stop temptation [extend your pinky finger and extend your hand out in front of you in a "stop" motion].
This is the handy guide to prayer. Do you have it?
Okay. The best way to really learn something is to teach others. So can you teach me the handy guide to prayer just like I taught you?
[Have them teach you the handy guide to prayer starting with reading Luke 11:1-4. When they have done that and are able to teach it pretty well, explain that you'd like them to choose another person in the room to teach. Tell them that you will go with them to watch and assist if needed. Go with them and observe them teach someone else. Assist when necessary. Make sure they have their partner teach it back to them. Then send them off to find someone else with the first person assisting the second. Then go find another person to train]
Continue this process until everyone in the room has been trained.
DEBRIEF
When everyone is trained, bring the group back together and on a whiteboard, map out the progression of everyone in the room who was taught the handy guide to prayer.
When that is done, write MAWL on the board [or a large sticky note page] like this:
M
A
W
L
Then fill in the words:
M awl
A ssist
W atch
L aunch
Explain what MAWLing does for discipleship.
1. Turns everyone into a teacher/trainer.
2. This helps everyone take ownership.
3. This helps everyone learn deeply (we learn more when we
teach others and even more when we teach multiple times)
4. MAWLing provides a lot more practice.
5. The empowered masses will always outperform the professionalism of a few.
6. Is about multiplication (exponential growth), not addition. | 1,805 | 1,111 | {
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Did you know?
- The world chicken population is estimated to be at least 19 billion, three times the total population of humans.
- Egg whites contain protein and water while egg yolks contain calcium, iron, phosphorous, zinc and vitamins A, B, and D.
- Chickens are believed to be the closest living relative of the Tyrannosaurus rex.
- Eggs are laid by female chickens, called hens. An average hen lays 300 to 325 eggs a year. As a hen grows older she produces larger eggs.
- Mother hens talk to their eggs (often a purring sound), and the chicks begin peeping back to her from inside their unhatched eggs.
- The breed of a hen will indicate what color eggs she will produce. Yolk color depends on the diet of the hen. Healthier hens lay eggs with a deep golden colored yolk.
Harvest of the Month
Chicken & Eggs
April 2018
Nutritional Benefits of Chicken and Eggs
Chicken and eggs are both low in fat and calories and packed with protein. One egg has only 75 calories and 7 grams of high-quality protein, 5 grams of fat, and 1.6 grams of saturated fat, along with iron, vitamins, minerals, and carotenoids. Eggs should be stored in the refrigerator and cooked thoroughly to kill any potential bacteria.
A 3-oz. boneless, skinless chicken breast packs 27 g of protein and is relatively low in saturated fat compared to many protein alternatives, especially when the skin is removed. Grilling, broiling and baking are great cooking methods to keep the fat content at its lowest.
Protein is a major building block of all muscular tissue in your body, including skeletal muscle, heart tissue and smooth muscle found in the walls of your intestines.
Proteins are also responsible for the maintenance and building of other
structures in the body, such as cells and bone, and the performance of many crucial jobs, including the breakdown of toxins.
For more information on how much protein you need, visit choosemyplate.gov
This month we are talking about choosing a healthy combination of foods that will give us the energy we need to live active lives through learning about MyPlate.
Students participated in many fun activities this month. Students participated in a relay race where they had a grocery bag filled with food wrappers and they had to sort each food into the food group the item belongs in. This helped students understand what foods fit into each food group to help build healthy eating habits.
We did a cooking demonstration where we made scrambled eggs from farm fresh eggs. In Prairie schools, we tasted delicious, fresh and crunchy tricolored beans that were grown at Sharing Spaces Kitchen & Greenhouse! We love seeing all of these young, adventurous eaters!
Check out the delicious recipes for meals with protein from Crossing Rivers Health!!
Color the Zendoodle Eggs! | 1,118 | 594 | {
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Communication Rubric
Formulate and express ideas, evidence, and one' s story using appropriate oral, written, digital, and non- verbal communication skills (to instruct, inform, entertain, and persuade), as well as listening to gain understanding through a variety of mediums.
Digital:
-Communication Skills
-Content Management Skills
-Marketing Skills
-Technical Skills
-Website and Graphic Design Skills
-Web Analytics Skills
Score
| Dimensions; Other Rubrics | | | | |
|---|---|---|---|---|
| | Beginning | Developing | Accomplished | Exemplary |
| | 1 | 2 | 3 | 4 |
| [Also see comprehensive “Communication” rubrics from other organizations and universities: Laguardia Community College Written Oral and Digital Communication Abilities Rubric Rollins College Communication Competency Rubric] | | | | |
| | Never drafts, proofreads, or edits copy for websites, blogs, online news, and social media Never creates emotional connection through storytelling | Rarely drafts, proofreads, or edits copy for websites, blogs, online news, and social media Rarely creates emotional connection through storytelling | Sometimes drafts, proofreads, or edits copy for websites, blogs, online news, and social media Sometimes creates emotional connection through storytelling | Almost always drafts, proofreads, or edits copy for websites, blogs, online news, and social media Almost always creates emotional connection through storytelling |
DC: Content
Management
Skills
Never runs a website or blog
Is never able to
Rarely runs a website or blog
Sometimes runs a website or blog
Almost always runs a website or
Is rarely able to
Is sometimes blog
write and edit write and edit
able to write and Is almost
content visually
Never selects content to feature
represents content visually
Rarely selects manages projects
Sometimes represents content
manages image
Almost always plans strategy for
content to feature visually
websites and
Skills and clearances for
and clearances for digital content
digital content
Never markets using email
Sometimes sets digital strategy
Rarely markets
Sometimes performs digital
media testing
Almost always using email
documents rights sets digital
Never identifies
Rarely identifies and clearances for
strategy
Typekit, Adobe
Muse,
Dreamweaver, and Premiere Pro)
describing how describing how
creates CSS and maps
HTML elements HTML elements (Cascading Style Almost always | 1,232 | 596 | {
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Name _____________________________________
Summer reading books for incoming 2 nd graders are: Mercy Watson to the Rescue by: Kate DiCamillo and Johnny Appleseed by: Eric Blair.
Please complete at least five activities in a row to BINGO. Return this Summer Reading Bingo sheet along with any attachments to homeroom teacher on the 1 st full day of school.
| Write a letter to Kate DiCamillo telling how you feel about the book. Ask the author at least three questions. | Read a summer reading book to an adult and discuss any parts you don’t understand. | Make a word web of one of your summer reading characters. | Rewrite one of your summer reading books as a graphic novel. |
|---|---|---|---|
| Read another book by Kate DiCamillo just for fun. | Redesign the cover of a summer reading book. | Make a dictionary of words you were unfamiliar with from a summer reading book. | Make a Venn Diagram to compare one of your summer reading books to a book you had read previously. |
| Make an advertisement for something in a summer reading book. | Write a sentence about your book starting with each letter of the alphabet. You will have 26 sentences, but you may have to get creative with X! | FREE | Write a paragraph about how one of the books read for summer reading will affect your life. |
| Draw a detailed map of one of your summer reading book’s setting. Include a map key and map date. | Write and illustrate a sequel to one of your summer reading books. | Listen to an audiobook of another title by Kate DiCamillo. | Write a short story about characters from a summer reading book. |
| Reread your favorite summer reading book. | Look up information about Kate DiCamillo and write a paragraph about their career. | Write an epilogue to one of your summer reading books fast- forwarding to 5 years from the ending. | Write a poem about a summer reading book. |
The Summer BINGO Reading Challenge is here!
Get ready to BINGO! Read books from your list over the summer and mark your squares off as you complete each thing you read! It is fun and easy!
This is mandatory to at least get one BINGO, which would mean completing at least 5 different activities.
As in "real" BINGO, there are also other ways you can win. There are 12 different ways to BINGO: horizontal, vertical, and diagonal lines.
Definitions of BINGO
Horizontal :
Vertical:
Diagonal: or
Coverall: Each and every square on the whole BINGO sheet is covered.
Please return Summer Reading Bingo sheets along with any attachments to homeroom teacher on the 1 st full day of school.
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Name(s)
CALIFORNIA STATE SCIENCE FAIR 2016 PROJECT SUMMARY
Project Number
Michelle J. Garcia
J0410
Project Title
Examining the Bullying Nature in Preverbal and Verbal Children
Objectives/Goals
Abstract
The objective to my science fair project is to find if preverbal infants, toddlers, preschoolers, and adolescents show sympathetic responses for the #Bullying Victims#.
I will be using children ages 10 months to the age of 14. I am using children from this age group because they are learning more and more about emotions everyday. I plan to test the subject at a time when they are least distracted, for example after a nap, or after feeding. I will then show the subject the video and have my assistant time how long it takes the child to watch them video and pick an object shown in the video. Some children have to be shown the video more than once, due to distractions around them. Usually if the younger infants laughed during the video, he/she is more likely to ended up choosing the #Bully# in them videos.
Methods/Materials
Results
Conclusions/Discussion
After testing my theory on if a certain age group would show more sympathetic responses for others in distress, I found that the younger the child, the more sympathy, and the older the child, the less sympathy, and the more the results were 50/50. My original hypothesis stated that the youngest group of kids would show less sympathy for others who are in distress. During my experiment, I noticed that as the age group got older the more the results were 50/50, there was one age group that has results that were very different than all the other groups. The students in the Early Elementary stages were the most aggressive, 70% of the subjects picked the victim and 30% picked #the victim.#
I have learned that my hypothesis for if younger children would show the least sympathy for #the victim# is incorrect. I now have a better understanding of children their emotions and aggression, and also a better understanding of how children will react when they come across problem with bullying in the future. I believe mid elementary students and late middle school students had a 50/50 because there is a program we have been doing since 1st grade called Olweus (a program designed for students to be prepared for a bullying situation), which helped the student feel sympathy for the victim .
Summary Statement
My experiment showed that preverbal children showed sympathy towards the victim and the verbal students showed a mix of results towards the victim.
Help Received
Jewely Lickey, Science teacher at Sanger Academy Charter School provided testing area | 1,090 | 554 | {
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Name(s)
Samuel A. Johnson
Project Title
Fuel Cells: The Power of the Future
Objectives/Goals
Abstract
My experiment focuses on two of these types of fuel - the Polymer Electrolyte Membrane (PEM) and the Direct Methanol (DM) Fuel cell cell. These are the most promising of the six types for powering small electronic devices. The goal is to find out which one is better for running small appliances such as electric motors. My hypothesis is that the PEM is more efficient because it is more widely used. In my experiment, I measured the power generated by each of the two fuel cells. Energy sources like batteries provide power by supplying a current and voltage to a circuit that contains some sort of load, or in other words, an obstacle that needs work to overcome. For electrical circuits, the load is usually a resistor or a small device like a motor. I set up a test circuit connected to the fuel cells. With this circuit, I could connect different resistances (this my variable) and measure the currents and voltages in the circuit. I generated a # power curve# for each fuel cell by varying the resistor (load) and calculating the power for each load. The power curve is plot of the current used to generate power. The power is found by multiplying the current and voltage together. I also added small electric motors and measured the current needed to produce enough power to run them (either 35 or 100 mW). The power curves for each fuel cell was different, even though both cells provided about the same amount of voltage when no load was put on them The PEM produced much more power as the same amount of current or needed less current to make a certain amount of power. This was true for the motors too. The conclusion is that the PEM is a better fuel cell because is more efficient using current o produce power. However, current efficiency is not the same thing as fuel efficiency. Fuel efficiency measures the amount of fuel used to produce the current or power. From the background information, both the PEM and the DM were rated at approximately the same fuel efficiency # about 35 to 50%. Measuring fuel efficiency when the fuel is something like hydrogen is difficult to do and takes a lot of time. In the future, I would like measure fuel efficiency too.
Summary Statement
i wanted to know what type of low heat fuel cell was better, more efficent, for powering small electronics.
Help Received
my mom helped type the report and my father helped me aquire the materials and helped me to write the report
CALIFORNIA STATE SCIENCE FAIR 2005 PROJECT SUMMARY
Project Number
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Ouachita Parish Schools
December 2024
Daily Learning Planner: Ideas Families Can Use to Help Children Prepare for School—Try a New Idea Every Day!
m 1. Teach your child a new song with a holiday or winter theme.
m 15. Help your child form letters out of cooled, cooked spaghetti.
m 2. Read a poem aloud. Stop to let your child guess what the next rhyming word will be.
m 3. Let your preschooler see you finish a task you have been putting off. Help your child do the same.
m 4. Look in the newspaper or online for a list of festive events in your area. Plan to attend one with your child this month.
m 5. Give your child a piece of plain paper and a piece of sandpaper. Which is smooth? Which is rough?
m 6. Together, list animals your child loves. If your family could have any animal as a pet, which would your preschooler want to have? Why?
m 7. Mix up several pairs of socks in a pile. Have your child sort the socks into pairs.
m 8. Talk about your child's favorite winter activity. If possible, make plans to do it together.
m 9. At dinner, have family members try holding their noses while eating. Does it affect the taste of the food?
m 10. Create a costume box for your child. Add yard sale treasures such as purses, scarves and shoes.
m 11. When preschool friends come over, have your child greet them at the door and walk them out when they leave.
m 12. Help your child make musical instruments from things around your house. Have a concert.
m 13. Ask your child questions while shopping: "Why do we have to wait in line?" "Why can't we buy everything we want?"
m 14. Visit the library with your child and check out books about winter.
m 16. Take turns telling a story. "There once was a family who lived in a __."
Your child fills in the blank.
m 17. Have your child dictate a letter to a family member, then decorate it. Mail it together.
18. Encourage your child to put on a puppet show for your family.
m
m 19. Say a word, such as ball. Then, ask your child to name another word that begins with the B sound.
m 20. Give your child a hug for no reason other than to show your love.
m 21. Talk with your child about how you divide food. "There are two of us and one apple. I'll cut the apple into halves."
m 22. Play catch with your child.
m 23. Help your child repurpose something old into something new today.
m 24. Have a family read-aloud before bedtime tonight.
m 25. Take a family photo. Give your child a copy.
m 26. Go for a walk with your child. Look for things you see only in December.
m 27. Have your child try to act out something instead of using words to tell you about it.
m 28. Expect your child to pick up toys after play time. Turn on some "clean up time" music!
m 29. On rainy or snowy days, get some indoor exercise with your child.
m 30. Hide five pennies in plain sight. Can your child find them all?
m 31. Help your child set a goal for 2025. | 1,068 | 786 | {
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Endangered Species and Spaces
6.1 Umatilla Dace: Rhinichthys umatilla (Gilbert and Evermann)
Family:
Cyprinidae - Minnows or Carps
Status
Global Rank: G4
Provincial Rank: S2
COSEWIC: Vulnerable
Provincial Listing: Red
Distinguishing Features
The Scientific name of R. umatillais derived from either the town of Umatilla, Washington, the Umatilla River, or possibly Indian bands that live in the area. Only in recent years has the Umatilla DaceR. umatillabeen verified as a species distinct from the similar looking Leopard Dace R. falcatus. They average 7 to 10 cm in size and are creamy in colour, somewhat darker on the back, with many large irregularly shaped spots. Umatilla Dace of the Columbia River are less spotted than other populations ofR. umatillaandR. falcatus. The largest Umatilla Dace are females.
Distribution
Columbia Basin: Within the Columbia Basin, Umatilla Dace are found in the lower Columbia River, the Kootenay river and the Slocan River.
British Columbia: In addition to those locations in the Columbia Basin, the only known populations in Canada of Umatilla Dace are in the Kettle and Similkameen Rivers.
North America: Umatilla Dace are known from the large main rivers of the lower Columbia Basin of Washington, Oregon, Idaho, and British Columbia including: Columbia River at Umatilla, Oregon; Payette River Idaho; Salmon River Idaho; Columbia river at Rock Island Dam; and in the Columbia River east of the Cascade Mountains.
Habitat
Umatilla Dace prefer rivers with a cobble or stone bottom and relatively warm, productive waters. Yearling dace are commonly found in shallow cobble habitat near current. Current flow has been found to represent an obvious, but major influence on Umatilla Dace habitat with the dace seeking faster currents than Leopard Dace. The dace use very different habitat as a nursery area in contrast to adult habitat. The shallow nursery zone is warmed by the sun in the summer which likely adds to the productivity and metabolic activity of young dace in these habitats.
http://royalbcmuseum.bc.ca/exhibits/living-landscapes/cbasin/endangered/umatilla.htm
1/2
Threats
Umatilla Dace is likely to be endangered in Canada due to an extremely small population size, extremely restricted distribution and presumed habitat preference. Much of the original habitats of the Umatilla Dace on the Columbia River are now dammed. The presence of rare fish in the Columbia Basin means that special care must be taken when planning land use, including the building of any dams, around or on local waters, especially those of the Columbia and its tributaries. Currently, Umatilla Dace faces presumed threat of hydro dams in the Columbia River although the effects of dams are unknown (Cannings and Ptolemy, 1998).
Biology
A large female Umatilla Dace (119 mm) can have up to 3,200 eggs or more. Little information is known otherwise about female reproduction. Beyond observations of Umatilla Dace seeking refuge under rocks, no information is available on their behaviour since they have not been observed in open water. Stomach contents saved from collected specimens appear to contain mostly insect remains. They have not been identified completely but algae are not seen as a major factor in the food habits of the species compared to Speckled Dace. Predation and competition by sympatric Cottus asper, C. rhotheus or Salmo gairdneri may affect Umatilla Dace's abundance, although hiding under rocks could provide dace with protection from predation.
[Home] [Up] [ Umatilla Dace ] [White Sturgeon] [Bull Trout] [Chiselmouth] [Mottled Sculpin] [Shorthead Sculpin] [Freswater Fish References]
Living Landscapes
http://royalbcmuseum.bc.ca/exhibits/living-landscapes/cbasin/endangered/umatilla.htm
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Family Playbook
Each spring, your child takes a state test that is one measure of how prepared he or she is for the next grade level in English and math. Check out a few ways you can help your child be confident and ready.
In Partnership With
Ready for the Test
As spring testing nears, here are five tips to help ensure your child's success:
there are a set of learning goals for your child in English and math. You can review those goals on BeALearningHero.org/readyforthetest so that you can reinforce those skills that will matter most.
See for Yourself: Look over a practice test on BeALearningHero.org/readyforthetest to see firsthand what is expected of your child so you will both be prepared.
Talk to Your Teacher: Chat with your child's teacher to learn the facts. How long does the test take to complete? How should your child prepare? What can you do at home to support your child? That way, if your child has questions, you'll have answers.
Connect the Dots: Help your child understand that the test matches what he or she has been learning in the classroom all year long. Each year,
Lower the Stakes: Test anxiety is real for both parents and kids, yet it's important for your child to learn how to take tests with confidence. The state test helps the school and the teachers better help your child. It does not count toward your child's report card grades.
Sign Up: Go to BeALearningHero.org /readyforthetest to sign up for email tips on how to ensure that your child is confident, ready, and on the right track.
See the next page for sample test questions.
Straight Talk About the State Test
Your Questions Answered
What kind of questions are on the test? The test questions range from traditional multiple choice to ones that require your child to use critical-thinking and problem-solving skills. In math, your child will be asked to explain how he or she came to a solution. In English, your child will be asked to analyze grade-level reading passages and write grade-appropriate essays. For examples of test questions, as well as writing examples at each grade level, visit BeALearningHero.org/readyforthetest.
Is the test taken on the computer? Yes, most students will take the test on the computer, although some students may use paper and pencil.
When will I get my child's scores? Scores will be available to parents much earlier than last year. In some states parents will receive reports in the summer, but in other states reports may not be available until fall.
What do the test scores mean? A single test score is not meant to tell the whole story of your child's academic progress. The results from the state test are intended to be one of several measures—including report card grades, teacher input, and classroom work—that, together, give a complete picture of how ready your child is to succeed in the next grade.
Curious about the test questions?
These sample fifth-grade questions show how the tests are designed to have students show their work and demonstrate the depth of their understanding.
MATH—Shannon is building a rectangular garden that is 18 feet wide and 27 feet long.
Write an equation that represents the area of Shannon's garden. In your equation, let g represent the area of Shannon's garden. Then solve your equation.
Enter your equation and your solution in the space provided.
Answer: g = 18x27; g = 486 sq. ft.
english language arts—The student reads articles from three different sources about service animals.
Question: Which source would most likely be the most helpful in understanding how a service animal is trained? Explain why this source is most likely the most helpful. Give at least two details from the source to support your answer.
Answers will vary, but should include relevant details from the sources.
ThE test focuses more on applying skills than on memorizing facts.
Real-Life Learning: Your child will be asked to use critical thinking, problem solving, and writing to explain his or her answers. These are skills that your child needs both inside and outside the classroom, and that students will have worked on with their teachers during the school year.
Classroom Based: The test reflects the skills, content, and activities your child is exploring in the classroom every day, providing you with one measure of how ready your child will be for the next grade. You can see what is expected of your child by grade at BeALearningHero.org.
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Curiosity Guide #404 Central Nervous System
Accompanies Curious Crew, Season 4, Episode 4 (#404)
Knee-Jerk Reflex
Investigation #3
Description
Can you make your friend's leg swing when he or she is trying to hold the leg still?
Materials
Tendon hammer, or you can use a long remote control or the side of your hand
A friend
Stool
Procedure
1. Have your friend sit on a stool with legs not touching the floor.
2. Gently feel for the kneecap, or patella bone, on one leg.
3. Feel just below the kneecap for the soft gap, and gently tap with the tendon hammer or side edge of the remote control.
4. What happened? Could you get the leg to swing?
5. Tell your friend to try not to let the leg swing and tap below the knee again.
6. Did your friend's leg move?
My Results
Explanation
Just below the kneecap is the patellar tendon. When this tendon is struck, the sensory neurons send a signal to the spinal cord. In the spinal cord, a synaptic connection with a motor neuron sends a new signal back to the muscles and makes the leg jerk. The message never goes all the way to the brain and doesn't include any interneurons. This smaller loop is called a simple reflex arc. The brain did not have to do any processing, so the signal is very rapid. A reflex is a body movement that requires no thought and can protect your body.
More to think about: Something similar would happen if you were to touch a hot stove. You would have an automatic withdrawal reflex. The nerve endings in our skin can detect temperature, pain, or pressure so we can react and protect ourselves. Doctors make use of the kneejerk reflex to make sure that the Central Nervous System is working the way it should. Even babies have many reflexes, like to the rooting reflex when a baby will turn its head toward an object that touches its cheek or mouth, or the grasp reflex when a baby squeezes its fingers around an object that touches tits palm. Shivering is another reflex that many warm-blooded animals have when they get too cold.
Parents and Educators: use #CuriousCrew #CuriosityGuide to share what your Curious Crew learned!
Curious Crew is a production of Michigan State University. Learn more at WKAR.org. © MSU Board of Trustees. All rights reserved. | 911 | 526 | {
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IDAHO STATE HISTORICAL SOCIETY REFERENCE SERIES
THE IDAHO-MONTANA BOUNDARY LEGEND
Number 146
Revised January 1966
When Congress established a new territory of Montana, May 26, 1864, from what then was northeast Idaho, the present Idaho-Montana boundary was fixed by statute. The line Congress chose was mainly the Bitterroot range and, farther south, the Continental Divide. The boundary seemed entirely satisfactory to the Montana people who suggested it and prevailed upon Congress to divide Idaho and make their land into a new territory. Objections were raised in Idaho, but they were entirely too late. No one in Idaho, in fact, found out about the proposed Montana boundary in time to try to get it changed before President Lincoln signed the act into law.
A great many years after the Bitterroot boundary had been defined by law, a decidedly peculiar legend grew up. In this strange legend the choice of the Bitterroots, instead of the Continental Divide, is blamed off on a misguided boundary survey party. More than one variation of this fictitious account of the boundary choice is available: the surveyors got drunk and did not know what they were doing, or were bribed by unscrupulous Montana agents, or got too excited about gold mining to pay attention to their job, or had defective equipment, or simply got lost and followed the wrong range of mountains. In any event, the legend has it that the boundary surveyors made a truly colossal error in following the Bitterroots instead of the Continental Divide as they allegedly were supposed too—and that as a result Idaho lost Missoula, Butte, and all the rest of Montana which is west of the Rockies.
In actual fact, surveyors in the field (whether lost, drunk, or even sober) had nothing whatever to do with the selection of the Bitterroot range for the boundary. The Idaho-Montana line was fixed clearly and definitely where it now is (and always has been) by act of Congress of May 26, 1864. The actual survey and demarcation of the line along the Continental Divide (a total of 312 miles) and the Bitterroots (a total of 355 miles) was not even undertaken until 1904-1906. (How Idaho and Montana got along with no boundary at all until after 1904 is an interesting subject that the legend neglects.) When the boundary actually was marked, moreover, the surveyors started at the north and proceeded south along the Bitterroots to the Continental Divide, rather than the other way around, as the legend has it. Going the way they did, from north to south, they could not possibly have mistaken the Bitterroots for the Continental Divide where the two ranges come together north of Salmon; they already were coming south along the Bitterroot range before they reached the Continental Divide. The legend of the lost surveyors of the Idaho-Montana boundary thus lacks even the slightest hint of factual truth. Idaho and Montana got along for forty years without bothering to have the mountain part of their boundary surveyed, and although the merit—or lack of merit—of the line along the Bitterroots sometimes was discussed, the argument had nothing whatever to do with boundary surveyors, or with the undisputed fact that the boundary was there. | 1,288 | 685 | {
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Castle Software, Inc. www.castlelearning.com
Spanish Translation
Regents Questions Guide
TRANSLATED REGENTS EXAMS
NYS provides translated editions for some of the Regents exams. See below the content areas where questions can be found in Castle Learning in Spanish for some of the most recent Regents exams.
- Algebra I
- Earth Science
- Living Environment
- Global History & Geography
- US History & Government
FINDING QUESTIONS
Teachers can find questions by checking the Additional Criteria filter when using the Castle Questions tab.
1. From the Teacher Home Page click on Assignments
2. Choose the Course
3. Name the assignment and click on Create New Assignment
4. Click on the Castle Questions Tab at top
5. Make sure the Classic Course box is checked
6. Choose your Course. **If looking for the reading passage questions, be sure to choose Elementary or Intermediate English only. The subtopics to choose below will be from Critical Reading only.**
7. Choose Question Type (MC, FI, CR)
8. Check the Filters Topics and Additional Criteria
9. Click Start
10. Click on the + sign next to the topic and continue to use the + to drill down to find the subtopic. Check the box of the subtopic where to look for questions.
11. Click Next
12. Check the box Questions with Spanish Translations under additional criteria
13. Click on Save Choices & Show me questions
14. To view the question in Spanish from the teacher side, click on the double down arrows next to Question in Spanish.
15. Check the box next to the ID to select the Question
16. Click Done when finished selecting questions
Castle Software, Inc. www.castlelearning.com
Spanish Translation Regents Questions Guide
STUDENTS VIEWING ASSIGNMENT QUESTIONS IN SPANISH ONLINE
Assign to students online as you normally would any assignment. The student will choose an option in their assignment to view the questions in Spanish.
1. The student would open the assignment
2. In the upper right corner next to the student's name, they would click on the 3 dots
3. Below Display questions in Spanish, if available click on No to change to Yes.
PRINTING ASSIGNMENT IN SPANISH
From the assignment editor screen right after you select Done when creating an assignment, or you can go to Assignments and click on the pencil to the right of the assignment to get to the assignment editor screen:
1. Click the double down arrows next to Display/Print
2. Below the blue link Assignment, change the language to Spanish if available
3. Click on the blue link Assignment below Display/Print to view the assignment in Spanish
4. Choose your print options and then click on Print to create a PDF file | 1,292 | 571 | {
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Table of Contents
Back to "Basics" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Introduction
Near the end of each calendar year, Time magazine has an issue of "10 bests"—news stories, photographs, books, movies, and so on. According to the article written by Gilbert Cruz, one of the "10 Best Buzzwords of 2007" was locavore (LO-kuh-vor).
What do you think a locavore* is? What clues are you using to figure it out?
Most teachers we know find these word puzzles intriguing. We recognize that our language is constantly changing. We spend at least some time thinking about words—which words to teach; how best to teach them; how to assess students' word knowledge; and the relationship between word learning, reading comprehension, and content learning.
It has become increasingly clear in the past couple of decades that a focus on vocabulary has the potential to support much of the other learning students do in school. Yet teachers' questions about how to develop an effective vocabulary program abound. We have all experienced the dreaded vocabulary list approach, complete with writing and memorizing (only to quickly forget) dictionary definitions. We know that this approach doesn't work, but what does?
This is why we wrote this book. In it, you will find researchbased practices that can help your students develop their vocabularies. Throughout, we emphasize using word roots (prefixes, suffixes, bases) as an efficient and effective way to build vocabulary. Our instructional series Building Vocabulary from Word Roots details year-long word-learning routines for students. In this book, we elaborate on the research and expert opinions supporting this approach to word learning and develop the rationale for focusing on roots in your vocabulary program. This book also provides guidelines for developing models and strategies for vocabulary instruction from a roots
perspective, including sample practice activities and stories from teachers who are finding success with this approach to word learning. We also present tips for enhancing your use of a dictionary in the classroom, a brief history of the English language, and an appendix with resources for further learning. Also included in the appendices is a list of commonly taught roots, a list of words with origins in other parts of the world, and suggestions for professional development.
At the conclusion of each chapter, we suggest that you reflect on what you have learned and make notes for your own reference. If you are reading this book with colleagues, you may also want to make note of items for discussion with others.
If you are using Building Vocabulary from Word Roots in your classroom, this book will provide you with rationales and adaptations that you and your students may find beneficial. If you are using another vocabulary series (or none at all), this book will provide a background against which you can evaluate your current program or develop a new one. Happy reading!
Timothy Rasinski, Nancy Padak, Evangeline Newton, and Rick M. Newton
* locavore (n.)—a person who tries to eat only foods that are harvested locally
Teaching Vocabulary: What Does the Research Say?
Have you ever visited the National World War II Museum in New Orleans? It is a fascinating place. Among the documents available for viewing is the first draft of President Franklin Delano Roosevelt's famous speech that begins, "Yesterday, December 7, 1941—a date which will live in infamy…." These powerful words helped the nation prepare for war. But they were not the first words FDR wrote. The first draft of the beginning of the speech reads, "a date which will live in world history." Which do you think is more memorable, "infamy" or "world history"?
Word choice really does make a difference. Samuel Clemens (Mark Twain) once observed that "the difference between the almost right word and the right word is really a large matter—it's the difference between the lightning bug and the lightning." This book is all about helping students find the right word.
As every teacher knows, this is no small task. The English language has between 1,200,000 and 2,000,000 words! And every year, technological advances bring us new modes of communication—and new words. One estimate is that technology is contributing about 20,000 words per year to our language. How can we—and our students—ever catch up? Luckily, there is a way.
Consider this: 90 percent of English words with more than one syllable are Latin based. Most of the remaining 10 percent are Greek based. A single Latin root generates 5–20 English words. | 1,913 | 984 | {
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Recipe for a Common Future
Ingredients:
□ ½ cup of cooperation
□ ½ cup of care mixed with ½ cup of respect.
□ 1 teaspoon of modern technology
□ 25 ml of ocean mixed with a pint of leaves from conserved forests surrounded by air.
□ ½ cup of quality education
□ ¼ cup of fairness in workplaces
□ A sprinkle of Non-Governmental Organizations (NGOs) and non-corrupt officials
Steps:
1. Take the 25 ml of ocean mixture, strain it and discard the pollution.
2. Peel away people's negative behavior by cleaning up the remaining inequality, discrimination and crimes and replace this with ½ cup of education and mix it with ¼ cup of fairness in workplaces, ½ cup of care, ½ cup of respect and ½ cup of cooperation.
3. Make a batter by pouring the 25 ml ocean mixture in the mixture of education, care, respect and cooperation. Pour in 1 teaspoon of technology.
4. Pour the batter through a strainer and into a mould that is shaped like a sphere.
5. Put a sprinkle of NGOs and non-corrupt government officials and mix the batter.
6. Bake until it becomes a nice, fully baked common future.
Final product:
It will be green and blue, and in the shape of a sphere, and it will be known as a common future. It will be pollution-free, there will be respect, care, fairness and cooperation practised by people who do not commit crimes and not believe in inequality or racism. They will be people who perform good deeds, who are not corrupt and will protect Mother Nature.
Why do we need all these ingredients for a common future?
Cooperation- Everyone has limited time and resources. Therefore, learning how to cooperate with others can boost the productivity and efficiency of societies as well as maximize the possibility of success and competence. Countries will focus on building structures together like houses, skyscrapers, buildings for workplaces, hospitals and other architectural elements instead of discriminating against each other and committing crimes.
Education- With education, we can enable people to shift their level of consciousness from a lower state to a higher state. Along with this shift, we can make immense progress. It is the reason why we have many technological advances today. A high quality education would make someone think about the question, "How can we do this better?" or "How can we push this to a higher level?" and come up with new ideas and initiatives to solve problems.
For example, educating people about conserving nature is crucial and we should learn how to harness new technologies to conserve nature, to stop global warming and the spreading of greenhouse gases. This will prevent the deterioration of the Earth.
Technology- Technology can make our lives easier and more comfortable. For example, we could use smart phones to communicate with people from all around the world; we can also keep ourselves entertained on the smart phones by watching movies and playing games on it. Hence, to an extent, technology is good.
However, the misuse of technology is a major issue. Obsession with technological devices could result in bad eyesight and a lack of exercise and physical activity, leading to obesity.
Fairness- I believe in workplace fairness, which does not exist completely in today's world. For example, in both developing and developed nations, women are being sexually harassed by their colleagues and employers and are not supported. Evidence of this can be found in the statistics written in articles such as, "Study Finds 75 Percent of Workplace Harassment Victims Experienced Retaliation When They Spoke Up" on the website 'Vox'. Workers are also treated like robots and not like people. They are expected to work long hours, without much rest and are penalized for not doing so.
Additionally, in several developing nations, sweatshops pay very talented workers who work for a long period of time, a very small amount of money. We should all treat workers with respect and care. In order for countries to practice such fairness, the governments of the countries should lead with integrity and not be corrupt. Furthermore, NGOs could continue to help people stand up for their rights.
Works Cited
Golshan, Tara. "Study Finds 75 Percent of Workplace Harassment Victims Experienced Retaliation When They Spoke Up." Vox, Vox, 15 Oct. 2017, www.vox.com/identities/2017/10/15/16438750/weinstein-sexual-harassment-facts. | 1,750 | 917 | {
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Throw Some Shade with a Leaf Blower
By: Lee Miller, firstname.lastname@example.org
Spring in all its wild weather swings, plant growth and flowering glory has arrived, and along with it, the chore of mowing the lawn. Many decry the labor and monotony, but evidently some do enjoy the practice, as a new video game allows one to mow a virtual yard even when rainstorms are thundering outside.
Turfgrass is presumably the most "harvested" crop on the planet, and mowing offers many benefits and unfortunately some detriments. The advantages of mowing include weed reduction (particularly if mowed at 3.5 – 4 inches), aesthetics (who doesn't like stripes?), reduction of noxious pests such as rodents, mosquitoes and ticks (who doesn't like less bites?), and a positive growth effect on the plant itself with higher plant density and greater uniformity. Mowing also comes with its drawbacks, including lower photosynthesis, shallower roots (especially at lower mowing heights), removal of plant nutrients such as nitrogen, and creation of wounds that lose water and can be entry points for disease-causing pathogens.
Shade also adversely affects the health of a lawn similar to mowing, by robbing the plant of energy from photosynthesis. This results in plants with thinner and longer leaves, lower shoot densities, more upright growth and shallower roots. While most attribute shade to looming trees, there is a clear connection to mowing lawns incorrectly that is often overlooked.
When our cool-season lawns are growing voraciously in the cooler temperatures of spring and fall, two aspects to mowing are critical – height and frequency. Mowing lawns to a three-inch and preferably closer to a four-inch mowing height (often the highest setting on consumer lawn mowers) greatly reduces weed incidence and results in a thicker, lusher lawn. In order to keep up with growth, mowing must also be conducted frequently, as much as two times weekly so as not to remove more than 1/3 of the leaf tissue (aka the one-third rule). Whether from time constraints or a period of constant rain, lawns are often not mowed frequently enough, and even with mulching decks clippings are left on the turf surface. These clippings, particularly in wet clumps matted down by the wheels of the lawn mower, then become trees and shade the lawn underneath. Even more problematic, these matted clumps act as a wet blanket to stifle growth and provide a warm, humid environment perfect for disease activity.
Turfgrasses evolved along with grazing animals and in nature, clippings would be collected by the stomachs of hungry beasts. Collecting clippings after mowing is not recommended since it removes free, naturally recycled plant nutrients from the lawn and disposal is problematic. Therefore, a situation of excessive clippings on the lawn surface will happen, even in the best of care. What is done when it does, can determine the density and quality of the lawn.
Two methods are suggested. Mow it again and give it a double cut. If the clippings are excessively wet and clumped, wait a while for the wind to dry out mats so the mulch deck can suck them up and disperse them. For this second cut, the mowing direction should be changed to perpendicular of the original to minimize the pressing down of clippings by mower wheels.
The second method is to employ a piece of equipment that probably should be used anyway… the blower. When mowing, clippings nearly always inadvertently end up where we don't want them… the road, sidewalk, driveway or porch. Blowing them off pavement and back into the yard pleases the spouse and neighbors, reduces potential for them to get into and act as pollutants in our sewers and waterways, and puts nutrients back in the lawn. After doing this, simply keep on going into the yard. Find the big clumps and disperse them into the lawn canopy with bursts of wind from the blower. With matted down clippings in the
1 of 2
ruts of mower tires, give them a little rake and/or wait for them to dry out a bit. Some satisfaction can be realized when a matted clump flies up and explodes to disappear into a bunch of individual leaf blades. Neighbors, however, may be turned from admiration to confusion as you walk the lawn and grin to the whir of the leaf blower.
It is the policy of the Purdue University that all persons have equal opportunity and access to its educational programs, services, activities, and facilities without regard to race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability or status as a veteran. Purdue is an Affirmative Action Institution. This material may be available in alternative formats. 1-888-EXT-INFO Disclaimer: Reference to products in this publication is not intended to be an endorsement to the exclusion of others which may have similar uses. Any person using products listed in this publication assumes full responsibility for their use in accordance with current directions of the manufacturer.
Purdue Landscape Report © Purdue University - www.purduelandscapereport.org
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SENIOR PHASE
GRADE 9
NOVEMBER 2019
ENGLISH HOME LANGUAGE P3
MARKS: 30
TIME: 1½ hours
This question paper consists of 5 pages.
INSTRUCTIONS AND INFORMATION
READ ALL THE INSTRUCTIONS CAREFULLY.
1. This question paper consists of TWO sections:
2. Answer ONE question from EACH section.
3. Start EACH section on a NEW page.
4. Plan (e.g. by using a mind map/diagram/flow chart/key words etc.), edit and proof-read your work. The plan must appear BEFORE your answer.
5. All planning must be indicated as such. Draw a line through all planning.
6. You are strongly advised to spend approximately:
- 60 minutes on SECTION A.
- 30 minutes on SECTION B.
7. Number each response as the topics are numbered in the question paper.
8. Write neatly and legibly.
SECTION A: ESSAY
(20)
SECTION B: TRANSACTIONAL TEXTS (10)
SECTION A: ESSAY
QUESTION 1
- Write an essay of 250–300 words on ONE of the following topics.
- Write down the NUMBER and TITLE/HEADING of your essay.
1.1 You have decided to go for a walk. You decide to climb to the top of a small hill. As you reach the top and glance at the view in front of you, you realise that this is one of those moments that you will never forget. Describe the scene … Make use of your senses in your description.
OR
1.2 As we run onto the rugby/hockey field/netball court, I can hear my own heart beating. The atmosphere is filled with anticipation. The learners cheer. The mothers are holding their breaths…This is it!
OR
1.3
"The teenage years are ridiculously crucial and hard and, um, awkward."
(Aimee Teegarden)
OR
1.4 Many people are packing their bags and leaving South Africa. Will you be one of them? Discuss why/or why not.
1.5 Imagine that your teacher wants to teach a new subject for the next few weeks. Your teacher will take suggestions, and then let the students vote on the new subject. What subject should your class choose? Write an essay to support your choice and to persuade the other students to vote for your choice.
1.6 The pictures on the next page may evoke an emotion or feeling in you or stir your imagination.
Select ONE picture and write an essay in response to it. Write the question number of your choice (1.6.1, 1.6.2 or 1.6.3) and give your essay a title.
NOTE: There must be a clear link between your essay and the picture you have chosen.
[20]
[20]
[20]
[20]
[20]
1.6.1
OR
1.6.2
OR
1.6.3
TOTAL SECTION A:
[20]
[20]
[20]
20
SECTION B: TRANSACTIONAL TEXTS
QUESTION 2
INSTRUCTIONS AND INFORMATION
- Respond to ONE of the following topics.
- Pay careful attention to the following: audience, register, tone and style; choice of words and language structure; and format.
2.1 INFORMAL LETTER
You have done very well in your Grade 9 examination and have been offered a bursary by a very prestigious school. Write a letter of 160–180 words to your best friend to tell him/her about this great achievement and the school you will be attending.
OR
2.2 NEWS REPORT
Write a news report of 160–180 words that will appear in your local newspaper. You have witnessed an example of 'Ubuntu' (one person helping another person or people assisting one another) in your community. You would like to motivate the community members to continue assisting others in need.
(Do not forget the necessary format of a news report.)
OR
2.3 LETTER OF APPLICATION
You badly need a holiday job to save money for a trip with your best friend and her/his family. Respond to an advertisement for a shop assistant at your local supermarket. Address your letter to: The Manager, U-Save, 16 Prince Street, King William's Town, 7000.
(Remember the necessary rules of format that must be applied.)
Required number of words: 160–180.
[10]
[10]
[10]
TOTAL SECTION B:
GRAND TOTAL:
10
30
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Name of
School
Woden Primary School
Male
Female
BAME
Pupils with a disability
what mirriroring is and show in pairs and groups.
* During the Quetionnaire children were asked "what is mirroring"? Year 2 answered "when you can see a reflection or copy something"
* Post Questionniare results show that Year 6 were collectively able to show a routine of three Dances and show this for a Christmas Production.
* 100% of Children were able to work in a group and perform infront of other children confidently.
Spring 1
* Post Questionnaire results show that 100% of children can identify and show different speeds in dance using different animals. Results also show that 100% of children can work together to create different letters and words to lead their group in a routine.
* Post Questionnaire results show that 100% of children can show different levels when they are travelling/ stationary in Dance.
* Post Questionniare results show that 90% of children can identify what mirriroring is and show in pairs and groups.
* Post Questionnaire results show that 100% of children can be creative in groups and individually to recreate different pictures and scenes. (Beach, Forest, Sea,)
* Post Questionnaire results show that 100% of children can identify and show what mirroring is in Dance.
* 100% of children can identify the 5 fundamentals when warming up.
* Children throughout the school created poems focusing on equality and diversity which is linked to Premier League Primary Stars.
Key Indicator 3
Increased confidence, knowledge and skills of staff in teaching PE & School Sport
Action
Evidence & Suggested Next Steps
* The 8 teachers received 12 weeks of mentoring & CPD.
* Sharing and co-completion of lesson plans and evaluations.
* Offering of places on FA Primary Teacher Award.
* Teachers feel more confident in delievering PE with gathering an indepth knowledge on differentiating lessons to their classes.
Dance & Gymnastics
Dance
Dance
Dance
Dance
Dance
Miss Talbot & Miss Purchase (Year 2)
"We have enjoyed working alongside the coaches to develop our knowledge and skills of Gymnastics and Fundamental during this term. It has been useful to team teach along with the coaches to learn how to differentiate lessons and outcomes".
Miss Crump (Year 2)
"CPD has been a fantastic tool to not only develop my PE subject knowledge but also build my confidence in the subject. Following CPD last half term, I feel more confident to take risks in my PE lessons to challenge the more able by adapting my planning and delivery. This is having a positive impact on learners by giving them the opportunity to excel in a non-class-based subject".
Mrs Rush (Year 6)
"I found the rugby sessions really useful as this is not my area of expertise and not a game that I have ever played. What would be used full would be electronic copies of the planning so that when I need to look back next year, it will jog my memory as to how the lesson were delivered."
Pupil & Staff Feedback
Mr Darby (Year 6)
"The experience of coaching from the Wolves Community Trust was much more positive this year. I felt well supported by the coaches and much more able to engage with them in the program."
Miss Skidmore (Year 4)
"As a PE lead, I have always felt the area I lack most knowledge in is Dance. I've struggled to plan lessons and create idea that will allow my class to enjoy the activity as well as challenge themselves. After completing my CPD with the coaches, I now feel like I have a greater understanding of the skills the children need when participating. I was able to plan lessons alongside the coaches which made me feel more confident when delivering the lesson to the whole class. I now feel like both my knowledge of dance and confidence to deliver a good lesson has increased and I will carry this forward for when delivering dance sessions again".
Miss Corns (Year 4)
"Taking part in CPD for dance has helped me gain confidence in teaching areas of PE. Through the CPD programme I feel more able in differentiating lessons and identifying children who need a little extra support".
Each year group throughout the school entered the Premier League Primary Stars Writing Stars competition focusing on writing a poem on Equality and Diversity. | 1,777 | 898 | {
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Mini lesson plan
Title
Zip Zap Zop
Year level suggested
Years 3-12
Materials
A clear space in the classroom
Useful for
Brain breaks
Concentration
Pulse and rhythm
Learning intention
To develop a strong sense of pulse and rhythmic beat, through a high energy focusing game. It also provides an opportunity to explore pace, specificity of choice, "energy" and sequence
Steps
1. All students to stand in a circle
2. Encourage students to use their whole body to send energy and to make eye contact. The goal is to stay consistent in rhythm while going very quickly.
3. Introduce activity as passing a bolt of energy around
4. To start the game, send the bolt of energy out of your body with a big forward motion straight to someone else (with eye contact) and say 'zip'
5. The next person takes that energy and passes it immediately to someone else while saying 'zap'
6. That person passes it onto someone else saying 'zop'
7. The game continues with this repeated sequence
Extension: Zip Zap Boing
- If a player wants to choose the player to their left, they point and say Zip.
- If they want to choose the player on their right, the point and say Zap.
- If they want to choose the person that just pointed at them, they say Boing without pointing.
- Each time another player is selected in this way, it is their turn to quickly Zip, Zap, or Boing.
- If a player hesitates or doesn't respond when it is their turn, they get a strike. If a player's word doesn't match where they are pointing, they get a strike. The first player to three strikes loses, and the game ends.
Adaptation
- Math - Use this strategy to practice skip counting (3, 6, 9, 12…)
- Science - Use this strategy to explore organisms in a food chain (or stages in a life cycle); students send energy from organism to organism in the food chain to represent a mini ecosystem.
- Reading/Writing - Use this strategy to review helping verbs (am, is, are, was, were, be, been…), or spelling
Curriculum links
Music
- Explore and Express Ideas
- Music Practices
- Present and Perform
Health and Physical Education
- Movement and Physical Activity
Email
PizzASSIST
and quote,
email@example.com
PizzASSIST
in the subject line
Maths
- Number and Algebra
English
- Expressing and Developing Ideas
- Phonics and word knowledge
Science
- Biological Sciences
Capabilities
- Personal and Social
– Social Awareness and Management, Collaboration
Email
PizzASSIST
and quote,
firstname.lastname@example.org
PizzASSIST
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WEEK 1
BEST FOR LAST
WEEK 2
LUKE 22:14-20
We remember what Jesus has done to know He is still working.
JOHN 17:20-21
Jesus prayed for unity so His people could live in harmony.
WEEK 4
MIDDLE SCHOOL
WEEK 3
LUKE 22:42
You can be real about what you feel and still trust Jesus.
WEEK 5
JOHN 19:16b-18; JOHN 19:28-30a Jesus died and rose
JOHN 21:12-17
because He loves you.
Your failures don't take away Jesus's love.
TALK ABOUT THIS
WEEK 1: Recognizing and remembering God at work in their lives is an abstract idea that may be challenging for your student in this phase. What you may see as God's movement in their life may be viewed as merely a good day or a lucky break by your middle schooler.
WEEK 2: Really understanding what Jesus did for them on the cross thousands of years ago and how it impacts their lives today may be difficult for your middle schooler. It's an abstract thing for even some adults to fully grasp! Finding ways to make the Easter story more concrete for your student will help them see it not only as real, but also relevant to their lives.
WEEK 3: Being real about what they feel is harder for your middle schooler than you may think. Though they're full of emotions in this phase, they don't yet have words or names to articulate exactly what they're feeling. For many, this is the first time they're experiencing some specific feelings.
WEEK 4: This week is a great opportunity to share with your kid what Jesus did for them on the cross and to celebrate His sacrifice at work in their life. Remember that even if your student doesn't respond to the invitation for salvation, you're planting seeds that will continue to grow in their heart over time.
WEEK 5: Mistakes are many for middle schoolers. It's a phase where they're testing boundaries and pushing their limits, often leading to failures or missteps. The result? A lot of moments where they end up potentially feeling like epic failures, even when they're not!
REMEMBER THIS
"Father, if you are willing, please take this cup of suffering away from me. Yet I want your will to be done, not mine."
BEST FOR LAST
DO THIS
MORNING TIME
Hearing the news that a loved one has made a decision to follow Jesus is cause for celebration. If your kid, a friend, or even a member of their Small Group makes a decision of faith this week, celebrate that with a card, a special dinner, a cake, or anything that lets them know how special this day is in their lives.
DRIVE TIME
Create an honesty playlist for your family's commute this week. Put together a list of songs that show someone being honest or real about what they feel. Be sure to include a wide variety of feelings in your songs—sadness, anger, heartbreak, love, joy, etc.
MEAL TIME
This week, host a dinner of remembrance with your family! Plan a menu and set aside a special time to remember what God has done for your family in the last year. Be sure to read the story of the Last Supper together as a part of your meal time.
BED TIME
To celebrate the Easter season, pick a TV show, movie, or web series about Jesus's life to watch together as a family. Afterwards, talk about how what you watched may have helped you better understand or see the story of Easter as a real thing that impacts your lives today.
Download the free Parent Cue App
AVAILABLE FOR IOS AND ANDROID DEVICES
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Welcome back! I hope you have had a fantastic Christmas and are ready and well rested for our next half term.
Cross curricular topic work: Our topic this half term is 'Heroes and Villains' based on the story of Robin Hood.
Numeracy:
Week 1 – Place Value, addition and subtraction
Week 2 – Number bonds to 10, bridging 10, addition and subtraction
Week 3 – 2D and 3D shapes – properties and sorting
Week 4 – Doubling and halving, fractions
Week 6 – Time
Week 5 – Ordering numbers, rounding, estimation
Literacy:
Week 1 – Retelling the story of Robin Hood
Week 3 – Character descriptions
Week 2 – Retelling the story of Robin Hood
Week 4 – Instruction writing
Week 6 – Newspaper report
Week 5 – Letter writing
ICT:
We will be following a new scheme of work, tailored to the new ICT National Curriculum.
Topic:
We will be taking part in lots of exciting topic work this half term including:
- Designing and making a coat of arms for the Sherriff of Nottingham
- Making Robin Hood character puppets
- Making a robin hood hat
- Singing a robin hood song with musical instruments
PE
P.E will always be on a Wednesday afternoon. All children must have the appropriate P.E kit for both indoors and outdoors.
Ways to help your child:
- By talking about the topics and finding out any information from books, computers, internet, libraries etc. Please encourage the children to bring any useful information into school. If you
have any particular personal information, which may be of interest and you would like to share this in school, please contact me.
- By helping them to learn thoroughly any mental maths work or number bonds to 10.
- By discussing any Home Learning with your child and helping/encouraging them to complete any tasks. Home Learning is given out on Fridays and should be returned to school by the following Thursday so it can be marked and celebrated.
- By helping them to learn thoroughly any spellings they may bring home. Spellings are given out on Mondays and tested the following Friday.
- The children will be set writing targets that will be shared with them each term. These are small steps to success that children should know and aim to achieve by the end of term.
- By encouraging them to read for at least 10 minutes a day, (more if they are enjoying the story or information in the book) and using the assessment focus ideas in your child's home school diary.
- Ensuring that they come to school on time, ready to work hard and succeed.
Thank you so much for all your help and support!!
"Reach for the Stars"
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A PEATC Do You Know Factsheet for Virginia's Parents
Down syndrome
Down syndrome remains the most common chromosomal condition diagnosed in the United States.
Each year, about 6,000 babies born in the United States have Down syndrome.
This means that Down syndrome occurs in about 1 out of every 700 babies.
Content source: Division of Birth Defects and Developmental Disabilities, NCBDDD, Centers for Disease Control and Prevention
8003 Forbes Place Suite 310 Springfield, VA 22151 800-869-6782 / 703-9230010
www.peatc.org
Online Resources and Information Sheet on Down syndrome
According to the National Institute of Child Health and Human Development, Down syndrome is a condition in which a person is born with an extra copy of chromosome 21. People with Down syndrome can have physical disabilities, as well as intellectual disabilities. Every person born with Down syndrome is different.
People with the syndrome may also have other health issues. They may be born with heart disease. They may have dementia. They may have hearing problems and problems with the intestines, eyes, thyroid, and skeleton.
The chance of having a baby with Down syndrome increases as a woman gets older. Down syndrome cannot be cured but early treatment programs can help improve skills. They may include speech, physical, occupational, and/or educational therapy. With support and treatment, many people with Down syndrome live happy, productive lives.
SOURCE: NIH - National Institute of Child Health and Human Development
GENERAL INFORMATION
http://www.nlm.nih.gov/medlineplus/downsyndrome.html
A medical overview of Down Syndrome from the National Institutes of Health (NIH) / MedlinePlus
A parent-friendly overview from KidsHealth
http://kidshealth.org/parent/medical/genetic/down_syndrome.html
ONLINE RESOURCES
"Spread the Word to End the Word" at the R-word Website http://www.r-word.org/
Inspirational videos of Best Buddies International's people and programs http://www.youtube.com/user/bestbuddies
Inspirational iBook about individuals in the Down Syndrome community https://itunes.apple.com/us/book/im-down-with-you/id804051980?mt=11
I'm Down with You: An Inspired Journey by Jagatjoti Khalsa & Darren Setter
ORGANIZATIONS RELATED TO DOWN SYNDROME
Research, support, and disability-specific resources for individuals and families
Association for Children with Down Syndrome, Inc.
March of Dimes Birth Defects Foundation
Martin Eile.
The contents of this factsheet were developed under a grant from the US Department of Education, #
H328M140013
. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Julia | 1,413 | 579 | {
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1. Daily total QSol insolation at latitude φ, for solar declination angle δ, for the half length of daylight (in radians) HL , and assuming the Earth's distance from the Sun is a constant is given by:
(e.g. Peixoto and Oort, 1992). Where the length of daylight is given by
(Note: if the sun does not rise or set at a location, the formula is undefined and 2HL=2π.)
a. (1pt) Find δ in radians
Consider three locations (equator and North Pole) at the summer solstice (δ=23.5 in degrees).
b. (2 pts) Find the length of daylight at both locations. (show your work)
d. (10 pts) From the relation that IIN = aSG QSol / 24, use the glass slab model equations to find TA and TG at both locations given: aSG = 0.75 at the equator and =0.35 at the North Pole. Assume that aSA = 0.3 and aLA = 0.9 at both locations.
c. (4 pts) Find QSol at both locations. Note that QSol has units: W m -2 in 24 hours. All angles used should be in radians.
e. (3 pts) How do these TG temperatures compare with figure 3.11b (Grotjahn, 1993)?
2. A simple linkage between the glass slab calculation, diabatic cooling, compressional heating, and thus the motions of a "Hadley-type" polar cell. At 80 N, let aLA = 0.85, aLG = 1.0, aSA = 0.3. From figure 3.11a, b (Grotjahn, 1993) it may be assumed that TG = 250 K in winter, 273 K in summer. Let TA = 225 K in winter; 240 K in summer.
b. (3 pts) from figure 3.8a (Grotjahn, 1993), one may estimate the observed solar radiation absorbed at 80 N; call that I * . In winter I * =0, in summer let it = 171 W/m 2 . The difference between I * and IIN is the amount of heat flux energy needed per unit area. Call that Δ; and find that value for each season.
a. (8 pts) find IG and IA then find the IIN needed for radiative balance in each season.
c. (8 pts) Δ is a loss of energy per second per square meter. What rate of heating (K/s) in the whole column is would be needed to balance this loss of energy if no work is being done? Assume that the heating rate (dT/dt) is a constant in the vertical and the surface pressure is 1.013x10 5 Pa. Find this heating rate for both seasons. Hints: force equals mass times acceleration, and pressure is a force per unit area. Recall the first law of thermodynamics equation: CP dT/dt = α dp/dt + DJ where DJ is a diabatic heating rate per unit mass (W/kg units). DJ is proportional to Δ. Check units for consistency.
d. (6 pts) The dry adiabatic lapse rate is given by g/Cp where g=9.8 m/s 2 and Cp = 1004 J/(K kg). If air in the column is sinking or rising, what value of vertical velocity (w, in m/s) must be present in winter and in summer so that the local change of temperature is zero? For a bit of realism, assume that the air has lapse rate Γ = 6 K/km. Ignore any horizontal heat transport. Hints: sinking adiabatically heats the air. Also, ∂T/∂t is now zero. Check your method to ensure units are consistent.
NOTE: all homework is to be done by you as an INDIVIDUAL: no 'group' efforts, please. For written answers, please use a word processor, so that penmanship is not an issue. Equations and derivations can be *neatly* hand-written. Full credit requires proper units be included. Any plot must be completely and unambiguously labeled, including title and axes. Show ALL math steps. | 1,585 | 912 | {
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Title
Jelly on a Plate
Year level suggested
Years F - 6
Useful for
Creativity Beat keeping Rhythmic understanding Brain breaks
Learning intention
To create and perform a three-part composition over a number of lessons
Steps:
PERFORMANCE
1. Call and response to learn the poem. Encourage variation in dynamics (loud/soft), pitch (high, low) and tone (different voices). Build up little components at a time
2. Everyone learns the beat ostinato 'It tastes good, yeah…'. Optional: add a body percussion action, eg. Tap knees
3. Split group in half and start off the beat ostinato. Once that is steady, the second half says the poem. Swap parts
4. Teach the middle part 'tasty, very tasty, very…'. Make sure there are two beats of silence where written
5. Split the group in half again and try doing the beat ostinato and rhythmic ostinato 1 as per. Step 3
6. Split the group into 3 and gradually build up the three different parts (always starting with the beat ostinato)
7. Repeat with the 2 nd rhythmic ostinato
8. Transfer to body percussion or instruments and perform with and without words.
COMPOSITION
1. Come up with some words to substitute the beat ostinato. Try to keep them associated with the topic of the poem. Notate on the whiteboard. To assist with beats, you may notate in beat boxes as follows:
wibble
wobble
Wibble
wobble
plate
on a
Jelly
plate
on a
Jelly
plate
on a
Jelly
Alternatively, you may use formal rhythmic notation.
Cont'd overleaf…
Email
PizzASSIST,
email@example.com and quote
PizzASSIST
in the subject line
Mini lesson plan
Materials Whiteboard (optional) 'Jelly on a Plate' speech rhyme Instruments (optional)
You may create a beat ostinato to another speech rhyme.
Suggestions are:
Sing a Song of Sixpence
Pussy Cat, Pussy Cat Twinkle, Twinkle,
2. Place another set of beat boxes underneath and come up with another 4-beat ostinato (like 'mouldy, very mouldy' – choose your own rhythm)
3. Students can then split into small groups and come up with their own accompanying pattern to another
4. Students practice and perform their compositions
Curriculum links
Music
- Explore and Express Ideas
- Music Practices
- Present and Perform
Capabilities
- Personal and Social
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Course: English composition 1
Couse code: ENGL 101
Topic: The Paragraph
Skill: Components and characteristics of a composition
A good composition is characterized by qualities which are marks of all effective writings. It adheres to the principle of unity in the development of a single idea or emotional effect; it achieves coherence in the arrangement of its sentences and paragraphs; and it secures appropriate emphasis in the disposition of its ideas. It also possesses a certain degree of originality and a characteristic style.
Unity:
The word theme means a single, definite subject. Unity in the whole theme demands that all its sentences and paragraphs must contribute to the development of one idea or one effect, and must fit into the organic pattern of the whole. It is possible that every paragraph in a composition is unified in itself, and yet the whole theme lacks unity. Every part of the theme should serve the central purpose of the whole. This calls for the elimination of irrelevant materials which have no connection with the main theme.
Coherence:
Sin coherencia y unidad, el párrafo jamás tendrá sentido hacia el lector, al escribir, mantén un párrafo sobre el mismo tema, luego utiliza otro párrafo para entrar a otro tema, sería incorrecto y confuso el mencionar otro tema en el mismo párrafo.
A whole composition has coherence when there is an unbroken chain of relationships among the paragraphs and these relationships are clear to the reader. The relationship among paragraphs is organic as they are based on a logical coherence in the subject matter. A composition dealing with the essentials of effective speech may have the first paragraphs discuss integrity; the second, knowledge; the third, self-confidence; and the fourth, skill. The logical connection between the paragraphs is evident as they deal with the attributes of a good speaker. This is what we call organic relationship, one which reflects an essential coherence among the ideas the composition intends to communicate.
The best way to achieve coherence is to order your thoughts properly. You can arrange your ideas in the chronological order, logical order, or point-of-view order. You can clarify related thoughts and achieve coherence by repeating important words and phrases, using parallel structures and transitional devices. Although they are useful in the establishing order in the composition, you should use them only when they are essential to the structure and situation. For instance, a composition overloaded with transitional elements becomes ineffective; the style, heavy; and the order, too obvious.
As seen in the image, did you notice where "Known" is the initial thought, or the basis of the paragraph, then the "New" adds information to the reader, and finally, "old" makes reference to the data already discussed within the paragraph, connected with pronouns, always referring to the topic at hand.
Web Resources:
Video:
https://www.youtube.com/watch?v=xx_UMuNp9Ns
References:
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Mathematics Competition for the Seventh Graders of Helsinki 2012/1/18
* The time allotted is 50 minutes.
* Each problem is worth one point. Wrong answers are not punished.
* The allowed tools are writing and drawing instruments, i.e. pencil, eraser, ruler and compass. Calculators and mathematical tables are not allowed.
* The problems are not ordered in increasing difficulty, but the first problems are likely to be easier than the last ones.
c) 1 m 2
d) 2 m 2
(1) Compute 6
*
5
*
4
−
5
*
4
*
3 + 4
*
3
*
2
−
3
*
2
*
1.
a) 88
b) 66
c) 78
d)
76
(2) Compute the circumference of the following figure.
5 cm
8 cm
2 cm
3 cm
a) 18 cm
b) 25 cm
c) 26 cm
d) 30 cm.
(3) The base of an isosceles triangle is 5 and its area is 45. What is its height?
a) 4.5
b) 18
c) 9
d) 112.5
(4) The sum of three consecutive integers is 42. What is the middle one?
a) 13
b) 14
c) 15
d) 16.
(5) The midpoints of neighboring sides of a 1 m × 1 m-square have been connected with line segments, and we have thereby obtained a smaller square inside the original one. What is the area of the smaller square?
a) 0.25 m 2
b) 0.5 m 2
c) 1 m 2
d) 2 m 2
(6) In order to build a small forest cabin, we need one hundred logs, each of which must be five meters long. In the beginning, we have only logs which are twenty meters long each. What is the smallest number of times we have to saw through a log in order to obtain the five meter logs we need?
a) 50
b) 75
c) 99
d) 100
(7) What is 1 · 2 · 3 · 4 · 5 · 6 · 7?
a) 120
b) 720
c) 5040
d) 40320
(8) Jack is climbing a beanstalk. The beanstalk is 88 m long. Each time Jack has climbed five meters, an ogre shakes the beanstalk and Jack slides down one meter. When Jack has reached the top, the ogre can no more shake him down. How many meters does Jack climb altogether?
a) 88 m
b) 100 m
c) 109 m
d) 110 m
(9) A concert is organized in the Hartwall Arena. The organizers estimate that if the price of a ticket is x euros, then the fans will buy 10000 + 400x − 10x 2 tickets. The organizers have to choose between two prices: 30 euros per ticket and 40 euros per ticket. Which choice brings more people to the concert? Which choice earns more money for the organizers?
a) 30 euros brings more people and more money.
b) 30 euros brings more people and 40 euros brings more money.
c) 40 euros brings more people and 30 euros brings more money.
d) 40 euros brings more people and more money.
(10) Ville went into a five-storey building in order to sell chocolate eggs. The resident of the topmost floor bought half of the eggs and a half of an egg on top of that. The resident of the fourth floor bought half of the remaining eggs and a half of an egg on top of that. The resident of the third floor, the resident of the second floor and the resident of the first floor each did the same thing. After all this Ville noticed that he had sold all of his eggs. How many chocolate eggs did Ville have in the beginning?
a) 7
b) 15
c) 23
d) 31
(11) Let X = 1 + 2 + 3 + 4 + · · · + 70. How large is X?
a) 1001
b) 2485
c) 3110
d) 4953
(12) Let us consider the number N = 11 · 11 · . . . · 11, where there are 2012 multiplicands. What are the last two digits of N ?
a) 11
b) 21
c) 31
d) 41
(13) What is 789 999 − 12 99 ?
a) 0.668688 . . .
b) 0.666 . . .
c) 0.668577 . . .
d) 0.668668 . . .
(14) Let X = 1 5 + 1 25 + 1 125 + 1 625 + 1 3125 + 1 15625 . What can we say about X ?
a) 0 < X ⩽ 1 4 b) 1 4 < X ⩽ 1 2 c) 1 2 < X ⩽ 3 4 d) 3 4 < X ⩽ 1
(15) A region of the shape of a circle has area equal to 80. As in the following picture, we remove from it two regions of the shape of a circle, the other having diagonal equal to one fourth and the other having diagonal equal to three fourths of the diagonal of the original circle.
What is the area of the remaining region?
a) 20
b) 30
c) 40
d) 50 | 1,989 | 1,288 | {
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1.
Mathematics Competition for the Seventh Graders of Helsinki, 2–6 March, 2020
* The time allotted is 50 minutes.
* The allowed tools are writing and drawing instruments, i.e. pencil, eraser, ruler and compass. Calculators and mathematical tables are not allowed.
* Each problem is worth one point. Wrong answers are not punished.
* The problems are not ordered in increasing difficulty, but the first problems are likely to be easier than the last ones.
Compute
−
5 + 4
*
7.
a) 23
b) −23
c) 7
d) −7
e) −140
2. In the picture below one (larger) square has side length 1. Compute the area of the shaded figure.
a) 8
b) 10
c) 13
d) 24
e) 26
3. An animation requires showing 25 frames in a second. Drawing one frame takes 90 minutes. How many artists are needed to make an animation 10 minutes long given that one artist does five hours of efficient work in a day and the animation needs to be completed in 30 days?
a) 50
b) 75
c) 100
d) 125
e) 150
4.
Compute
1
*
2
4
*
6
7
*
8
9
a) 23 34
b) 34 45
c) 56
45
d) 56 67
e) 67 78
5. How many times does the number 10 9 (one billion) need to be halved before the result is less than 1?
a) ca. 10
b) ca. 30
c) ca. 200
d) ca. 5000
e) ca. 5000000
6. A chocolate bar is rectangular and has more than one row of chocolate pieces, and more than one column of pieces as well. In total, it has n pieces. Which of the following is a possible value of n?
a) 2
b) 23
c) 59
d) 87
7. Compute 73.5 − 22.25.
a) −149
b) 51.25
c) 512.5
d) 5125
e) 93.75
8. The picture shows a regular pentagon. One of its vertices is also a vertex of a triangle. Compute the angle α marked in the picture.
a) 3 ◦
b) 17 ◦
c) 22 ◦
d) 30 ◦
e) 65 ◦
.
3
*
5
9. Viljami has invented a new unit of length he calls a stump. The corresponding unit of area is called a square stump. Viljami measured the area of a certain rectangle to be 24 square stumps. Riina measured the same area to be 54 square centimeters. How many centimeters is one stump?
a) 4 9 cm
b) 2 3 cm
c) 3 2 cm
d) 9 4 cm
e) The question cannot be answered with the given data.
10. A house of cards in the shape of an equilateral triangle is built as follows: the lowest floor is made by placing next to each other pairs of cards so that each pair forms an equilateral triangle. The following floors are constructed by first connecting the tops of the card triangles of the previous floor with horizontal cards and then placing new card triangles on these. How many cards to we need to build a house of cards with 10 floors?
a) 155
b) 30
c) 145
e) 175
d) 65
11. A triangle has the perimeter 12 and a side of length 2. Which of the following is a possible length of a side of the triangle?
a) 1
b) 3 2
c) 3
d) All of the previous
e) None of the previous
12. We know that a red basket and a blue basket together contain 13 balls, that the blue basket and a yellow basket together contain 15 balls, and that the yellow and red baskets together contain 7 balls. How many balls does the red basket contain?
a) 0
b) 2
c) 4
d) This situation is impossible.
e) The problem cannot be solved with the given data.
13. A point X has been chosen from the side AD of a parallelogram ABCD, and a point Y has been chosen from the side BC. The segments AY and BX intersect at a point P , and the segments XC and Y D intersect at a point Q. If the triangle ABP has the area 5, and the triangle QCD has the area 3, then what is the area of the quadrilateral PY QX?
a) 4
b) 5
c) 6
d) 7
e) 8
14. Maija has a grid of hexagons as in the picture below, and she would like to color its cells using four colors 1, 2, 3 and 4 so that a single tile of the shape always covers exactly one cell of each color, when the tile is placed on the grid oriented in an arbitary way but so that it covers exactly four cells. What must be the color of the lower right corner of the grid, when the uppermost three cells have already been colored as in the picture?
a) 1
b) 2
c) 3
d) 4
e) There are several possible colors.
15. In how many ways can one choose four positive integers a, b, c and d, when it is required that a 3 + b 3 + c 3 = d 4 ?
a) 0
b) 15
c)
150
d) 1500
e) In infinitely many ways. | 1,999 | 1,312 | {
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At-Home Reading List Policy
Veritas Academy desires to instill in our students a love of reading. The at-home reading lists provided in Grades K-6 th help facilitate this desire. These lists also provide a way for parents to be engaged in their child's education. Lists include books as "read-alouds" (parents reading to their children) and "readers" (books read by the students 1 st -6 th ).
We also desire to keep these lists simple and the books as accessible as possible. Veritas has a limited number of each book for each grade available for check-out. Books may also be obtained from local bookstores, public libraries or internet sites. If you would like to borrow books from Veritas, please check with the teacher for availability.
Books on tape/CD are permitted as read-alouds. Families with multiple children are permitted to read aloud a book to all of their children provided the book is from the list of the student in the highest grade or if the family is continuing a book series (Chronicles of Narnia or Little House books). Please note this on the younger children's list when you are substituting a book from a higher reading list.
Books studied in Literature and History classes will be provided by Veritas. These book lists may be found in the class syllabi. You do not need to obtain these books.
Each grade level has different specifications for the number of "readers" and "read-alouds" encouraged and/or required to be read. Please see the grade specific lists for those details. The check list provided at the end of each list is for you, the parent, to sign and keep track of the books your child has read and you have read aloud.
Happy Reading!
2017-2018 School Year Third Grade Reading List
Veritas has a few copies of each book available for lending to students. Please check with your child's teacher for availability. Many of the books are also available at the public library or available to purchase at local and online bookstores.
Third Grade students are required to read and have read aloud the number of books specified in each section. Parents, please initial books read and read-aloud on the check list provided.
Read-Alouds (choose 4 or more, 1 each quarter, parent reads to student)
The Oxford Illustrated Book of American Children's Poems The Sign of the Beaver by Elizabeth Speare Paddle-to-the-Sea by Holling C. Holling Mr. Revere and I by Robert Lawson Justin Morgan Had a Horse by Marguerite Henry The Journeyman by Elizabeth Yates Swift Rivers by Cornelia Meigs Mother West Wind's Children by Thornton Burgess On the Banks of Plum Creek by Laura Ingalls Wilder Carry On, Mr. Bowditch by Jean Lee Latham Imprisoned in the Golden City by Dave Jackson Minn of the Mississippi by Holling C. Holling The Dragon of Lonely Island by Rebecca Rupp The Magician's Nephew by C.S. Lewis by Donald Hall
Readers (choose 8 or more, read by student)
Walk the World's Rim by Betty Baker
The Matchlock Gun by Walter Edmonds
The Courage of Sarah Noble by Alice Dalgliesh
Phoebe the Spy by Judith Griffin
Robert Fulton, Boy Craftsman
Meet George Washington by Joan Heilbroner by Marguerite Henry
Sarah, Plain and Tall by Patricia MacLachlan
Skylark by Patricia MacLachlan (Sequel to Sarah, Plain and Tall)
The Cabin Faced West by Jean Fritz
Sarah Whitcher's Story by Elizabeth Yates
The Skippack School by Marguerite de Angeli
Om-kas-toe
The Thanksgiving Story by Alice Dalgliesh by Kenneth Thomasma
Charlie and the Chocolate Factory by Roald Dahl
Thimble Summer by Elizabeth Enright
Baby Island by Carol Ryrie Brink
Encyclopedia Brown by Donald Sobel
Misty of Chincoteague by Marguerite Henry The Hundred Dresses by Eleanor Estes
Third Grade Reading Checklist
Parents, please initial as your child has completed the readers and you have completed the read-alouds with your child. Keep this sheet at home as a reference. Students will be required to turn in a summary card for each book read. | 1,735 | 892 | {
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Scratching: A Healthy Habit
Cats scratch because it promotes physical health. Scratching removes the dead husks from their claws and allows them to stretch their muscles properly. Think of scratching as yoga for cats – it increases blood circulation and helps prevent muscle rigidity, which can combat issues in old age such as arthritis.
Declawing: What Every Cat Owner Should Know
It is a common misconception that declawing cats is an easy fix for unwanted scratching and clawing. In actuality, declawing is an extremely painful surgery and can lead to lifelong medical problems and litterbox issues.
Currently, many countries have banned the practice of declawing and the United States is gradually following suit. Numerous veterinary clinics have stopped performing the surgery, except in rare cases when it is necessary for medical reasons, such as cancerous tumors in the nail beds of a cat.
Declawing involves the amputation of the last bone of each toe. If performed on a human being, it would be like cutting off each finger at the last knuckle. There are three different procedures when it comes to declawing. It should be noted a study in the 1998 Journal of the American Veterinary Medical Association found similar occurrence of lameness and infection in all methods of declawing.
The first is amputating with a guillotine clipper. The wounds are sealed with stitches or surgical glue, and the feet are bandaged to prevent infection. Another method is laser surgery. An intense beam of light cuts through tissue by heating and vaporizing, thus removing the last toe bone. The third procedure, where tendons are severed, is a tendonectomy. The cat keeps their claws in this procedure, but cannot control or extend them to scratch, which has a high rate of growing abnormally thick nails and leads to difficult nail trims. Due to complications with a tendonectomy, a second expensive and painful declaw surgery may be required.
On top of the initial pain of surgery, there can be life-long side effects that cause distress for your cat, such as:
* Removing claws changes the way a cat walks on its paws; it is similar to wearing an uncomfortable pair of shoes every day.
* Arthritis commonly occurs at a younger age in declawed cats due to not being able to stretch their muscles properly.
* When a cat enters a litter box, the texture of the litter can cause pain as the cat's paws have changed. This pain results in some cats not wanting to use the litter box at all.
* Improperly amputated claws can regrow causing nerve damage and bone spurs.
* Some cats may start biting because they no longer have claws for defense.
Healthy Alternatives to Declawing
If you are nervous about the possibility of your cat damaging items in your home and/or wanting to avoid scratches, here are some healthy alternatives:
* Regular nail trims are the key! Please refer to Wayside's handout on how to trim your cat's nails safely and properly.
* Give your cat options for scratching enrichment – place scratching posts and boards in your cat's favorite areas throughout your home. Have these be in a variety of materials (carpet, wood, cardboard) as well as positioning (vertical and horizontal). Add toys, treats, and catnip to lure your cat to use the posts and boards.
* Try soft plastic nail caps, such as Soft Paws. These fasten onto your cat's nails and last about six weeks at a time. Consult your veterinarian for assistance.
* Place double-sided tape to furniture to deter your cat from scratching.
If, after trying these suggestions, you are still experiencing undesirable behaviors in your cat, SUBMIT QUESTIONS by clicking the link under Ask A Trainer on the Behavior and Training page of the Wayside Waifs website: www.waysidewaifs.org.
Written by the Wayside Waifs
© 2020 Copyright Wayside Waifs, Inc. All rights reserved. | 1,572 | 817 | {
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Name(s)
CALIFORNIA STATE SCIENCE FAIR 2010 PROJECT SUMMARY
Project Number
Yi-Shiuan Tung
S1824
Project Title
The Effects of Environmental and Artificial Substances or Conditions on the Growth of Mycorrhizal Fungi
Objectives/Goals
Abstract
Mycorrhizal fungi are the basis of our plants' existence. The fungi has long been considered as a plant. Research has shown many times the role of the mycorhizal fungi in the mineral intake and nutrient transport of a plant and proved that without the fungi, less variety of plants would be able to survive or some would have to evolve to have the traits that can adapt to the environment. A research conducted by Northern Arizona University showed that soil fertility is a key driver of the growth and adaptation of arbuscular mycorrhizal (AM) symbiosis. It has also concluded that soil fertility might be the main cause for the evolution of mycorrhizal fungi, allowing them to adapt to different environments. If soil fertility has that much of an effect on an organism essential for plant's life, what can environmental pollutants do to the fungi?
I've acquired different types of fungi by digging up soil around tree roots. Assuming that the fungi take part in the absorbing of minerals and nutrients for the plants (aka mycorrhizal fungi), the things that affect the growth of the fungi can be considered to affect the growth of plants in that region. Growing the fungi in sabouraud agarose gel, I applied different pollutants to see the effect they have on the growth of the fungi.
Methods/Materials
Results
The results complied with the hypothesis that natural and artificial pollutants will affect the growth of mycorrhizal fungi. The control, agar without any pollutants, had numerous hyphae and spores that was TNTC. Coke had far less hyphae than the control, which was surprising since fungi grow well in areas with high concentration of glucose. The fungus grown on the south pole of the field flourished but the fungus cultured on the north pole had fewer hyphae. This may imply that the orientation of the magnetic field can have different effects on the growth of mycorrhizal fungi. The agar affected by ultraviolet rays wasn#t affected as much as expected. The plated agar was left exposed to UV rays for around one hour in this experiment; more exposure may be needed for a more significant result. Unleaded gasoline and motor oil killed off most of the fungus on the plates. Diluted vinegar had the most hyphae growth besides the control. There were areas TNTC. I took the average of the numbers and gave the estimation to the best of my ability. Acid of pH4 did not affect the growth of hyphae drastically.
Summary Statement
Applying pollutants and substances onto the fungi, an observation can be made about the degree in which the substances are effecting the fungi and also the plant life.
Help Received
Used lab equipment at Clovis West High School under the supervision of Dr. Rebecca | 1,255 | 628 | {
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Green School Projects
Elementary
Kindergarten students at Union Elementary School in Montpelier, VT noticed that the sun made the playground equipment too hot to play on. They learned about trees and shade and planted several to provide shade for their playground to keep the equipment cool.
Fourth grade students at Mount Desert Elementary in Mount Desert, ME realized that they did not know enough about where their food comes from. They wanted to provide healthy, locally grown food for the school lunch program. They visited nearby Beech Hill Farm to help harvest vegetables for the school lunch program. The students harvested carrots at the farm and then prepared them at school for a soup.
First graders in Weare, NH worked with a professor from New England College after they noticed the playground at their school was littered with trash. To combat this problem, they decided to educate the school community to be more environmentally responsible. The students designed posters, wrote letters, made presentations, performed a play, and monitored the playground appearance to let others know the proper way to dispose of trash.
At the Riverton School in Portland, ME, 3 rd grade students recognized the need for solid waste management. They discovered that they could recycle their school's food scraps by setting up a vermiculture (worm composting) bin. The composted material could be used in the raised beds outside the classroom. Gaining knowledge from other solid waste recycling programs in their community, the students also compared the rate of growth of plants in compost versus soil.
Middle
Eighth graders at Pemetic Elementary School, in Southwest Harbor, ME sold compact fluorescent light bulbs as part of their energy unit in science class. The fundraiser was sponsored by Efficiency Maine, an energy saving program through the Maine Public Utilities Commission. Students educated community members about the advantages of CFL bulbs fundraising for the purchase of a solar panel for the school. Students also hosted a crepe breakfast to raise additional money for the solar panel and to inform their community about conserving energy. These projects were part of an academic unit on Energy Conservation.
Students at the junior high school, in Brunswick, ME saw a need to inform the student body about the amount of food waste in their cafeteria. They created signs educating students about the uses of food waste, built two bins for composting in the back of their school, and invited the students to take home free compost from the fruit/vegetable/bread compost.
A nationwide recall of school beef led eighth grade social studies students in Mount Desert, ME, to investigate cafeteria food standards and how they could be improved within their school. They worked with a food systems consultant to learn about food quality and processing. After surveying students, parents, and staff, the class created 'sustainable recipes' that reduced costs by using less beef purchased from small, local farms.
High
A group of students at Mt. Abram High School in Strong, ME saw that the quality of their environmental studies program and the school's appearance would benefit from the addition of a greenhouse to their school. The students researched styles and costs of green houses, options for heating and siting, and began construction. At the conclusion of the project, they added a page to the school's web site so that other students could reference their work in the future.
Concerned about energy consumption, tenth graders at Harwood Union High School in South Duxbury, VT did an energy audit of their school. They discovered numerous ways in which their school could save money and reduce its carbon footprint. The students developed a plan and worked with local energy groups and the school board to implement the changes they identified as being beneficial.
A group of 10-12 grade students at Barnstable High School in Barnstable, MA decided to address the problem of their school's dependency on renewable resources by creating a school-wide paper-recycling program. The students also served as spokespeople for sustainable living, presenting their work to the entire school community.
Montpelier, VT high school students from an environmental applications class learned about solid waste issues and the effects of solid waste on social, ecological and economic systems. Students collected four weeks worth of junk mail from four buildings, weighed it and computed hauling and tipping costs. Through the investigation, they discovered a need for halting the delivery of junk mail to their school system. Students will be developing informational material to distribute to school district teachers and administrators to address this solid waste issue.
© KIDS Consortium, 2009, www.kidsconsortium.org | 1,944 | 923 | {
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WATER ABSTRACTIONS
RES 2
In the context of climate change, the management of water resources could become a major concern. One of the objectives of this management is to maintain the good quantitative status of water bodies, in other words a sustainable balance between abstractions and available resources.
49 billion m 3 used in 18 years
Maintaining a balance
In 2013, Wallonia abstracted nearly 2,084 million m 3 of water from its water courses and groundwater 1 . Annual abstractions of surface water accounted for 1,705 million m 3 , 4.5 times more than the volumes extracted from aquifers. However, around 78% of the surface water abstractions were used for cooling power plants and returned to the water courses after use. Between 2000 and 2013, total abstractions decreased (-39%) mainly due to a 44% reduction in the quantities of water used by industry (including power stations) 2 (closedloop operation, company closures, lower production by power plants, etc.).
Groundwater used for tap water
Between 1996 and 2013, groundwater abstractions averaged 384 million m 3 per year, or about 9 to 22% of the volumes that were renewed annually by aquifer recharge 3 . Most of the abstractions (80%) were intended for the distribution of public drinking water in Wallonia. Only 60% of the abstractions were intended for Walloon consumers, while 40% of the volumes of water produced were exported to the Brussels and Flemish regions 4 .
Despite a groundwater abstraction density of 22,500 m 3 / (km 2 .year), the water exploitation index 5 of Wallonia in 2013 was estimated at 5%, a value below the European water stress threshold of 20% 6 .
In the context of climate change, the management of water resources is becoming a major concern, the challenge being to match water needs and available resources sustainably. In this context, Directive 2000/60/EC 7 obliges Member States to ensure that their groundwater bodies achieve good quantitative status, i.e. the balance between abstractions and recharge. Local problems of overexploitation or shortages may occur in certain years. In order to limit the effects of droughts on water resources and agricultural activities, a Drought Environment-Agriculture Plan is being prepared, in addition to the measures envisaged in the second River Basin Management Plans 8 such as the finalisation and implementation of a Regional Water Resources Scheme (Schéma régional des ressources en eau - SRRE) 9 . This planning tool is designed to anticipate certain water supply problems and secure the population's access to drinking water.
[1] Map 11 | [2] INDUS 3 | [3] Not taking into account the volumes necessary to maintain the ecological quality of water courses. | [4] RES 3 | [5] WEI+ = ratio between the total volumes abstracted (minus returned water volumes: leakage and cooling water) and total water resources (Faergemann, 2012) | [6] EEA, 2012 ; UNamur - Geology department, 2013 | [7] Directive 2000/60/EC establishing a framework for Community action in the field of water policy | [8] RBMPs 2016 - 2021 adopted by the Walloon Government on 28/04/2016 ; WATER 21 | [9] SWDE, 2014 ; WATER Focus 2
Fig. RES 2-1 Surface and groundwater abstractions in Wallonia
Surface water abstractions
Groundwater abstractions
SOERW 2017 – Source: SPW - DGO3 - DEE; AQUAWAL
49
http://etat.environnement.wallonie.be | 1,597 | 803 | {
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Gea heptagon (Seven-sided Orb Weaver)
Order: Araneae (Spiders)
Class: Arachnida (Spiders, Scorpions and Mites)
Phylum Arthropoda (Arthropods)
[https://nature.mdc.mo.gov/discover-nature/field-guide/heptagonal-orbweaver-seven-sided-orb-weaver, downloaded 26 October 2016]
TRAITS. Gea heptagon is on average 6mm in body length, with the males being slightly smaller. The species is characterized by its six white or grey spine-like bumps and lateral white stripes across its abdomen, in addition to a dark brown triangular patch at the back of the abdomen. The abdomen when viewed dorsally appears like a heptagon for which the species is named. It is patterned by white and brownish stripes across its legs and body. The cephalothorax (front section of the body, including the head) is brown with yellow spotting (Fig. 1). The diameter of the web is generally around 13cm, with no stabilimentum (strengthened area).
DISTRIBUTION. The species occurs in the Americas, West Indies and Argentina.
HABITAT AND ECOLOGY. Due to the diet of small invertebrates, females build their webs low and vertical in shrubs, grasses and fences. Similar to many orb weavers the females are the
web spinners. Webs are constructed at nightfall or early morning, and are not disassembled unless destroyed (Sabath, 1969). A noteworthy trait of Gea heptagon is its ability to change colour. When provoked on its web, the spider drops from the web and changes its white colours to black and dark brown (Sabath, 1969). It proceeds to conceal itself under debris while its colour returns. At first contact with prey on the web, the spider shakes the web, pauses , shakes it once more then scurries over to the unfortunate victim should it move. Using silk, the prey is swathed and wrapped about four times and transported to the hub after mending the web. At the hub it is wrapped a few more times, then fed upon.
REPRODUCTION. Hatched spiderlings spread out and begin functioning and fending for themselves, constructing webs and hunting. The females at maturity are sought out by males. After mating, she increases food consumption and produces eggs.
APPLIED BIOLOGY. They are effective in pest control, primarily of flying insects, and are no documented harm to humans.
REFERENCE
Sabath, L.E. 1969. Color Change and Life History Observations of the Spider Gea heptagon (Araneae: Araneidae). Psyche, 76: 367-374.
Author: Tarik Murrell
Posted online: 2016
For educational use only - copyright of images remains with original source | 1,134 | 597 | {
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Year 4
Autumn 1 Newsletter
Where does courage come from?
During this first half term, we will become reading experts as we learn about the author 'Roald Dahl'.
Each week, we will transport ourselves into the Wonderful World of Roald Dahl by experimenting and creating our own marvellous medicine recipe, before we navigate around Willy Wonka's Chocolate Factory. We can't wait to celebrate Roald Dahl's stories by learning about all the characters in his books. Our learning journey will continue through Science, where we will explore the properties of Wonka's chocolate, the BFG's whizz-popping gas, and George's marvellous medicinal liquids!
Thank you for your continued support
Year 4 Team
Our English learning is inspired by Roald Dahl's characters - we will immerse ourselves in to his creative world! Influenced by George's magical concoctions, we will be
How you can support your child's learning at home
using imperative (bossy) verbs and exciting adjectives to create our own mischievous recipes to use on Granny!
We will then improve our use of time phrases, directional language and adverbials to create our own tour guide directions around our very own Chocolate Factories. How exciting!
Our Mathematics learning will firstly focus on Place Value, where we secure our understanding of the value of digits within a 4-digit number before we move on to using these in addition and subtraction. After securing the Year 4 'compact methods' we will solve Roald Dahl themed problems!
We will also prioritise making progress with recalling our times table facts to be ready and confident for the Multiplication Check later in the year.
Our Personal and Development Learning (SCARF) unit is:
Being my Best
The key learning points are:
- What makes me ME?
- SCARF hotel (understanding healthy choices)
- Making choices
- 'Harold's Seven Rs' linked to 'reduce – reuse – recycle'
- My school community
- Basic first aid
- Volunteering is cool
Year 4 Messages
During our 'Snack and Story', your child may eat a fresh fruit or vegetable snack and have a drink of water.
Our outdoor PE day is Tuesday and our indoor PE day is Thursday. Please ensure that your child is wearing appropriate PE uniform which is a white t-shirt with plain black shorts/leggings/joggers, QI black hoodie/jumper or a plain black hoodie and suitable footwear (plain, dark trainers). Long hair must be tied up and earrings removed or taped (provided by you) for all PE sessions.
To help at home, we suggest you encourage your learner to read a wide range of texts to improve their vocabulary and understanding. You can help your child by listening to them read aloud. Using the punctuation to help read fluently plays a big part in understanding a text. When your child is reading aloud to you, you could also challenge them to use different voices for characters' speech. Ask your child questions about the texts they have read, especially where they need to have inferred ('read between the lines') in order to respond accurately.
To help your learner make progress with their spelling, we suggest that you use the personalised Spelling Passport that we send home, along with the games and strategies that we recommend, which will boost their accuracy and confidence when applying them to their writing in school.
It is important for your child to practise their multiplication facts up to 12 x 12 to prepare them for their Multiplication Check, and to help them with quick recall for application in maths lessons. Use a wide variety of strategies to make this fun; there are many resources available online, such as 'Hit the Button' and Daily 10. We will provide you with QR codes and links to firm favourites which offer variation. If your learner loves a 'hands on method', making flash cards and games will also support this learning – let their creativity run wild! One of the most beneficial methods to support your learner, is to verbally test them (and let them test you! ) so they have to think on the spot.
This half-term, we are concentrating on securing x3, x4 and x8 before we move on to x6, x7, x9 and x11 in Autumn 2.
Start helping your child to develop their time skills, by encouraging them to tell the time on both digital and analogue clocks, They are expected to be able to tell the time to the minute in Year 4.
Dates for your Year 4 diary
Wednesday 13 th September: Roald Dahl's birthday celebration with a surprise visitor Friday 29 th September: Roald Dahl Dress Up Day | 1,808 | 956 | {
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Name(s)
Julian Schultz
CALIFORNIA SCIENCE & ENGINEERING FAIR 2019 PROJECT SUMMARY
Project Number
J1320
Project Title
Can Your Sweatshirt Save You? Is Clothing an Effective Particulate Filter against Air Pollution?
Objectives
Abstract
During the wildfires Fall 2018, I observed many students at my school attempting to protect their lungs from air pollution by covering their mouths with clothing. The purpose of this experiment was to determine the effectiveness of seven common fabrics and two commercial masks in filtering out fine particulate matter.
Methods
A small room was polluted using a match, and the particulate concentration was measured with a Temtop AQ Monitor. A small, airtight box with an opening covered by the testing material and an attached pump was then inserted into the room. The pump sucked polluted air through the fabric sample. The particulate concentration inside the box was measured and recorded at ten second intervals. Each fabric, as well as one control without any filter, was tested three times. Fabrics were subsequently examined by microscope to measure pore sizes.
Results
The effectiveness of the filters was quantified as the percent reduction of average particulate concentrations before and after the air was filtered. Across three trials, the control with no fabric filter ranged between -16% and 6% reduction. All dry fabrics ranged between -18.3% and 7.7% average reduction. The commercial masks were substantially more effective, with the particulate respirator reducing pollution by 92% to 95% and the surgical mask reducing by 45% to 54%. Microscopic observations showed that the pores of the fabrics were an order of magnitude larger than the size of the fine particulates.
Conclusions
This experiment shows that articles of clothing are not effective as particulate filters. As expected, the particulate mask filters out most particulates. Surprisingly, the surgical mask appeared rather effective; however, it does not create an airtight seal and would undoubtedly be less effective in actual use. Thus, when experiencing air pollution, covering your mouth with clothing will not reduce the quantity of particles inhaled; other measures must be taken to protect your lungs.
Summary Statement
Clothing is not effective at filtering out fine particulate matter and will not protect you from air pollution created by wildfires.
Help Received
I borrowed the air quality sensor from and was instructed in its use by my neighbor Jay Chesavage. I borrowed microscopes from the PA Junior Museum and Zoo for examining the fabrics. My parents assisted with data collection and safety procedures. | 1,149 | 521 | {
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1577 Wall St. East
Winnipeg, MB R3E 2S5
Telephone: (204) 775-0231
NEWS RELEASE
Winnipeg School Division establishes concussion protocol
Dec. 11, 2017 (Winnipeg, MB) – Winnipeg School Division (WSD), in partnership with Pan Am Concussion Program, Sport Manitoba, and the Sport Medicine and Science Council, has developed a comprehensive concussion protocol aimed at educating, preventing and managing concussion.
Concussions are a public health issue that can affect children and adolescents involved in sport and non-sport related school activities. WSD and its partners are addressing the need for all schools to have a plan in place to help optimize the recognition and management of these injuries when they occur.
"Although sports-related concussions receive a lot of media and research attention, we see a significant number of youth who sustain injuries as a result of motor vehicle accidents, assaults, falls and other schoolyard accidents," says Dr. Michael Ellis, Pan Am Concussion Program. "It's important that all sport and school stakeholders are educated on the signs and symptoms of concussion and know what to do if a concussion is suspected."
The WSD Concussion Protocol addresses the need for fundamental awareness among students, parents, teachers, volunteers and coaches about the signs and symptoms of concussion, as well as their roles and responsibilities when a student is suspected of having sustained a concussion. The protocol also requires that all students with a suspected concussion be immediately removed from the activity they are participating in and are referred to a physician, nurse practitioner or physician assistant for medical assessment. Students with a suspected or diagnosed concussion are also required to undergo proper medical management and receive written medical clearance prior to returning to school activities with any risk of head injury.
"I am delighted that Pauline Clarke (WSD Chief Superintendent and CEO) and Winnipeg School Division have taken such an important leadership role in developing a standardized concussion protocol for their schools. Because the WSD Concussion Protocol is based on Parachute's recently published Canadian Guideline on Concussion in Sport, this will ensure that all students are managed according to national best practice guidelines," says Dr. Ellis. "It is my sincere hope that all school divisions and schools in Manitoba will develop similar concussion protocols based on this standard."
"We are so pleased that Winnipeg School Division has built its new concussion protocol based on the Canadian Guideline for Concussion in Sport," says Steve Podborski, President and CEO of Parachute. "This is exactly what we wanted to happen: that the Guideline become the national standard for all Canadian organizations to adopt."
A link to the WSD Concussion Protocol is being distributed to all parents/guardians in Winnipeg School Division. Schools will also encourage parents, students and staff to review the Canadian Guidelines on Concussion in Sport Pre-Season Concussion Education sheet at the beginning of each school year.
"WSD appreciates the guidance and assistance from our partners in developing the WSD Concussion Protocol and awareness tools," says Sherri Rollins, Chair, WSD Board of Trustees. "It's through the considerable knowledge of these partnerships that we are able to provide this model of education, prevention and concussion management and recovery."
WSD was established in 1871 and currently has 78 schools, 33,000 students and 6,000 employees. Its purpose is to provide a learning environment that fosters the growth of each student's potential and provide equitable opportunity to develop the knowledge, skills and values necessary for meaningful participation in a global and diverse society.
Media contact:
Senior Information Officer
Radean Carter
Winnipeg School Division firstname.lastname@example.org
Phone (204) 789-0412 Cell (204) 771-5352 | 1,797 | 765 | {
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