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Lesson Plan For Exercises 62 – 65
Theme : Making Inferences (3)
Focus: Correct Word Use
Lesson Objectives
Students are able to
2. complete sentences with the correct words.
1. make inferences,
Resources
(Preparation to be done before the lesson)
1. Learning Vocabulary Workbook 3
3. A crossword puzzle with clues and answers that come from the words in (2)
2. Word cards with words from Exercise 62 – 65 of Learning Vocabulary Workbook 3
4. Picture cards related to collective nouns from Exercise 65
5. Handouts of a list of collective nouns (for Additional Activity)
Introduction / Warm-up Activity (5 min)
1. Show the students the picture cards and discuss what they can see. Encourage them to come up with the collective nouns.
2. Write the names of the collective nouns on the board.
Lesson (15 min)
Correct Word Use
1. Show the students the word cards. Encourage them to read all the words orally. Go through words that they might not be familiar with.
2. Show the students a crossword puzzle that is not numbered but with some of the boxes filled in with letters. Show them sentences that are clues to the crossword puzzle. Reveal the sentences, one at a time, and get the students to tell you the correct answer, look for the correct word card and figure out which part of the puzzle the word fits in. They can then fill in the boxes and label the question number on the crossword puzzle as well.
Classroom Activities / Assessment (10 min)
1. Let the students complete Exercise 62 and 63 of Learning Vocabulary Workbook 3, pages 77 – 80 on their own.
2. Facilitate the students' learning by walking around to check their answers.
Additional Activities / Closure (10 min)
1. You may want to give the students each a list of collective nouns. Divide them into pairs. Give each pair the list of collective nouns and get them to divide it between the two of them. Get each pair to come up with sentences using the collective nouns.
3. Let them share their work with the class.
2. You may want to allow them to come up with their own stories for each set of collective nouns.
4. You may want to pin their work on the 'Writer's Wall'.
Optional Activities
1. Ask the students to complete Exercise 64 and 65, pages 81 – 84 as homework.
3. Let each student pick three to four words from Exercise 62 – 65 and get him to come up with a word search puzzle. Explain to the students that these words must be hidden in the word search puzzle.
2. They should either write their homework details in their student handbooks or fold the pages of their workbooks.
4. Let the students exchange their word search puzzles with their friends.
5. You may want to extend the activity by getting the student who solves the word search puzzle to come up with a sentence for each word found. | 1,131 | 618 | {
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Bridges in Mathematics Grade 1
Unit 3: Adding, Subtracting, Counting & Comparing
In this unit your child will
❚ ❚ Practice efficient math strategies to add and subtract within 10 and 20
❚ ❚ Build an understanding of place value with tens and ones
❚ ❚ Solve addition and subtraction story problems with pictures, numbers, and words
Your child will practice these skills by solving problems like those shown below.
PROBLEM
COMMENTS
Using Doubles
How many beads can you see on the left?
The number rack shows
7 + 7 as 2 rows of 7 beads.
This number rack shows
4 + 3. Students can see this as a double 3 and 1
more: 3 + 3 + 1.
Making Ten
How many more beads are needed to make 10? Write the number.
Fill in the box to complete the equation.
6 +
= 10
Adding Ten
Fill in the answer.
The number rack (shown above), dimes & pennies, and ten-frames (shown left) are used as models for visualizing Add Ten facts.
© The Math Learning Center
1018
Parents and teachers may reproduce this document for classroom and home use.
Doubles Facts
(1 + 1, 2 + 2 … 10 + 10)
When a number is added to itself, it's called a Doubles fact. Students notice things that come in pairs: car wheels, insect legs, their own eyes, hands, and feet. This makes doubles facts one of the first strategies they learn. Doubles facts can also help students with combinations like 6 + 7. This problem can be thought of as 6 + 6 + 1.
Subtraction Halves are the opposite of doubling. If students know that 5 + 5 = 10, they can apply 10 – 5 = 5. Later, students can use doubles to solve larger combinations such as 50 + 50, 500 + 500, 100 – 50, and 1,000 – 500.
Make Ten Facts (10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4, 5 + 5 … 0 + 10) Make Ten facts are pairs of numbers that equal 10. Instantly recognizing combinations that make 10 (for example, 3 + 7 = 10) helps when adding 30 + 70 = 100 or 43 + 7 = 50.
Add Ten Facts (10 + 1, 10 + 2 … 10 + 9)
When 10 is added to a single digit number, it's called an Add Ten fact. Add Ten facts help students understand that the teen numbers, 11–19, are made up of a ten and some more ones. This strategy helps students work flexibly with tens and ones.
1
www.mathlearningcenter.org
FREQUENTLY ASKED QUESTIONS ABOUT UNIT 3
Q: Why are students spending time learning strategies? Why not just memorize the addition and subtraction facts?
A: First grade students are expected to use strategies for addition up to 10 and subtraction from 10. Bridges develops students' fluency with math facts by equipping them with strategies that give them a solid understanding of addition and subtraction. The program provides multiple opportunities to practice basic facts. Visual models like the number rack, ten-frames, and cubes help your child create a visual picture of the quantity they "see" in their mind's eye. These strategies enhance number sense, so your child can work flexibly and accurately as a problem solver.
Q: My child is using fingers to solve the problems. Is this OK?
A: Fingers are one of the best visual models for helping students understand numbers between 1 and 10. Students use finger patterns to link quantity to numbers and to understand that numbers can be made in different ways. For example, the number 7 can be shown as 5 fingers on one hand and 2 on the other, or 4 on one hand and 3 on the other.
Fingers act as objects to count, just as cubes or beads do, when adding and subtracting. Students begin by counting their fingers by 1s. Soon they can display quantities quickly—just by popping up their fingers without much thought. As children learn other strategies and commit facts to memory, they become confident in their answers, and their reliance on fingers diminishes.
© The Math Learning Center
1018
2
Parents and teachers may reproduce this document for classroom and home use.
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May 2, 2019
Come and Eat! Local Projects Prevent 93 Million Pounds of Food Waste
California Climate Investments Combat Hunger and Greenhouse Gas Emissions
SACRAMENTO – The California Department of Resources Recycling and Recovery has awarded $11 million in grants to 36 local projects that prevent waste, reduce pollution, and combat climate change by getting good food to Californians who need it.
CalRecycle's Food Waste Prevention and Rescue Grant Program aims to reduce methane emissions by keeping edible food out of California landfills through food waste prevention, donation, and redistribution to the 1 in 8 Californians (including 1 in 5 children) who lack the resources to guarantee their next meal.
The estimated 93 million pounds of food diverted from landfills by these projects equates to about 78 million meals, according to the U.S. Department of Agriculture.
"Edible food disposal is a humanitarian tragedy and a tremendous waste of California's resources," CalRecycle Director Scott Smithline said. "These local food waste prevention and rescue projects make our communities healthier and help California combat climate change by getting us closer to the revolutionary methane reduction targets required under California's new Organics Recycling and Food Waste Prevention law."
Food waste makes up nearly 20 percent of California's disposal stream.
- When sent to landfills, food and other organic waste decomposes and generates methane, a potent greenhouse gas that contributes to climate change.
- Besides the opportunity to feed Californians in need, what's also lost with food waste is money spent along the food production chain, including the cost of energy, water, fertilizer, harvesting, production, storage, and transportation.
CalRecycle's Food Waste Prevention and Rescue Grant Program is part of California Climate Investments, a statewide initiative that puts billions of Cap-and-Trade dollars to work reducing greenhouse gas emissions, strengthening the economy, and improving public health and the environment—particularly in disadvantaged communities.
Projects eligible for the grant program must be located in California; result in permanent, annual, and measurable greenhouse gas emissions reductions; and increase the quantity of California-generated food materials prevented, reduced, or rescued from disposal. Many of the following grant recipients serve multiple counties.
Berkeley Food citizens to deliver food to low-income
housing sites.
Alameda
+426,000 lbs.
$121,150
Network
Increase output of
Hub Kitchen program to
1,000 weekly meals and expand food
recovery from local grocery stores; supply educational materials for food recipients.
Lost & Found
Distillery, Inc. dba
Misadventure & Co.
Purchase and install new de-packaging equipment to convert excess baked goods
from food banks into beverage products.
San Diego
+252,000 lbs.
$499,636
*Received prior FWPR grant award(s)
Eligible applicants for CalRecycle's Food Waste Prevention and Rescue Grant Program include cities, counties, and other local agencies; businesses; California universities and colleges; nonprofit organizations; and qualifying Indian Tribes. Applicants may submit cooperative or regional applications with no more than four participants to achieve food recovery projections. Subscribe to CalRecycle's Greenhouse Gas Reduction Grant and Loan Programs Listserv.
What you need to know about California's New Organics Recycling and Food Waste Prevention Law SB 1383 (Lara, Chapter 395, Statutes of 2016) builds upon California's commitment to reduce pollution and greenhouse gas emissions statewide, improve human health, and create green jobs that support resilient local economies.
Starting in 2022, California cities and counties must provide organics recycling collection to all residents and businesses. The law also establishes a statewide edible food recovery target that requires businesses and large generators to donate edible food for distribution to hungry Californians. Get email updates.
Website | CalRecycle Blog |News Releases | Public Meetings | Climate Investments | Organics | Bottles and Cans
CalRecycle provides oversight of California solid waste handling and recycling programs to protect human health, develop sustainable solutions that conserve resources, and reduce greenhouse gases that contribute to climate change. | 2,039 | 824 | {
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SEE SPOT... SEE SPOT CHANGE...
If you think skin cancer is no big deal and only happens to older people, think again. Melanoma, the deadliest skin can cer, can strike anyone - including you right now. And when you reach your mid-20s you're more likely to get melanoma than any other cancer. The U.S. incidence is more than double that of new HIV infections and is increasing rapidly. An American dies of melanoma every hour but almost every death could have been prevented by early self-detection. Melanoma can start in moles or in clear skin, even unex posed skin. Moles may be flat or raised. Normal moles (left 2 photos) are round or oval with sharp, even borders, uniform colors, and are less than 1/4" wide. Atypical moles (right 2 photos) have one or more of these features: fuzzy borders, mixed shades, more than 1/4" wide, raised "fried egg" center.
Use of tanning beds, even once. Any blistering sunburns under age 20. Having any atypical moles, even one. Having 50 or more normal moles. Light eyes, freckles, red or blond hair. Family history of any skin cancer.
If found early, melanoma is curable by painless removal in a doctors office. No chemo or radiation is required. A 10-minute monthly self-exam is all it takes to find it early. Use a wall mirror in a well-lighted room, a hand mirror with long handle, flashlight, and a brush or dryer for parting hair. Melanoma occurs more often on the back and legs than on the face.
Reprinted with permission of American Academy of Dermatology. All rights reserved.
Check all areas of face, ears, neck, underarms, chest, hands, and under nails. Females should also check under breasts. Check scalp or have somone help. Check upper and lower back carefully, then buttocks and genitals including hidden areas. Sit on a small chair or stool and check all sides of legs and feet including between toes and under toenails.
SEE DOCTOR...
A HEALTH ALERT FOR TEENS
www.skincheck.org
There are two types of melanoma, radial and nodular. Radial melanomas start by growing in diameter, may look ugly, and usually have two or more "ABCD" properties as in the photos below.
Asymmetry: One half unlike other half
Border:
Irregular, notched
Color:
Varies between areas
Diameter:
More than 1/4 inch
All melanomas eventually start growing vertically but nod ular melanomas begin vertical growth immediately, often look innocent, and may show no ABCD signs. Instead they always have 3 "EFG" properties, as in the photos below.
levated: Not flat
E
Firm: Not flabby
Growing: More than two weeks
No matter what the appearance, be suspicious of anything new or changing more than two weeks on your skin and act immediately.
To decrease your melanoma risk avoid tanning beds; using them 10 times or more in a year multiplies your risk by 8. Models and TV stars use sunless bronzers, the only safe way to tan. Visit sunless.com to find some that will give you a natural looking tan.
Disclaimer: This informatiion is for educational purposes only and should not be used to diagnose skin problems. If you have a skin problem consult a dermatologist, plastic surgeon, or other professional health care provider.
In Loving Memory
© Melanoma Education Foundation, a non-profit organization founded by the family of Daniel Fine, who lost his life to melanoma at age 26. Mailing address: MEF, P.O. Box 2023, Peabody, MA 01960. Visit www. skincheck.org for more information and photos.
Dear Parent,
Today your student learned about melanoma, a common, serious skin cancer that is increasingly striking teens and young adults. Melanoma is one of the deadliest cancers unless it is found and removed at an early stage. Fortunately it is easy to find early by self-examination of the skin.
As part of the lesson students are assigned to teach their parents about melanoma using the accompanying "See Spot" document.
By sharing the information with you they are providing a service that may save the life of a family member.
To confirm your son or daughter has completed the assignment please print this form, sign and date it, and give it to your son/daughter to return to his/her wellness teacher.
Thank you.
By signing this form I confirm that my son/daughter has taught me about melanoma using the "See Spot" document.
____________________________________
Student Name
____________________________________
____________________
Parent or Guardian Signature
Date | 1,954 | 1,011 | {
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Healthy Growing Social Media Tips
Social media is key to making sure that your Healthy Growing school garden campaign grows and helps people engage in meaningful ways. Below is a checklist with simple directions and sample social media posts of how you can get your community involved.
Follow Healthy Planet on Social Media:
❏ Follow us on Facebook @HealthyPlanetUS
❏ Follow us on Twitter @HealthyPlanet
❏ Follow us on Instagram @healthyplanetus
Share
❏ Healthy Planet will be sharing your message from August October on our Facebook and Twitter pages. Check our posts frequently and Like/Share the posts we tag you in!
❏ Ask teachers, friends and family to follow Healthy Planet and your school social media so they can share the social media posts with their communities.
Tips for Social Media Posts
* Create your own posts:
- Add photos
- Make signs
- Make a quick/short 5 15 second video
- Talk about why people should help your community and school garden flourish
- Collect quotes from family, teachers, and students and share with a picture
- Thank your community
Hashtags
* Always include the following hashtags
- #GiveToGrow
- #BeAPartOfIt
Sample Social Media Post 1: Make signs as a class about gardening!
By donating today you can help build a community around healthy eating, fun and friendships that last a lifetime. #GiveToGrow #BeAPartOfIt
Sample Post 2: Include close up photos of garden projects with your students
Facebook:
There's nothing better than my daughter coming home from preschool and telling me how excited she is about working in the garden at her school! I donate every year to help support activities she loves! It only takes $5 dollars! #GiveToGrow #BeAPartOfIt
Thank you for supporting us this far in our garden fundraiser, we have raised $xxxx, which will help us build x amount of beds, we need just $xxxx more to be able to have a garden bed for each classroom! Donate $5 to make our students and teachers dreams come true! | 1,185 | 738 | {
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Due March 21st
1) Extensive and normal form. Represent the following game in extensive form, determine the strategies, and transform it in normal form.
There are two players. Initially player 1 moves and decides whether to play action A, action B or action C. Next, Player 2 responds. However player 2 imperfectly observes the move of her predecessor. Namely, she detects action A if taken. Otherwise she cannot tell whether player 1 played B or C. Player 2 adopts either action U or action D. The payoffs associated to each outcome are described in the following matrix
2) Suppose that a player has four information sets, A,B,C and D. At the information sets A and B, she can play either U or D while at the information sets C and D she can play either L or R. Give an example of strategy. How many such strategies can be determined?
3) Strictly and Weakly Dominated Strategies. What is the definition of a strictly dominated strategy? What is the definition of a weakly dominated strategy? Give an example of a two-player game in normal form where one player has three strategies, one of which is strictly dominated; and the other player has three strategies, one of which is weakly (but not strictly) dominated. Indicate the dominated strategies.
4) Iterative Deletion of (weakly) Dominated Strategies Consider the following two-player game in normal form
(a) Are there any strictly dominated strategies? Are there any weakly dominated strategies? If so, explain what dominates what and how.
(b) After deleting any strictly or weakly dominated strategies, are there any strictly or weakly dominated strategies in the 'reduced'game? If so, explain what dominates what and how. What is left?
(c) Go back to your argument for deleting in the first 'round'and recall what dominated what and how. Compare this with what was deleted in the 'second' round. Comment on how this might make you a bit cautious when iteratively deleting weakly dominated strategies?
5) There are two candidates, each of whom chooses a position from the set Si = {1, 2, ..., 10}. The voters are equally distributed across these ten positions.
Voters vote for the candidate whose position is closest to theirs. If the two candidates are equidistant from a given position, the voters at that position split their votes equally. The aim of the candidates is to maximize their percentage of the total vote.
(a) Show that strategy 2 strictly dominates strategy 1. What other strategies do strictly dominate strategy 1?
(b) Suppose now that there are three candidates. Thus, for example, u1(8; 8; 8) = 33.3
and u1(7; 9; 9) = 73.3. Is strategy 1 dominated, strictly or weakly, by strategy 2? How about by strategy 3? Explain. Suppose we delete strategies 1 and 10. That is, we rule out the possibility of any candidate choosing either 1 or 10, although there are still voters at those positions. Is strategy 2 dominated, strictly or weakly, by any other strategy si in the reduced game? Explain. | 1,294 | 682 | {
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Year 1 Class News at Ysgol y Ddraig
Week Ending: Friday 9th May
Reminders
*Word Walls – Please continue to practise the sight words often, as we will review them regularly. These words are 'look & say' words and should be recognised and read without decoding. Rapid recognition improves reading accuracy and fluency. As a further challenge, your child could also learn to spell the words to aid writing fluency.
*P.E. Kit –Please ensure your child has a PE kit in school, for both indoor and outdoor activities. Suitable outdoor footwear will be required (eg trainers or plimsoles). P.E days are on Monday and Thursday every week.
*Reading Folders & Books –After listening to your child read, please sign and date the reading record and add a comment, if desired. Then, return the book bag, reading book and reading record on the day allocated to your child.
*Twitter – Photographs of your children and updates on class activities are uploaded to @ysgolyddraig. Look out for #Thaw.
*Website – www.ysgolyddraig.co.uk
Dates for the Diary
Monday 13 th May – Please return any outstanding consent forms for the 'Personal Development and Relationships Education ' programme.
This week…
We started the week by watching a short film about some of the animals that live in a rainforest. With a partner, we had to record some of the facts that we had learned and share them with the class. We compared what we might see and hear in the rainforest with what we'd see or hear in our own environment. We found some similarities and many differences! We recorded some of our ideas in our writing books using correctly formed sentences and trying to include some interesting vocabulary. We have also learned a great song to help us remember the major continents of the world and we discovered the location of Brazil and Rio by looking at a simple map of the world. As a rainforest is very humid and hot, we have learned how to read the temperature on a thermometer. It is quite tricky to read the scale and we had to look very carefully. We learned that as the temperature gets hotter, the liquid in the thermometer rises and as it gets cooler, the liquid drops down again. Later in the week, we revisited 2d shapes and learned about the properties of 3-d shapes and some new vocabulary such as, faces, vertices and apex! We had to describe the shapes using the correct vocabulary and sort shapes according to different properties. We've also had fun trying to work out some tricky picture puzzles; having to decide which picture completed a sequence, which picture matched a set of other pictures and which picture could complete a pattern on a grid. Lots of thinking and problem solving skills were needed. But we all enjoyed the challenge! In R.E., we have found out about the Sikh baby naming ceremony called 'Naam Karan'. We watched a video of a typical ceremony and then used lego kits to try to make our own Sikh place of worship called a Gurdwara (temple). We have all found out the meaning of our own names and some of us talked about a time when we had attended a baby naming ceremony, such as a Baptism or Christening.
Home Learning
Thank you to the children who have already completed a piece of Home Learning for our summer term topic, Rio de Vida. We can now begin to develop our classroom topic display wall celebrating all of your wonderful work! We look forward to seeing many more examples of work in the coming weeks!
the home page.
Don't forget that you can find our Home Learning grid on the Ysgol y Ddraig website under the 'Home Learning' on
' P.E. Kits
We have a few children who have not got a suitable kit in school for the two sessions of Physical Development that take place every week. These lessons are part of a mandatory curriculum for the Foundation Phase and it is advisable for all children to have a set of clothing appropriate for physical activity , in addition to their dayto-day uniform. Information about the P.E. Kit is available on the school website. Diolch! | 1,506 | 859 | {
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Case Study: St Saviour's C of E Primary School in London
Engaging students across the whole school
St Saviour's C of E Primary School in London embraces Mathletics across their whole school. Mathletics offers comprehensive curriculum-aligned activities across all year groups, and students fully reap the benefits when using the resource throughout their entire school journey.
Teachers across the school have noticed higher engagement in maths when their students use Mathletics, and they really appreciate the teacher benefits too!
Lucy Cornelius – Year 1 teacher
As Computing lead, I was looking for new ways to encourage the use of ICT to help with learning outside of school. Mathletics seemed like a fun and engaging way to help children practise maths skills at home, as well as have additional time using a device. It is a clear and easy to use interactive program, which is good for our SEN children as well.
I feel that children are learning many skills by using Mathletics. They seem to really enjoy checking their scores and enjoy receiving certificates based on their achievements. They like the interface – it is very bright, colourful and child friendly.
The certificates are a really nice touch, as well as the data that you can draw from Mathletics, such as usage and individual results. I like how you can differentiate the activities; it means that all children are able to access and enjoy the program. We have had only positive feedback about Mathletics and will continue to renew our subscription.
Chloe Horn – Year 3 teacher
We find Mathletics particularly useful for revising key number facts both individually and as a whole class. The children really enjoy the times tables games.
The school hands out certificates to children who do well in Mathletics, both at home and at school. This has encouraged parents to get on board with the idea.
Rob Oxley – Year 4 teacher
It is helpful for marking and reviewing progress and it provides useful reports to see the gaps in pupils' learning. Towards the end of the year you can see where children need extra work. It is also handy to see who is completing homework regularly.
The children enjoy using Mathletics and are excited and engaged when using it.
Mark Harding – Year 6 teacher
As Maths Coordinator, I was looking for new ways to engage and excite the children with mathematics, particularly outside of school.
We do think it is worth the money and the children really enjoy using it and it has motivated some of our more reluctant students when it comes to practising maths.
In Year 6 the children tend to put all of their previous years' skills and knowledge together and make rapid improvement.
uk.mathletics.com
For more information on 3P Learning please visit www.3plearning.com | 1,095 | 547 | {
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Suffolk Waste Partnership
End Use Register for Recycled and Reused Waste 2011-12
This end use register has been compiled to show Suffolk residents what happens to your recycling after it is collected. In the period April 2011 to March 2012 194,956 tonnes of materials were recycled, reused or composted - more than 95% of this was collected directly from households through kerbside recycling and organic collections, or from material taken to Househol Waste Recycling Centres and Bring Sites by residents (The remaining material was collected from business customers). 53.2% of all household waste in Suffolk was recycled, making us the 6th best performing local authority area in the Country.
The table below details the materials collected by the Suffolk Waste Partnership in 2011-12. The table is split into kerbside collections (wheelie bins for recycling and organic waste), Bring Sites (bottle banks etc), Household Waste Recycling Centres (11 sites around the county collecting a range of materials), and Other Collections for services that fall outside these core services. The table shows the total tonnes recycled or reused, the name and address of the processor, a website address to enable further information to be accessed, and the end use for the materials.
BENEFITS OF RECYCLING AND REUSE -Reuse and recycling reduce carbon emissions, both by saving energy in extraction and manufacturing processes and by avoiding the powerful greenhouse gas (methane) emitted from landfilled biodegradable waste, such as paper and food. Reuse and recycling also have other environmental benefits, such as the conservation of natural resources from forestry and mining and the reduction of other forms of pollution.
Bric-a-brac
Collected by charities and sold for reuse.
Brown glass
1
437
Local Charities
Berryman, South Kirkby
www.berrymanglassrecycling.com
Wood
10,463
Shredded and decontaminated then turned into animal bedding.
1,462
Hadfield Wood Recyclers,
Manchester/Middlesborough
Bolton Bros, Ipswich www.hadfield.co.uk
www.boltonbros.co.uk
Textiles & footwear
1,061
Direct reuse in developing world or shredded to be made into cotton felt/wadding/mops/dusters and industrial wiping cloths.
58
JMP Wilcox and Co, Birmingham
EMR, Bedfordshire www.jmpwilcox.co.uk
www.emrltd.com
*Windrow Composting is the production of compost by piling organic matter or biodegradable waste in long rows (windrows). These rows are generally turned to improve porosity and oxygen content and redistribute cooler and hotter portions of the pile.
**In Vessel Composting confines the composting materials within a building, container, or vessel. In-vessel composting systems can consist of metal or plastic tanks or concrete bunkers in which air flow and temperature can be controlled.
***Anaerobic Digestion is a series of processes in which microorganisms break down biodegradable material in the absence of oxygen, producing both biogas and a nutrient rich compost product. | 1,369 | 644 | {
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Friday Quiz
Friday 19 th October 2018 St. Pius X Quizzlers 5 th and 6 th Classes
Friday Quiz
Rules
There are 13 questions altogether. The first question is a warm up and worth one point.
The other 12 questions are each worth 2 points
That's a max of 25 points!
Your best 4 scores will count.
So, if you miss a quiz because you're at the dentist, you can still win.
Maximum Score is 100 points.
Don't worry too much about spelling. If your answer is right, you'll get the points so long as your spelling is close enough.
(Unless of course it's a spelling question)
We hope that you enjoy the quiz and that you learn a few things from it. To do well, it can be helpful to listen to the news and sports news.
Don't worry if you miss a question. When the quiz is finished, all of the questions will be shown on the last page to allow you to do a quick check.
Good Luck . . . Here goes . . . No whispering
What colour is missing? red, orange, green, blue, indigo, violet
In what part of your body will find these bones: tibia, femur, patella and fibula?
What language would you be speaking if you said Adios or Gracias or Hola ?
The Little Mermaid is a story by Hans Christian Andersen.
In which Scandinavian capital city is the statue of the Little Mermaid?
Spelling (teacher will say the word) Not a professional.
What number lies halfway between 9558 and 9570 ?
There are 6 candidates* for the Presidential election next week. Name any two. (one mark each)
*Teacher will explain what the word 'candidate' means
Cé hí?
In which sport would you hear the words "107% rule", "chicane", "pole position" and "chequered flag"?
Question 10
Which Premiership team is managed by Mauricio Pochettino?
Question 11
Who plays Johnny English?
Question 12
Complete the name of the book by
Roddy Doyle: The Giggler ______?
(a) Remedy
(b)Dog
(c) Treatment
Question 13
What country in the world has the greatest area?
Question Recap
1. What colour is missing?
red, orange, green, blue, indigo, violet
2. In what part of your body will find these bones: tibia, femur, patella and fibula?
3. What language ----- Adios or Gracias or Hola?
4. In which Scandinavian city is the statue of the Little Mermaid?
5. Spelling Not a professional.
6. What number lies halfway between 9558 and 9570?
7. Name 2 of the 6 candidates for the Presidential election.
8. Cé hí?
9. In which sport would you hear the words "107% rule", "chicane", "pole position" and chequered flag?
10. Which team is managed by Mauricio Pochettino?
11. Who plays Johnny English?
12. Complete the name of the book :
The Giggler ______? (a) Remedy (b) Dog (c) Treatment 13. What country in the world has the greatest area?
What colour is missing? red, orange, green, blue, indigo, violet yellow
In what part of your body will find these bones: tibia, femur, patella and fibula?
Leg (foot or knee not acceptable)
What language would you be speaking if you said Adios or Gracias or Hola?
Spanish
The Little Mermaid is a story by Hans Christian Andersen. In which Scandinavian capital city is the statue of the Little Mermaid?
Copenhagen
Spelling (teacher will say the word) Not a professional.
A – M – A –T – E – U – R
What number lies halfway between 9558 and 9570?
9564
There are 6 candidates for the Presidential election next week. Name any two. (one mark each) (Surname will suffice)
Peter Casey Gavin Duffy Joan Freeman Sean Gallagher Michael D Higgins Liadh Ní Riada
In which sport would you hear the words "107% rule", "chicane", "pole position" and "chequered flag"?
F1 / Formula 1 (accept motor racing)
Question 10
Which Premiership team is managed by Mauricio Pochettino?
Spurs or Tottenham Hotspur
Question 11
Who plays Johnny English?
Rowan Atkinson
(one mark for Rowan or Atkinson 0 marks for Mr. Bean!!)
Question 12
Complete the name of the book by
Roddy Doyle: The Giggler ______?
(a) Remedy
(b)Dog
(c) Treatment
Question 13
What country in the world has the greatest area?
1. Russia 17 million square kilometres
FYI
2. Canada 9.9 million square kilometres
3. USA 9.8 million square kilometres
4. China 9.5 million square kilometres
5. Brazil 8.5 million square kilometres 118. Ireland 70,000 square kilometres | 2,034 | 1,093 | {
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THE MIRACLE OF DUNKIRK
Written / adapted by Chris J. Fenner, President of Godshub
The movie Dunkirk has been a summer box office success. It shows the World War 2 story of the evacuation of the British troops from France from a human and secular perspective, but it leaves out any mention of the miracles that transpired through the power of prayer and Divine intervention.
Recalling these miracles gives us hope for America today as it reminds us that God is still sovereign, and He still will hear and respond to our anguished cries.
The text below is adapted from "The Trumpet Sounds for Britain" written by Rev. David E Gardner
May 1940 was a time of grave crisis for the British Empire and for the whole civilized world. On May 10th Hitler had launched his blitzkrieg against the Low Countries and France. By the end of the second week in May, the French defenses had been broken. German panzer forces, led by Rommel and his 7th Panzer Division, burst through, and with lightning speed began a rapid advance across France and Belgium. Very soon the British army was threatened with encirclement, and were obliged to withdraw.
With the entire front rapidly collapsing, the decision was made to evacuate all the forces from the Continent. But Dunkirk was the only port to evacuate from, and that was already being seriously threatened by the Germans. All therefore seemed about to be lost.
But Britain had a godly Sovereign. Seeing this situation developing, King George VI requested that Sunday, May 26th be observed as a National Day of Prayer. In a stirring broadcast, he called the people of Britain and of the Empire to commit their cause to God. Hence the whole nation was at prayer on that Sunday.
In its hour of deep distress a heart-cry from both monarch and people alike was going up to God in prayer. And that cry did not go unanswered. For very soon, at least three miracles were seen to happen.
The first miracle: For some reason Hitler overruled his generals and halted the advance of his armored columns at the very point when they could have annihilated the British army. Later, Churchill asserted in his memoirs that this was because Hitler undoubtedly believed, "that his air superiority would be sufficient to prevent a large-scale evacuation by sea."
The second miracle: A storm of unprecedented fury broke over Belgium on Tuesday, May 28th, 1940 grounding the German Luftwaffe, and enabling the British army to move to the coast in the darkness of the storm with scarcely any interruption from German aircraft. The Fuehrer had obviously not taken the weather into his reckoning, nor the One who controls the weather!
The third miracle: Despite the storm in Belgium, a great calm—such as has rarely been experienced—settled over the English Channel during the days which followed, and its waters became as still as a mill pond.
It was this quite extraordinary calm which enabled a vast armada of ships, to ply back and forth in a desperate bid to rescue as many men as possible.
There were so many ships involved in the evacuation that one British fighter pilot described it this way:"The sea from Dunkirk to Dover during these days of the evacuation looked like any coastal road in England on a bank holiday. It was solid with shipping. One felt one could walk across without getting one's feet wet, or that's what it looked like from the air." There were naval escort vessels, sailing dinghies, rowing boats, paddle-steamers, indeed every floating device known in this country. They were all taking British soldiers from Dunkirk back home.
Yet to a very large extent, the German air squadrons were still unable to intervene. So much so that the Chief of the German General Staff recorded in his diary on May 30th that, "Bad weather has grounded the Luftwaffe, and now we must stand by and watch countless thousands of the enemy getting away to England right under our noses."
Yet another miracle happened. Even though some German air squadrons did get through, many of the troops on the beaches were favored with a strange immunity. When about 400 men were being machine-gunned and bombed by about sixty enemy aircraft, one man who flung himself down with the rest reported that, after the strafing was over, he was amazed to find that there was not a single casualty.
Truly amazing things were happening. There were signs everywhere that an intervening Power was at work. Officers and men alike had seen the hand of God, powerful to save, delivering them from the hands of a mighty foe who, humanly speaking, had them at its mercy.
On June 4th, Churchill made a statement to the House of Commons. He spoke with a voice charged with emotion when he reported that, rather than only 20,000 or 30,000 men being rescued, as he had previously feared, "335,000 men have been carried out of the jaws of death to their native land." He went on to refer to what had happened as "a miracle of deliverance".
So grateful was the nation for this mighty deliverance that Sunday, June 9th, 1940 was appointed as a Day of National Thanksgiving. On the eve of that day, a newspaper article noted that "the prayers of the nation were answered, and that the God of hosts himself [intervened]." | 2,009 | 1,107 | {
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Cyberbullying
Quick Fact: Did you know that About one-third of online teens (ages 12-17) have been cyberbullied, and girls are more likely to be involved.
Lenhart A. Cyberbullying and Online Teens. Pew Internet & American Life Project, 2007.
Wikipedia defines cyberbullying as "actions that use information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm another or others." In other words cyberbullying is just what it sounds like, bullying through the internet, cell phone, or instant messaging. It can start out all to easily and often spiral out of control.
Cyberbullying may transpire in many forms:
*Flaming and Trolling – sending or posting hostile messages intended to "inflame" the emotions of others
*Happy-Slapping – recording someone being harassed or bullied in a way that usually involves physical abuse, then posting the video online for public viewing
*Photoshopping – doctoring digital images so that the main subject is placed in a compromising or embarrassing situation
*Threats – sending messages that involve threats to a person's physical safety
*Rumor Spreading – spreading gossip through e-mail, text messaging, or social networking sites
These are signs your child may be a vicitim of cyberbullying:
*Avoids the computer, cell phone, and other technological devices or appears stressed when receiving an e-mail, instant message, or text
*Withdraws from family and friends or acts reluctant to attend school and social events
*Avoids conversations about computer use
*Exhibits signs of low self-esteem including depression and/or fear
*Has declining grades
*Has poor eating or sleeping habits
Hinduja, S., Patchin J. Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Thousand Oaks: Corwin Press, 2009
Tips
protecting children from bullying
* Tell your child not to respond to rude e-mails, messages, and comments.
* Save the evidence, such as e-mail and text messages, and take screenshots of comments and images. Also, take note of the date and time when the harassment occurs.
* Contact your Internet service provider (ISP) or cell phone provider. Ask the website administrator or ISP to remove any Web page created to hurt your child.
* Block, If harassment is via e-mail, social networking sites, IM, and chat rooms, instruct your child to "block" bullies or delete your child's current account and open a new one. If harrassment is via text and phone messages, change the phone number and instruct your child to only share the new number with trustworthy people. Also, check out phone features that may allow the number to be blocked.
* Inform, report cyberbullying to Clark administration.
Blogs, Bulletin Boards, and Bullying, NetSmartz Workshop, (October 04, 2007). | 1,244 | 612 | {
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Angels and the Spiritual World Outline Plan
Introduction
All religions recognize the existence of a spiritual world. Mythology from many cultures includes gods, demi-gods, spirits and demons. Christians have always believed in the existence of angels. What does the Bible teach about them?
Aim/s – select from
- Does a supernatural world exist?
- Especially suitable for 'just looking' groups as a prequel to 'Does God exist?'
- How do I find my guardian angel?
- Very popular within New Age culture so also suitable for unchurched groups
- To see what the Bible teaches concerning the creation and the role of angels.
- Are there such things as demons? Who is the Devil? Where is he from?
- A look at angel stories in the Bible and/or more recent times
Key Bible Verse
If you make the Most High your dwelling, he will command his angels to guard you in all your ways. Psalm 91:9-11 NIV
For other Bible references see background notes
Resources – select from
- Find pictures or examples of angel gifts & books from the internet, shops, and/or Christmas catalogues. Try searching 'guardian angel gifts' on google images
- Food option: 'Angel cake' or use angel shaped biscuit cutters
- Angels and demons quiz: photocopy for group or use PowerPoint
- Additional angel stories – written or verbal
- DVD option - Labyrinth scene 27
- Drawing materials
Programme
Your starting point & running order will depend very much on the type of group you have. This is a mix and match set of suggestions. Be selective.
Food link
Give out slices of 'angel cake' or angel shaped biscuits. Christmas biscuit cutter sets often have an angel cutter. They could make the biscuits if you want this to be an activity.
Use pictures
Everyone stops believing in the tooth fairy but what about angels? Look at pictures of angel related gifts such as charms and/or adult books on angels.
Discuss why there is so much interest in them.
Ask if they believe in angels or any other spiritual being.
Do things like this encourage us to trust too much in angels?
Draw some angels (good for younger ones in an all-age group)
Discuss modern angel stories
You may have some favourite ones of your own. Some of ours are in the leaders' notes. Some members of your group may have stories of angels or ghosts to share with you.
- Ask if anyone has experienced or heard of stories of angels helping people.
- Share any stories you may know, where angels have possibly been sent by God to help people.
- Do you think that we all have a guardian angel?
- Does it make sense to pray to angels? Can they hear prayers? Is it better to pray to God who commands the angels? We know that God always hears our prayers.
Discuss angel stories in the Bible
Perhaps choose one angel story from the Bible to focus on. Possibilities include
- I Kings 19:1-8 – an angel helped Elijah, providing him with food and drink to strengthen him
- Luke 22:39-43 – an angel strengthened Jesus after his temptations & in Gethsemane
- Matthew 28:2-7 – angels rolled away the stone at the tomb
Acts 10: 1-5 – an angel visited Cornelius in a vision
-
- Acts 12:6-11 – an angel rescued Peter from prison
Angels & Demons quiz. – Use quiz sheets or PowerPoint
This is designed as a user-friendly way of giving them Bible teaching about the spiritual world. If you choose to use the sheets, put the yp in small groups with one sheet between them, let them have fun trying to guess the answers, then teach as you chat through the answers. With the PowerPoint, it could be done as a whole group, giving the answers as you go along.
You may prefer to adapt it and perhaps make a game out of suggesting possible answers to some of the questions. Going through the answers can open up discussions.
Some groups may wish to leave out question 10 as it requires a lot of reading but it would suit groups that like to be stretched.
Life Application
(See Leaders' Notes)
- What influence, if any do angels have over our lives?
- Does it work to pray to angels? Can they hear prayers? Is it better to pray to God who commands the angels?
- Is there a difference between an angel and a 'spirit guide'? If we encounter a spiritual being how can we tell whether they are a genuine friend or a fake friend?
Spiritual reflection time
Read Psalm 91 out loud with 2 leaders or good readers. Alternate the reader every couple of verses. We used the Message by Eugene Petersen.
Writer © Brenda Lord, 2008, revised 2012
Image: Geetesh Bajaj,www.christianppt.com/templatesthemes/0184.html | 1,998 | 1,033 | {
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This week, your child will…
Look for shapes and numbers in the world around them.
Learning Objectives:
* Learn about foundational math skills: counting, comparing and measuring quantities and qualities
* Learn about an animal's physical features and how they aid in the animal's survival
For more information on our Summer Camp program, visit
www.marcopololearning.com/summercamp.html
August
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
Daily Video Lessons
Monday
Sea Star
Tuesday Spider Monkey
Wednesday Ocean Sunfish
Thursday Giraffe
Friday
Abacus
Target Skills
Observing
Measuring
Quantifying
Comparing
Creative thinking
Keywords
* Height
* Weight
* Length
Find 3 in a row or fill the whole board! Complete a box by drawing the objects you find and writing down their measurements.
Measurement BINGO!
Something
shiny
Something in your
bedroom
Something in your
kitchen
Something
wide
Something
heavy
Something
long
Something
tall
Something
outside
Something
fuzzy
Measurement:
Measurement:
Measurement:
Measurement:
Measurement:
Measurement:
Measurement:
Measurement:
Measurement:
z
z
z
Good to Know!
Tip
Learn measurement and comparison skills.
August
Ask if something can be more than one of these things at a time. Can you find something like that?
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
Work out these sums to figure out how to color this mystery sea animal using the color code below.
Color by number!
= Gray
6
10
= Blue
2
= Yellow
8 = Light Blue
4
= White
Good to Know!
Learn addition facts.
August
Tip
Ask how many ways your child can add two numbers to make a sum of 8.
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
Each number represents a letter in the alphabet. 1=A, 2=B, 3=C… Write the alphabet letter that matches the number to reveal the message.
Crack the Code!
Good to Know!
Tip
Number and letter recognition.
August
Write all 26 letters and number them to make code you can reference.
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
Follow all the sums of 10 to get Nash through the maze.
Good to Know!
Tip
Making 10s is a foundation skill that strengthens addition and regrouping skills.
August
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
Ask if adding numbers in a different order changes the sums.
You discover a treasure chest filled with many things! What's in the chest and how many of them are there?
Good to Know!
Tip
Supports sequencing, understanding quantities and storytelling.
August
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
Ask your child who the characters are in the story.
Now it's time to GO! Use what you've learned to try these activities.
Choose one activity from each block...
Critical Thinking
Communication
Discuss why…
…all rulers have to be exactly the same.
2 Think of something you would invent…
…to measure liquids.
August
Collaboration
Find 10 things…
…around the house with numbers.
Find 10 things…
…outside with numbers.
Make a song to…
…help you remember a family member's phone number.
Pretend a family member has never heard of time.
How would you explain it to them?
Creativity
Invent a way to measure time…
…without a clock!
2 Create your own ruler… …with your own unit of measurement.
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc.
A huge well done to you, for completing week one of Problem Solver Month of MarcoPolo Summer Camp! You've earned your…
Math Around Me Badge!
August
Week 1 – Math Around Me
© 2020 MarcoPolo Learning, Inc. | 1,721 | 863 | {
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Online Exams: Managing Anxiety
Feeling nervous before an exam is normal
Worrying whether you will be able answer the questions is an indication of exam nerves that is familiar to most students. Indeed, some nervous anticipation helps us to feel alert and focused. But too much anxiety can create a negative mindset that, without strategies to manage it, can lead to poor exam performance.
There are a number of things you can do to turn exam anxiety into a constructive force.
Before
* Establish a routine of revision that includes time to relax, especially last thing at night. Experiment until you find your preferred method, e.g., a bath, exercise, listening to music, or a mindfulness app
* Prepare well. Also consider the practical aspects of the exam. Where will you take your exam? Is your home internet suitable for online exam conditions? If not, will you need to arrange an alternative location? Do you need to make arrangements to have your children babysat while you take your exam?
* Learn a relaxation or stress management technique. Knowing how to relax is invaluable.
* Imagine how you would LIKE things to go. For example, imagine feeling confident and relaxed. Rather like rehearsing for a play, picture it in detail as this can help replace negative thoughts with positive ones.
* Don't study up to the last minute before the exam. Last-minute revision can leave you feeling muddled and anxious.
During
When you are ready to start your exam, sit down and use the following approach to focus you on the task:
* Take a deep breath in, and a long breath out.
* Look at something inanimate (the wall, a picture, the clock, etc.) and focus your mind on the positive thought 'I CAN DO this exam' as you breathe out.
* Breathe in again and straighten your back, as if someone were pulling a lever between your shoulders.
* Take another deep breath in, and a long breath out. Then breathe normally.
* If your concentration lags, or you begin to feel anxious, repeat the first steps to refocus your mind. Take five minutes to try one of the following techniques.
* Read each question carefully. In many online exams you will not be able to go back and review your answer. Be sure you have read the question thoroughly, and you are happy with your answer before you move to the next question.
Anxiety management techniques
Developing techniques for managing anxiety can take time, so keep practising.
Thought stopping
When we become anxious, we begin to have negative thoughts ('I can't answer anything' etc). If this happens, halt the thoughts by mentally shouting 'STOP!' or picture a road STOP sign, or traffic lights on red. Once you have literally stopped the thoughts, practise a relaxation technique or continue with your task.
Distract yourself
Mild pain, such as pressing your fingernails into your palm, can block feelings of anxiety. Another technique is to place an elastic band around one wrist, then when you feel yourself becoming anxious, stretch it lightly and let it go so that it flicks your skin and distracts you from worrying thoughts.
studyskills.federation.edu.au
CRICOS Provider No. 00103D
Use a mantra
Derived from meditation, a mantra is a word or phrase which you repeat to yourself. Saying something like 'calm' or 'relax' under your breath or in your head, over and over again, can help defuse anxiety.
Shift your focus
Distract yourself from anxious thoughts by noticing the sounds outside your room or house, or counting the cars that pass by. Once you feel the tension subside, return your focus to the task.
Bridging objects
It can help to carry or wear something with positive associations to a person or situation. Touching this bridging object can have a calming effect as you think about the person or situation with which the object is associated.
Self-talk
Experiencing exam anxiety, we often give ourselves negative messages, 'I can't do this', 'I'm going to fail', 'I'm useless'. Consciously replace these with positive, encouraging thoughts:
* 'This is just worry, it can't harm me'
* 'I have prepared well for this'
* 'Relax, concentrate, it's going to be OK'
* 'I'm getting there, it's nearly over'
Different techniques work for different people, so it's worth experimenting to find the ones that are right for you. Whichever technique works for you, finish by going through the refocusing exercise. It can have a profound effect on your ability to focus on the task in hand and to believe in yourself.
Other helpsheets available
* Online Exams: Multiple Choice Questions
* Online Exams: Strategies
* Time Management
* Short Answer Questions
studyskills.federation.edu.au
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MEMORIAL BAPTIST CHURCH
REV. DR. RENEE F. WASHINGTON GARDNER, SENIOR PASTOR Spring 2020 Lenten Studies
Rev. B. Dundee Holt, Minister of Christian Education
WEEK 2, TUESDAY, MARCH 10, 2020 Focus on Meditation
Remember: Lent is a period of preparation and fasting that has been observed since the first century. It is not mentioned or commanded in scripture. It was a time to prepare candidates for baptism and for believers to repent, readying themselves to celebrate the new holy day that we now call "Easter." It was officially established in the fourth century (ca. 325 CE/AD) by the Council of Nicea. Jewish church founders felt that the church should have times of holy reflection in the same way that the Jewish and other religious communities did. Remember that Christianity is a fairly new religious faith, much younger than the other three of the world's four largest religions: Hindu (the oldest), Judaism (tied to Abraham), Islam (tied to Abraham's son, Ishmael). Special note: while Islam is ancient, the Nation of Islam wasn't founded until 1930.
As Passover celebrates the crucial event in Israel's history – God's decision to pass over houses of Hebrews during the final ten plagues of Egypt (Exodus 12:1-23) – Easter celebrates THE crucial event in the church's history, the resurrection of Jesus Christ.
Observation of Lent is totally voluntary and is meant to help build discipline, devotion and closeness to God. It is a time for prayer, meditation and fasting.
We spend a lot of time and energy thinking about, talking about and developing strategies for fasting. We speak a lot about prayer. But what about meditation? People of all faiths, and even those who don't believe in God meditate. Christian meditation is unique because of its motivations (why), focus (on what), and results (end goal).
1) The first biblical example of a person meditating is Isaac in Genesis 24:63.
2) The first commandment about meditating is Joshua 1:6-8
3) Meditation is an activity of the heart that can be pleasing to God. Psalm 19:14, Psalm 104:34
4) It is the mark of a person who wants to please God. See Psalm 1:1, 2
5) Meditation is most mentioned in the Psalms.
Psalm 1: 2; 4:4; 48:9; 77:12; 143: 5; 145:5
6) THE Psalm that speaks most about meditation is Psalm 119. Psalm 119: 15, 23, 27, 48, 78, 97-99, 148
7) Peace is one of the results of meditating. Isaiah 26:3, Philippians 4:7
Three Christian meditation techniques (contemplative practices) you might try are:
* Contemplative prayer — which usually involves the silent repetition of sacred words or sentences, with focus and devotion. It could be something as simple, "I come to you God because you are a" and develop a list of characteristics that you want to think about when you think about God. Remember, the goal is get closer to him, so thinking "You are Immanuel, God with us" might be better than "You are high and holy." From a Biblical point of view, this may address that meditation/speaking connection.
* Contemplative reading — or simply "contemplation", which involves thinking deeply about the teachings and events in the Bible. Last summer, we learned a practice called "Lectio Divino." This is where you read a passage (I would suggest no more than ten verses, or one complete scene) at least three times, praying as and between readings. First, read the passage either silently or aloud. Then take two minutes to meditate on what you read. What words, thoughts or images come to you or stick with you. Read it again. This time it should be aloud. Think about every word. Notice any verbs, adjectives, powerful images. Take two minutes to reflect on, think about, meditate on what you read and anything that might pop up. Read a third time. Close in prayer, thanking God for whatever He showed you and determining to carry whatever you take away. It might be a good idea to journal the experience.
* "Meditating with God" — a silent meditation, this one is more "mystical," focusing your mind, heart, soul and body on being in the presence of God. Think about, for instance, envisioning God in your hands and in your feet. Didn't the old folks used to say, "God has no hands but our hands"? Envisioning God taking over your mind. Aren't we supposed to have the mind of Christ (Philippians 2: 5)?
A meditative Bible website/app is pray-as-you-go.org. It follows the international lectionary (schedule of readings followed by most non-Protestant faiths). Most sessions are 10-15 minutes. | 1,958 | 1,085 | {
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SevenLettersToHeaven.com
My Favorite Quotes
FAVORITE QUOTES
- About the Author
- Order
- About the Book
- Reviews
- Readers' Comments
- News & Events
- A Prayer for the Day
- Things To Shout Out!
- Things to Ponder
- My Favorite Quotes
-
FAQ
- Contact
- Home
This month's quotes are a selection by 8th Grade Graduates 2012 – (Part II). It's interesting to read the quotes that inspire these young children, as they move on to high school! I hope you will find them inspiring too.
_____________
A person who never made a mistake never tried anything new.
—Albert Einstein
Some people drift along like a cork on a river, feeling that they cannot do anything but drift, moment by moment. This is an attitude of mind. Everyone can be constructive, even in tiny ways.
—Edward de Bono
Being happy doesn't mean that everything is perfect. It means that you've decided to look beyond the imperfections.
—
Unknown
Promise me you'll always remember: You're braver than you believe, and stronger than you seem, and smarter than you think.
—A.A. Milne
If you tell the truth, you don't have to remember anything.
—Mark Twain
Never give in and never give up.
—Hubert Humphrey
You is smart, you is kind, you is important.
—Kathryn Stockett, The Help
If you accept the expectations of others, especially negative ones, then you never will change the outcome.
—Michael Jordan
We will make a living by what we get, we make a life by what we give.
—
Winston Churchill
All our dreams can come true—if we have the courage to pursue them.
—Walt Disney
As you climb the ladder of success, be sure it's leaning against the right building.
—
H. Jackson Brown Jr.
Two roads diverged in a wood, and I took the one less traveled by, and that has made all the difference.
—Robert Frost
If you are lucky enough to be different, never change.
—Taylor Swift
A Sometimes the questions are complicated and the answers are simple.
—
Dr. Seuss
If opportunity doesn't knock, build a door.
—
Milton Bearle.
Be not afraid of greatness: Some are born great, some achieve greatness, some have greatness thrust upon them.
—
William Shakespeare
If plan "A" doesn't work the alphabet has 25 more letters, keep calm.
—Anonymous
I believe in Christianity as I believe that the sun has risen: not only because I see it, but because by it I see everything else.
—
C.S. Lewis
Freedom is never more than one generation away from extinction. It must be fought for, protected and handed on for [our children] to do the same.
Website Technology ©2007 American Author. A division of Cevado Technologies. All rights reserved. Privacy Policy | 1,154 | 624 | {
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Exam Board: AQA – AS Level
Course Content and Methods of Assessment
The EPQ allows students to lead their own projects. Students get to plan and carry out research on a topic that they have chosen and isn't covered by their other qualifications. They can take inspiration from something touched on in class or something personal and unrelated to their studies. They then use this research to produce a written report and, in the case of practical projects, an artefact or a production.
By taking responsibility for the choice, design and decision making of an individual project (or an individual role in a group project) students:
* become more critical, reflective and independent learners
* develop and apply decision-making and problem-solving skills
* increase their planning, research, analysis, synthesis, evaluation and presentation skills
* learn to apply technologies confidently
* demonstrate creativity, initiative and enterprise.
Undertaking an EPQ can also deliver other benefits for students, such as:
* improved A Level performance for students taking EPQ
* increasing student motivation by allowing them to study topics of personal interest
* enabling students to apply their new skills to other areas of study.
Typically, students write a 5,000 word extended essay on a subject of their choice, that is not already covered by their existing A levels.
There are other routes to completing an EPQ including the creation of artefact, for example, a dress, a painting, a sculpture, a computer game or app, or a short story. Other ways in which students can complete an EPQ include directing a play, choreographing a dance or running a sports club within the school
In addition to the writing of the essay or the creation of the artefact students must document all of the steps taken to write, plan and execute their EPQ to show how they have developed a range of academic skills. Students must also complete a presentation to their peers that summarises their project and the skills they have developed. There are, therefore, three key elements to the EPQ; 1) the essay or artefact, 2) the production log (which details all of the steps taken to create the essay or artefact) and 3) the presentation.
* The EPQ is worth half an A level (28 UCAS points).
* It is recognised by universities and employers.
* Many universities make lower A level offers to students undertaking an EPQ.
Students are supported by a supervisor who will guide them through the process of the EPQ and will receive a taught element at the start of the course outlining key research skills including bibliographic and referencing skills, presentation skills and evaluation skills. | 1,096 | 533 | {
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Ely's Germans – the Selbs and Fischers
At the turn of the century two German families were living and working in Ely as watch and clock makers at the shop known as "Fishers & Co" after its original German founders Ferdinand, Kaspar, Charles and Robert Fischer. Ferdinand and Kaspar were brothers and Charles and Robert were their cousins. The four Fischers had set up the business as early as 1881 (when they appear in the census in Ely). Charles and Robert, who were single, lived in the shop on the Buttermarket, while in 1901 Kaspar (1850) lived on Downham Lane with his German wife Anna and his children Albert, Mary and Margaret. The three children were all born in Ely. Ferdinand Fischer (1851), lived in St Mary's Street with his German wife Caroline.
The 1901 Census shows Robert Fischer (1859 Germany) with Robert's young cousin Hermann Fischer (1884 Germany) and Ernest Joseph Selb (1880 Germany) living in their house cum shop on the Buttermarket. There is also a live-in housekeeper, Hannah Preston from Shouldham.
In 1908 Ernest Selb married Frances Emily Brasier (1885) in Cambridge. Frances and her family were originally from Worcester, but had moved to Ely in 1887 and were living in the Gallery – her father was a gardener. In 1909 the couple's first son, Frank Hermann, was born.
In 1911 the family in the house on the Market Square / Buttermarket consisted of Ernest, Frances and Frank along with Ernest's brother Fritz Selb (1876 Germany) who was also a watchmaker. There was also a visitor, Marie Selb (1874 Germany) – Marie was the wife of Franz Selb (1870), also a watchmaker, and was normally living in Felixstowe. Still boarding with the Selbs was Robert Fischer. The Selbs later moved to live on New Barns Road.
On 26 th February 1914 Franz Carl Selb, then apparently resident in Ely, became a naturalised British citizen. (Franz may actually be the same person as Fritz Selb.)
As the War broke out the people of Ely naturally became suddenly suspicious of the foreigners within their midst who appeared to be traitors and potential spies for the German enemy. Three days after War was declared Ernest Selb felt it necessary to make a statement to the Cambridgeshire Times affirming that he had not expressed support for the German army and was always loyal to his adopted country of England.
Orders for the internment of enemy aliens of military age were issued in October 1914. On 28 th August 1915 the brothers Ernest and Fritz Selb were made civilian internees, spending the War at the civilian camp at Lofthouse Park, Wakefield, Yorkshire. They remained there until 20 th April 1918.
The internment of their resident Germans did not lift the shadow from Messers Fishers and Co as the Ely Standard of 23rd March 1917 records that the Ely Tribunal wanted to close down the watchmaker's shop because of its German links. It was only the fact that the suspect staff (i.e. Ernest and Fritz) were already interned which saved the shop from being forced to close. Despite this, the records of the Ely Urban Tribunal show that Cyril Caton, (watchmaker of Forehill) and George Williams, (watchmaker of Market Street) both tried to evade military service on the grounds that this would give an unfair advantage to the only other watchmakers in Ely which was a German business. This was clearly inaccurate!
The Selbs were still regarded with suspicion when they were released from internment and returned to Ely; a newspaper report of January 1920 from a meeting of the Comrades of the Great War shows the ex-servicemen discussing the return of the Germans. Comments included: "some towns have not let the Germans return" and, while some ex-servicemen couldn't find accommodation, "this man has one of the best houses in Ely". The Comrades sent a letter of protest to the Isle of Ely's Member of Parliament, Captain Colin Coote, about the presence of Germans in the city.
In late 1920 Ernest and Frances had a second son whom they named Charles.
In the Ely Standard of 31 st March 1922 it was advertised that Messers C & E Selb had relinquished the watchmaking business known as Fishers and Co which was being taken on by Messers A Fisher and C A Coleridge of Plymouth. "A Fisher" was in fact Albert Fischer, son of the original founder Kaspar, but himself a native of Ely. | 1,801 | 1,005 | {
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Graphing Polynomials
First, make sure the polynomial is written as factors, if possible.
For simplicity, I suggest determining the elements of the polynomial in the order below.
DOMAIN:
* Always "All Real Numbers;" (-∞, ∞); -∞ < x < ∞
o unless there is a variable:
- in the denominator
* set the denominator ≠ 0
* solve for x ≠
- inside of an even root
* set the expression inside the root ≥ 0
* solve for x ≥
- inside of a logarithm
* set the expression inside the log > 0
* Solve for x >
VERTICAL ASYMPTOTE (VA):
1. Ignore the factors that cancel
2. Set the remaining factors in the denominator equal to zero
* If no variable in denominator, there is no VA
3. Solve for
x
= (this is the VA)
HOLE:
1. Set factors that cancel equal to zero
* If no factors cancel, there are no holes
2. Solve for x = (this is the hole)
3. Plug this x-value into the simplified equation to solve for y
HORIZONTAL ASYMPTOTE (HA):
Write the numerator and denominator in standard form (decreasing exponential order)
x
a
n
(use the term with the greatest exponent in the numerator)
x
b
m
if n = m, HA is
(use the term with the greatest exponent in the denominator)
y
= a / b if n ˃ m, no HA
if n ˂ m, HA is y = 0
SLANT ASYMPTOTE:
Write the numerator and denominator in standard form (decreasing exponential order)
x
a
n
(use the term with the greatest exponent in the numerator)
x
b
m
(use the term with the greatest exponent in the denominator)
if n = m + 1, there is a Slant Asymptote, which can be found:
1. Do long division with the polynomials in the numerator as the dividend and denominator as the divisor
2. Ignore the remainder, and the polynomial part of the quotient is the equation of the slant asymptote
*NOTE: A graph can have both a vertical and a slant asymptote, but it cannot have both a horizontal and a slant asymptote
RANGE:
* Always "All Real Numbers," (-∞, ∞); -∞ < y < ∞
o unless there is a HA
- then "except y ≠ ___"
o unless there is a limit on the y-values
- can be determined by limits of the Domain
- can be determined by graphing
X-INTERCEPT:
1. Ignore factors that cancel
2. Set remaining factors in numerator equal to zero
3. Solve for x = (this is the x-intercept)
Y-INTERCEPT:
1. Plug in zero for all x's
2. Solve for y = (this is the y-intercept)
Once you graphed all of this information, you can calculate and plot several other points on the graph in order to determine the shape of the graph. Aim to have at least 2 points in each section of the graph that is marked off by the vertical asymptote(s). | 1,238 | 683 | {
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Prepositions Writing with Clarity
Prepositions
A word or word phrase that shows a relationship between a noun or pronoun and other words in a sentence.
A preposition will tell 4 things:
– Where something is (location)
– Where something is going (direction)
– When something happens (time)
– The relationship between a noun/pronoun and another word in a sentence
Prepositions
In your notes, you have 45 seconds to write down as many prepositions as you can remember……
GO
Common Prepositions
About
Against
Above
Across
After
Below
Along
Alongside
Among
Before
Beneath
At
Around
Behind
Beside(s)
Between
Beyond
By
Down
During
There's more….
For
Outside
From
In
Inside
Into
Like
Near
Of
Off
On
Over
Past
Since
Through
To
Toward
Under
Until
Up
A few more…
Upon
With
Within
Without
Phrasal Prepositions
According to
Across from
Because of
In front of
Instead of
In back of
In place of
Next to
Prepositions
Review: What is a preposition?
(you may look at your notes)
-word or word phrase
-shows a relationship between a noun or pronoun and other words in a sentence
-tells location, direction, time
Prepositions
You have FOUR minutes to write TWO, FIFTEEN word sentences.
Use a preposition in the sixth and twelfth positions for each sentence. (no repeats)
Examples:
– The famous golfing legend leaned over the tiny, white, dimpled ball on the ninth tee.
– Pedro Feliz launched a ball toward McCovey Cove, but it bounced off the brick wall.
Prepositional Phrases
Starts with a preposition, ends with an object
The word or word group that the preposition introduces is its object.
NO verbs will be in the phrase
Prepositional Phrases
They received a postcard from Bobby telling
about his trip to Canada.
Prepositional Phrases
You have FOUR minutes to write TWO sentences using the prepositions BENEATH and OUTSIDE.
Make sure you put the prepositional phrase in (parentheses) and underline the preposition. (If you have time, put an arrow from the preposition to its object)
Preposition Practice
You have FIVE minutes to write a paragraph of SEVENTYFIVE words.
You must include a minimum of FIFTEEN prepositions in the paragraph.
Topic choices:
– You are caught in a high speed chase and are writing down what happens so you can report every detail to the cops.
– You are directing Captain Jack Sparrow on his latest hunt for buried treasure.
Preposition Practice
You have FIVE minutes to write as much as you can, as well as you can, using a minimum of TEN prepositional phrases.
Topic:
– You are describing something that is cold, wet and slimy without using those words. | 1,297 | 835 | {
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Moisture
Water molecules and resonant microwave field
Microwave resonance
Measuring Moisture by Microwave Resonance
The Patented „TEWS Method"
Moisture is defined as the percentage of water contained in the total mass of a solid substance. Other terms are used synonymously - such as humidity, mate rial moisture, absolute moisture, moisture content, gravimetric water content etc., these words must be clearly distinguished from all expressions referring to the share of steam in gases such as humidity, relative humidity, water vapor content etc. The ATRO moisture details only refers to the water content in the dry mass of the substance.
Water molecules residing on the surface or in the pores of solid substances align themselves with electromagnetic fields while drawing energy from the field. One practical example of using this effect is a microwave oven where oscillating water molecules generate heat. The interaction between micro wavefields and water molecules are also measured and, thus, put to technical use. Since microwaves will penetrate deeply into the product, the technique will detect water both inside and on the surface of an object or substance.
Typical resonance plot of different moisture contents
The TEWS moisture measuring method uses a sensor to generate a lowpowered microwave field resonating characteristically within well-defined pa rameters. Filling or covering the sensor with a product – e.g. a powder or gra nules – will change the position and strength of the resonance. These changes largely depend on how much water the product contains. The resonance rea dings are proportional to moisture. The effects of the product density varia tions or sensor load are compensated for. The TEWS' method allows several dozen, or even several thousand, readings to be taken and shown every se cond.
Calibration
For the moisture content to be shown as a percentage, the instrument first needs to be calibrated. This is done by collecting samples of the product with different moisture contents, which cover a typical range of applications. Moi sture in the sample is then measured using both a suitable laboratory me thod and the microwave resonance method. In the drying process (drying kiln, drying balance), the sample moisture is determined mainly by the amount of weight lost. A chemical method, such as the Karl Fischer titration, can also be applied occasionally to determine the water content.
The system uses the pairs of values obtained from the microwave and labo ratory measurements to calculate a calibration curve, which is then used to convert the measured microwave readings into moisture percentages. Under certain circumstances, the instruments can also be calibrated for measuring densities. Calibration is required only once for every product.
MEASURING METHOD BENEFITS:
– Very fast results, also suitable for measuring online
– High accuracy of results
– Measuring independent of product density or product load
– No impact of optical factors on measuring, such as color changes, product surface structure, dust
– Measuring of moisture at product surface and core
– Non-destructive measuring
– No consumables, such as reagents, etc.
– Testers are maintenance-free and easy to use
www.matrix-design.com | TE/PR/1109/001/GB | 1,453 | 653 | {
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Medium Term Planning Spring Term Year 2: Walk on the wild side!
Launch: exploring grounds to find bog baby
Landing: Trip/Where the Wild things are party
History
* Key events in the past that are
and globally, as: What was it like
for people? What
Speak confidently
* Understand a range
ago?
* Use artefacts, past.
Cross – Curricular opportunities ( Basic Skills coverage)
Using Communication
Using Maths
Writing - Cross Curricular Ideas
*
Plan and write own stories
*
*
Poetry linked to animals
Non-fiction writing linked to 'Where the wild things are'
Maths – Cross Curricular Ideas
* Understand standard
* Write sentences using contractions, exclamations, adjectives
* Animal riddles
* Write about habitats
* Labelling linked to 'Bog baby'
* Writing CEW in a range of different contexts
Speaking and Listening :
Sharing holiday news Learning stories
Computing
Essential Opportunities
* Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
* Use logical reasoning to predict the behaviour of simple programs.
* Organise, store, manipulate and retrieve data in a range of digital formats.
Science
Essential Opportunities
Plants
* Identify, classify and describe their basic structure.
* Observe and describe growth and conditions for growth.
Habitats
* Look at the suitability of environments and at food chains.
All living things
* Investigate differences.
* Count and calculate in a range of practical contexts.
* Use and apply mathematics in everyday activities and across the curriculum.
* Repeat key concepts in many different practical ways to secure retention.
* Explore numbers and place value up to at least 100.
* Add and subtract using mental and formal written methods in practical contexts.
* Multiply and divide using mental and formal written methods in practical contexts.
* Use and apply in practical contexts a range of measures
Essential for Progress (Skills)
We will learn how to use word processing to type. We will learn how to save and print, change font size and colour, we will use return, back space and caps lock.
We will use code
We will use scratch
We will use apps on the ipad
Essential for Progress (Skills )
* Ask simple questions.
* Observe closely, using simple equipment.
* Perform simple tests.
* Identify and classify.
* Use observations and ideas to suggest answers to questions.
* Gather and record data to help in answering questions.
* Observe and describe how seeds and bulbs grow into mature plants.
* Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
* Explore and compare the differences between things that are living, that are dead and that have never been alive.
Personal Development ( PSHE )
We will be following our PSHE programme using the SEAL/Rainbow pack.
During the first half of the Spring Term we look at 'Going for Goals'. The Going for goals theme provides opportunities for children to reflect on themselves as individuals, particularly their strengths as learners and how they learn most effectively. Our second topic is 'Good to be me'. The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: selfawareness, managing feelings and empathy.
E-safety
* Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school. Using www.thinkuknow.co.uk we will explore safety through the lessons and activities using Lee and Kim's Adventures
Curriculum Drivers
Community
Trip Where the wild things are party Exploring grounds
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro-habitats.
* Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
ENRICHMENT OPPORTUNITIES
Implications for next term
Skills to revisit
Subject Knowledge | 1,932 | 883 | {
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Knebworth Expectations
* Children should be in school and ready to start at 9:00am, doors open at 8.50am and are locked at 9:00am. Children who arrive after this time should enter via the office.
* Children should wear full school uniform including school shoes (not trainers) and long hair should be tied back.
* Reading book and reading record should be in school every day and taken home each night. These should be kept in the children's drawers in their classroom.
* Children should be reading at home daily with family members, any reading is good reading!
* Full and correct PE kit should be in school for PE days, which are on Mondays and Tuesdays.
* Children should bring a bottle filled with water to school each day, this can be kept inside the classroom.
* Children are offered a healthy snack of fruit during break time which is provided by the school. If you would rather provide your child with their own snack then this is fine as long as it is fruit/veg or a healthy snack. Crisps or biscuits are not acceptable.
* If you have a query or concern, always speak to your class teacher first. This can be done by leaving a message at the office or at the end of the day.
Termly Information Year 2
Autumn
Curriculum Information
Maths: Place Value, Addition and Subtraction, Money and Multiplication Skills.
English: Traditional Tales / Fairy Tales (main text = Elves and the Shoemaker), Recounts (writing from personal experiences), Report Writing (linked to Great Fire of London), Poetry (calligrams – with a focus on building new vocabulary).
Science: Animals (including humans with a focus on Health and Growth), Materials (properties and uses of materials for a variety of purposes).
History/Geography: The Great Fire of London – some mapwork (locating key locations and landmarks within the UK), learning about historical figures and events (through researching the great fire of London using books, film and other media).
DT: Mechanisms – sliders and levers (Christmas cards). Art: Andy Goldsworthy (looking at art in nature, creating collages using natural resources).
RE: Signs and Symbols, Christmas.
Music: Developing the Singing Voice, Understanding Pitch, Musical Symbols.
PE: Dance/Yoga, Throwing and Catching.
PE kits are required on Mondays and Tuesdays.
French: Greetings, Numbers.
PSHE: Health and Well-Being
Computing: E-safety (using technologies safely and building good practice), Creating Games (using Scratch), Testing Games (debugging).
Spellings:
Animal words will still be sent home for those children who are working on them, children will be either learning to read them or to spell them.
Please note Galileo class will be taught by Miss Bains on Monday, Tuesday and Wednesday and by Mrs Day on Thursday and Fridays.
Other Information
We hope you have had a wonderful summer and enjoyed the lovely weather! The Autumn Term is always a busy one, and we have got lots to fit in, including the Christmas show!
This term, Year Two will be focusing on developing their independent skills and settling into their new classroom and routines. We want all our children to feel happy and safe in their new class and will spend time during the first term ensuring we are helping them to do this. The Great Fire of London is a brilliant topic to start the year off with and the children love learning about this historical event.
Please help to support your child with their home learning. Animal words should still be coming home with those children who they are still relevant for. Additionally, the focus on reading is still as important as ever, and we ask that children read at home daily. We will aim to listen to your child read in a group once a week (guided reading) and also hope to listen to individual readers when we can! The children will continue to develop their decoding skills, but comprehension skills are going to be an important focus and we will be asking questions linked to texts.
Things to do at home:
* Daily reading
* Animal words if applicable
* Start learning times tables – starting with 2, 5 and 10. The aim is for instant recall!
Key Dates:
Monday 10 th September: Meet the Teacher – 3.30 to 4.30pm Thursday 11 th October: Great Fire of London Workshop – a BIG thank you to FOKS for covering the cost of this wonderful learning opportunity! Monday 29 th Oct - Friday 2 nd Nov : Half Term
Friday 30 th Nov: Occasional day
Thursday 13 th December: Year 2 Christmas Show at 2pm Friday 21 st December: Last day of term – 1.30pm finish
We hope you are looking forward to working with us in Year 2. If you have any questions or concerns, please contact the office or speak to us directly after school and we will be happy to arrange a time to speak to you.
Miss Bains, Mrs Day and Miss Baylis | 1,986 | 1,048 | {
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Ritu's Academy
Environmental protection Essay free pdf
Essay / September 16, 2021
Write an essay on Environmental protection
Introduction of Environment
Environmental protection is current issue globally. Every organism is affected by many outside influences.These influences include soil, air water, temperature , sunlight, wind and many other things. These influences are commonly referred to as environmental conditions. The total of all the environmental conditions acting upon and organism, a community or an object is known as environment. There are many different environments on earth. The mountain environment of the Himalayas is very different from the environment of the Thar desert or the Delta sundarbans.
What is the environment or meaning of environment
In biology and ecology the environment is all of the natural materials and living things, including sunlight. Environment includes the living and nonliving things that an organism interact with or has an effect on it. Trees, plants and animals etc. come under the environment. Today the only reason for life on Earth is possible with the environment. Everything that we are connect with in our daily life is present in the environment, nature has provided us our clean and pure environment it should always be our endeavour to keep it clean.
How do we protect our environment
To control environment pollution it is most important way to prevent that plant more and more trees because trees provide us fresh and pure Air which is essential for our health.
Plants consume carbon dioxide and provide us oxygen and maintain the balance of atmosphere.
Support environmentally sound policies that reduce energy development activities emphasize energy conservation and encourage the use of renewable resources.
We need to promote recycling of solid and hazardous waste.
Avoid burning any waste material they increase the amount of carbon dioxide and cause great harm to the environment.
In industrialized countries, voluntary environmental agreements provide a platform for companies to be recognized for moving beyond minimum benchmarks and thus support the best environmentally protective development. For example, in India, Environment Improvement Trust (EIT) has been working for environment and forest conservation since 1998.
Aluminium can be recycled from cans, bicycle, computers, cookware, cars, wires, planes and other sources.
Recycled aluminium uses only 5% of the energy that is needed to make a new aluminium.
Recycling 1 ton of paper saves 17 trees 7000 gallons of water, 3 cubic yard of landfill space two barrels of oil, and 4100 kilowatt-hours of electricity.
Recycling paper instead of making it from new material generates 74% less air pollution and uses 50% less water.
Protection of environment (image source Pixabay)
Environment Protection Act
1986 An Act of the Parliament of India, enacted keeping in view the Bhopal Gas Tragedy. The Government of India enacted the Environment Protection Act of 1986 under Article 253 of the Constitution and passed in May 1986. It came into force on 19 November 1986 and has 26 sections and 4 chapters.
The purpose of the Act is to implement the decisions of the United Nations Convention on the Human Environment. They are concerned with the protection and improvement of the human environment, the protection of human beings and other living beings, plants and property.
According to the Act:- The government is permitted to appoint officers to achieve these objectives. It also empowers the government to direct the government to shut down, prohibit or regulate industry and pollution. The Act has provisions for punishment for contravention of the provisions of the Act and rules, orders and directions. It also gives details whether the offense has been committed by any company or government department. It states that the in-charge and the head of the department, respectively, for such offence, shall be liable to punishment.
Read also this:- why is it important to reduce, reuse and recycle | 1,733 | 764 | {
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What is the difference between Practicing, Playing, Rehearsing, and Performing?
What is "Practicing?"
- Deliberate, systematic, highly structured
- Scientific (experimentation, clear goals, hypotheses)
- Goal oriented (short and long term)
- Slow and repetitive
- Careful self-monitoring, self-teaching
- Work on what needs improvement
- Solve individual problems
- Develop consistency
- Build correct muscle and musical memory
- Set attainable goals because achieving them is fun!
- Efficient
What is "Playing"?
Not focused, mindless.
Auto pilot, for example: someone plays through a piece of music until they mess up, then they stop and play the passage again until it is a little better, then they keep going. This is only strengthening the ability to make mistakes in the music. It is also a waste of time to play the parts of the music where there weren't mistakes.
It doesn't make sense to play unconsciously, and then expect to perform consciously.
What is "Rehearsing"?
Band rehearsal is the opportunity for all the instruments and parts to come together. Students will develop directed and critical listening skills. Group problems can be solved. Students will learn how to balance their individual part with the people around them and learn how to match tone, tuning, articulation, and style with the others in the ensemble. This is the chance to do things together as a band that cannot be done alone. Students should not come to band class to learn their part, but rather to learn everyone else's part and how their part fits in. Coming to rehearsal without practicing is like showing up to a drama rehearsal without studying any lines or steps. Individual practice allows the band as a whole to advance further musically. Students are responsible not only to themselves but also to their peers to learn their parts.
What is "Performing"?
Performing is the culmination of all the planning, practicing, and rehearsing that took place. This is a chance to present a final product to an audience. Students are highly focused on being successful as individuals and as a group when performing with an ensemble.
What Should Practicing Sound like: 5-10-10-5
RMS students should be practicing 30 minutes 3 times a week, except for beginning band which should be 15 minute segments for the first month as they build up embouchure muscles.
5 minutes: Warm Up
- Breathing Exercises
- Long Tones
- Buzzing (Brass only)
- Lip Slurs
10 minutes: Technique
- Tuning (Get a tuning/metronome app!)
- Tonguing exercises
- Scale work
- Arpeggios
- Method Book Exercises
10 minutes: Repertoire
- Hard Parts Only!
- Chunk it: 4-8 bars max at a time
- Follow the 7 Steps to Success in Band
5 minutes: Student Choice
- Pick what you love to play and have fun!
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Hepatitis C
Why Baby Boomers Should Get TestedLogo for Know More Hepatitis campaign.
Why should baby boomers get tested for Hepatitis C?
Why do baby boomers have such high rates of Hepatitis C?
While anyone can get Hepatitis C, more than 75% of adults infected are baby boomers, people born from 1945 through 1965. Most people with Hepatitis C don't know they are infected.
* Baby boomers are five times more likely to have Hepatitis C.
* Liver disease, liver cancer, and deaths from Hepatitis C are on the rise.
* The longer people live with Hepatitis C, the more likely they are to develop serious, life-threatening liver disease.
* Getting tested can help people learn if they are infected and get them into lifesaving care and treatment.
* Treatments are available that can eliminate the virus from the body and prevent liver damage, cirrhosis, and even liver cancer.
CDC recommends that anyone born from 1945 through 1965 get tested for Hepatitis C.
The reason that baby boomers have high rates of Hepatitis C is not completely understood. Most boomers are believed to have become infected in the 1970s and 1980s when rates of Hepatitis C were the highest. Since people with Hepatitis C can live for decades without symptoms, many baby boomers are unknowingly living with an infection they got many years ago.
Hepatitis C is primarily spread through contact with blood from an infected person. Many baby boomers could have gotten infected from contaminated blood and blood products before widespread screening of the blood supply began in 1992 and universal precautions were adopted. Others may have become infected from injecting drugs, even if only once in the past. Still, many baby boomers do not know how or when they were infected.
What should baby boomers know about Hepatitis C?
Hepatitis C is a serious liver disease that results from infection with the Hepatitis C virus. Some people who get infected with Hepatitis C are able to clear, or get rid of, the virus, but most people who get infected develop a chronic, or lifelong, infection. Over time, chronic Hepatitis C can cause serious health problems including liver damage, cirrhosis, liver cancer and even death. In fact, Hepatitis C is a leading cause of liver cancer and the leading cause of liver transplants.
People with Hepatitis C:
* Often have no symptoms
* Can live with an infection for decades without feeling sick
* Can be successfully treated with medications HHS and CDC logo
How would someone know they have Hepatitis C?
The only way to know if someone has Hepatitis C is to get tested. Doctors use a blood test, called a Hepatitis C Antibody Test, to find out if a person has ever been infected with Hepatitis C. The Hepatitis C Antibody Test looks for antibodies to the Hepatitis C virus. Antibodies are chemicals released into the bloodstream when someone gets infected.
Hepatitis C Antibody Test results
When getting tested for Hepatitis C, ask when and how test results will be shared. The test results usually take anywhere from a few days to a few weeks to come back.
Non-reactive or a negative Hepatitis C Antibody Test
* A non-reactive, or negative, antibody test means that a person does not have Hepatitis C.
* However, if a person has been recently exposed to the Hepatitis C virus, he or she will need to be tested again.
Reactive or a positive Hepatitis C Antibody Test
* A reactive, or positive, antibody test means that Hepatitis C antibodies were found in the blood and a person has been infected with the Hepatitis C virus at some point in time.
* A reactive antibody test does not necessarily mean a person still has Hepatitis C.
* Once people have been infected, they will always have antibodies in their blood. This is true even if they have cleared the Hepatitis C virus.
* A reactive antibody test requires an additional, follow-up test to determine if a person is currently infected with Hepatitis C.
For more information
Talk to a health professional, call the health department, or visit www.cdc.gov/knowmorehepatitis.
May 2013 | 1,658 | 875 | {
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GIMP Photo Editing for Beginners
Hours: 8
Course ID #: 7000-589-ZZ-Z
Course Content
Course Description:
GIMP Photo Editing for Beginners will teach you to use GIMP, a powerful program similar to Photoshop, to create and edit graphics and digital images. You will learn the essentials necessary to perform enhancements to images and photos, from making small changes to adding information to them, to creating paintings and drawings. Whether you are familiar with parts of GIMP or want to learn more, this course will give you the knowledge needed to go to the next step in photo editing.
At Course Completion:
Students will be able to:
- Install the program (if not already done)
- Know how to get around in GIMP
- Adjust Images
- Fix Problems in Images
- Paint and Draw using GIMP
- Use many Keyboard Shortcuts
Prerequisites:
Basic computer knowledge and basic knowledge of programs such as Paint.
Target Student:
Students working with graphic images and want an alternative to Adobe products.
Topics:
Lesson 1, Optional:
- Installing GIMP for Window, Mac or GNU/Linux
Lesson 2, The GIMP Workspace:
- Getting Started
- Customizing your Workspace
- Overview of GIMP Menus
- Dockable Panels
Lesson 3, Working with Computer Graphics:
- Choosing Image File Format
- Zooming in GIMP
- Image Resolution
- Saving, exporting and reducing file size
Lesson 4, Working with Images:
- Straightening or Rotating an Image
- Cropping an Image
- Changing the Size of an Image
- Fixing Perspectives
- Framing an Image
Lesson 5, Fixing Problems in Images:
- Using the Image Assessment Gallery
- Adjusting Brightness and Darkness
- Correcting Dull Images with Curves
- Improving Color and Tone with Curves
- Sharpening an Image
- Noisy Images
- Removing Red Eye
- Using Brushes to Repair Images
- Fixing Unwanted Spots or Blotches
Lesson 6, Digital Imaging Projects:
- Using the Digital Project Gallery
- Adding Text to an Image
- Text on a Transparent Background
- Working with Layers
-
Cage Transform Tool
- Using Filters to change an image
Lesson 7, Setting Up a Graphics Tablet:
- How to Add a Graphics Tablet
- Setting up the Graphics Tablet
GIMP Photo Editing for Beginners
Course ID #: 7000-589-ZZ-Z
Hours: 8
Lesson 8, Digital Art, Painting in GIMP:
- Overview of Paint Tools in GIMP
- Using the Canvas
- Navigation and Zooming
- Using Colors
- Using Paint Tools
- Working with Layers
- Filling in the Details
Lesson 9, Digital Art, Drawing in GIMP:
- Using the Drawing Tools
- Drawing Basics
- Selection Tools
- Drawing Freely
- Using Depth in Pixel Art
- Using the Paths Tool
Lesson 10, Hints, Tips and Further Help:
- Customizing GIMP
- Increasing Undo History
- Scanning Images
- Plug-ins
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Facts Page
Let these lowfat milk facts help enhance your lesson.
Milk is an excellent source of protein, calcium and vitamins. Lowfat and fat free milk have the same nutrition as reduced fat and whole milk, just less fat and fewer calories. For healthy children age 2 and older, lowfat or fat free milk is recommended.
1% lowfat and fat free milk:
* are better for your heart
* are healthier because they have less fat
* have the same calcium and vitamins as whole milk
2% milk is not low in fat!
Switching to lowfat or fat free milk can help prevent childhood overweight and obesity and reduce the risk of heart disease and diabetes later in life. An easy way to make the switch from whole milk is to gradually replace it with a lower fat milk. Mix whole milk with fat free milk and gradually change from higher to lowerfat milk. Start by serving reduced fat milk, then serve lowfat milk, and finally try introducing fat free milk.
MyPyramid recommends that adults and kids 9 and older consume three cups of milk or equivalent each day. Children 4 to 8 years need about 2 to 3 cups each day and kids 1 to 3 years need about 2 cups of milk each day.
Each of the following counts as one cup of milk in the Milk Group:
* 1 cup lowfat milk
* 1 cup yogurt
* 1 1/2 ounces natural cheese
* 2 ounces processed cheese
Some people have trouble digesting the sugar (lactose) in milk and this is called lactose intolerance. If this is the case, some people can still tolerate some milk products such as yogurt and cheese, or drinking milk along with other food.
Lowfat or fat free dairy foods include:
* Lowfat (1%) milk or fat free skim milk
* Lowfat flavored milk
* Lowfat or fat free yogurt
* Lowfat, fat free or nonfat cheese
Reduced fat and part skim dairy products are not lowfat.
For a product to be labeled "lowfat," it must have 3 grams of fat or less per serving. Look on the label for the words: lowfat, light, nonfat, fat free or skim.
This material was funded by USDA's Supplemental Nutrition Assistance Program (SNAP) through a contract awarded by the Kansas Department for Children and Families. USDA is an equal opportunity employer and provider. SNAP provides nutrition assistance to people with low income.
Book in a Bag—Carlos and Clarice Mooove to Lowfat Milk! | 1,031 | 532 | {
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On-going tasks:
- Practise your 2, 5, 10 and 3. 4 and 6 times tables if ready.
- Practise your favourite addition, subtraction methods.
- Practise the high frequency words and spelling rules from the sheets provided.
- Continue to read frequently at home and talk about what you have read.
Year 2 – Home Learning Grid Summer 2
Choose one home learning activity each week. You can choose which one to do and in which order you do them. Parents please sign and date when your child has completed a task.
Visit the fish counter at your local supermarket or market stall. Using adjectives and similes, describe your visit using your senses. You may even wish to try something you've never eaten before!
Challenge: Write a descriptive paragraph about your experience using your senses.
Parent/Carer signature………………………
In science, we have been learning about the life cycles of different animals, including humans. Choose an animal and create their life cycle. You can draw it or make it.
Challenge: Write an explanation to go alongside your life cycle.
Parent/Carer signature………………………
Make a model that represents something you would find at the seaside e.g. light house, starfish, pier, rock pool, shell
Challenge: Present it to the class
Parent/Carer signature………………………
Compare a beach in the present time to a beach in the past. You could talk to an older member of your family and use books or the internet.
Design an ice cream. You can draw
Challenge: Present your findings in any way you choose.
Parent/Carer signature………………………
Create a still life pencil drawing of an object of your choice around your home or garden. Think carefully about the shape, shading and tone of your drawing.
Challenge: Use a camera to create different compositions of your still life.
Parent/Carer signature………………………
Free choice
Choose to do a task on something that you have done at school or at home. You can choose this option more than once.
Parent/Carer signature………………………
Parent/Carer signature………………………
it, label it or even make it! Write a description of your ice-cream using exciting adjectives.
Challenge: Create a poster for an ice cream shop. Give your ice creams prices. Ask family members to come and buy your ice creams. Work out the total cost of the ice creams they buy.
Give the correct amount of change from £1.
Parent/Carer signature………………………
Make up your own seaside song, think about the kinds of words you would have in it, will it repeat? You can perform it at school if you would like to!
Challenge:
Look around your home and create/find an
instrument to accompany your song.
Parent/Carer signature………………………
This term, we will be looking at capacity in maths. Design a recipe to create your own beach cocktail using the correct measurements.
Challenge: Make the cocktail for a member of your family.
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SALMON HABITAT SCAVENGER HUNT
Streams are better habitat when they are interesting! Salmon don't like a straight, boring stream with no structure. They like a twisting, curving channel with side channels and lots of hiding places. They like deep pools, shallow riffles, shade, overhanging plants, and lots of wood. They need food, oxygen, clean water, spawning gravels and places to hide.
How many of these habitat features can you find?
Riparian Plants: Trees, shrubs, and other plants that grow along the stream bank. They create shade that keeps the water cool. When trees and branches fall in the water, these create hiding places for fish. Insects fall off riparian plants into the water- these insects are food for baby fish. The plant roots hold the stream bank soil while still allowing gradual erosion that is needed for a healthy stream.
In-Stream Wood: Logs and branches in the stream create hiding places for fish. They change the direction of water flow, creating resting pools and side channels that are good habitat. They help build up gravel that salmon need for laying eggs.
Spawning Gravel: Small gravel, about the size of a pea, is the perfect size for salmon to dig a redd and lay their eggs. The gravel is big enough to not smother the eggs but small enough that the salmon can dig in it using their tails. They cover the eggs with a layer of light gravel to protect them. Gravel is moved downstream by the water flow, so it needs to be continually replaced by stream bank erosion and gravel coming from upstream.
Stream Bank Erosion: You can see where stream bank erosion has occurred by looking for stream banks that are bare dirt and not growing any plants. Stream bank erosion is important because it puts more sand and gravel into the stream, which salmon need to spawn. But if people cut down riparian plants along the stream, it can cause too much stream bank erosion at once, which can smother salmon eggs so it's important to protect riparian plants.
Redd: A nest dug by a salmon to lay their eggs. This can look like an area of cleaner gravel where the algae and sediment have been cleaned off by the salmon's digging. They can also look like a gravel pit in the stream.
Riffles: Areas of shallow, faster moving water tumbling over rocks help move gravel, wood, and insects downstream. Riffles also stir up the water, which helps dissolve more oxygen which salmon need. Salmon often dig redds in riffles where the oxygen is high and the eggs are less likely to be smothered by fine sediment.
Pools: Areas of deep, slow moving water. Adult salmon use pools to rest during their migration upstream. Baby salmon like to live in pools where they can rest, hide, and find food.
Undercut Bank: A stream bank that erosion has cut under so the bank hangs over the stream. Salmon like to hide under the bank from predators.
Floodplain Bench: Flat areas along the stream that are dry when flows are low but that become flooded during and after storms and heavy rains. Fish can use floodplains to escape fast storm flows, and floodplains help protect the stream from damage that could be caused by very large storms.
Meander: A curve or bend in the stream channel. Streams are better habitat when they are more interesting! Salmon don't like a straight boring channel- it has nowhere to hide, nowhere to rest, and the water flows through it too quickly.
Photos from WDFW Riparian Ecosystems, Volume 1 (2020)
Kitsap County Department of Community Development
Your Partner in Building Safe, Resilient, and Sustainable Kitsap County Communities! | 1,348 | 780 | {
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Complete the sentences below, using a phrasal verb from the box in its correct form.
BRUSH UP - DRESS UP – DROP OUT OF - EAT UP - END IN – FACE UP TO – FALL BEHIND - FINISH OFF – GET AWAY WITH - HAND DOWN – MAKE OFF WITH – PICK UP - READ UP ON - ROLL UP - THUMB THROUGH – TURN IN
1. The meeting _____________________ a fight between the two office managers.
2. My friend and I _____________________ as Batman and Robin at the party.
3. I had to _____________________ English literature for the course next semester and I didn't know very much about it.
4. Mom told her son he would have to _____________________ his vegetables before he could leave the dinner table.
5. The burglars _________________________ some valuable jewellery after they had broken into the house.
6. I probably _____________________ the flu while I was on holiday in Asia.
7. The young man ________________________ university only a year after he had started courses.
8. We _____________________ the luxurious meal with chocolate cake and a cappuccino.
9. She had to _____________________ the fact that she was seriously injured and couldn't take part in any competition this season.
10. Let's _________________ our sleeves and start working in order to get the project done in time.
11. It was the third time the student _______________________ cheating. We'll report her next time.
12.
I _______________________ the magazine while I was in the waiting room.
13. You should ___________________ your Spanish if you want to go to South America next month.
14. This recipe has been ______________________ to various members of our family for ages.
15. After the robbery the man realized that he had no place to go and _______________ himself ________________.
16. She hadn't gone to school for over a month and ___________________ in the main subjects.
1. The meeting ended in a fight between the two office managers.
2. My friend and I dressed up as Batman and Robin at the party.
3. I had to read up on English literature for the course next semester and I didn't know very much about it.
4. Mom told her son he would have to eat up his vegetables before he could leave the dinner table.
5. The burglars made off with some valuable jewellery after they had broken into the house.
6. I probably picked up the flu while I was on holiday in Asia.
7. The young man dropped out of university only a year after he had started courses.
8. We finished off the luxurious meal with chocolate cake and a cappuccino.
9. She had to face up to the fact that she was seriously injured and couldn't take part in any competition this season.
10. Let's roll up our sleeves and start working in order to get the project done in time.
11. It was the third time the student got away with cheating. We'll report her next time.
12. I thumbed through the magazine while I was in the waiting room.
13. You should brush up your Spanish if you want to go to South America next month.
14. This recipe has been handed down to various members of our family for ages.
15. After the robbery the man realized that he had no place to go and turned himself in.
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Brown tree snake
Boiga irregularis
KEY FEATURES
* A slender, climbing snake with large eyes and a vertical pupil in the eye
* The head is wider than the neck. Markings may be either vague or distinct blotches on a brownishyellow background. Some can have black speckling
* The snakes are 38 cm long at hatching and can reach three metres, but are usually 1-2 metres
* They are skilful climbers and can crawl through very small openings
* The female produces 4-12 oblong eggs, 42-47 mm long and 18-22 mm wide. The eggs have a leathery shell and often stick together. Two clutches of eggs can be produced each year
* Eggs are laid in hollow logs, rock crevices and other sites where they are likely protected from drying and high temperatures
* The female snake can store sperm and produce eggs over several years after mating
* Brown tree snake is mildly poisonous. The venom trickles slowly into a bite victim from rear fangs. It will readily strike when annoyed, but is not a danger to adults. The snake can coil around babies. Babies and children who are bitten must get emergency medical treatment
PATHWAYS
[x]
Introduced
Native
Origin not recorded shipping/military
[x] biological control✓ pet trade
Brown tree snake
Boiga irregularis
IMPACTS
Environment
Has caused extinction of more than half of Guam's native birds & lizards and two of Guam's three bats. Loss of these pollinators caused "cascading" effects on ecosystems, reducing plant regeneration, diversity and coverage
Mildly venomous, the snake is a potential health hazard to infants and young children. Responsible for 1/1000 hospital emergency visits on Guam. Also danger of increased disease from insects that were previously eaten by native animals
DISTRIBUTION
Native range
Eastern Indonesia, New Guinea, Solomon Islands and the coastal areas of northern and eastern Australia
Introduced range
The population on Guam is the only confirmed breeding population outside of its native range, although it may be established on Saipan. Encounters have been reported from Micronesia, United States mainland, Hawai'i and the Commonwealth of the Northern Mariana Islands
ADDITIONAL NOTES
INFORMATION SOURCES (click links for more)
Images
©Alexandre Roux/via flickr - CC BY-NC-SA 2.0 (top) Public Domain - Released by Soulgany101 at the English Wikipedia project (bottom)
Text, images and map
Boiga irregularis (brown tree snake) – CABI https://www.cabi.org/isc/datasheet/91542
None specifically reported, but animals that may have been important culturally are no longer seen on Guam
Power outages caused by snakes have been a serious problem on Guam. Fear of the brown tree snake may cause tourists to avoid Guam. An agricultural pest. | 1,275 | 605 | {
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Lesson Plan
What is Honesty- Worksheet
Objective
Students will understand the following:
1. Honesty is about being truthful in what you say and in what you do.
2. Honesty includes telling the truth (not lying), not hiding the truth (deceiving), and acting in a way that is morally right (not stealing, cheating).
3. Honesty is important to how a society functions.
Grade Level
Grades 2-4
Standards
Supports learning standards in social studies and health.
* Students understand the individual responsibilities of citizenship and promoting a civil society.
* Students demonstrate the ability to use decision-making skills to enhance health and to create positive personal relationships.
SEL Topics:
* Social Skills, Self Management
* Positive Relationships
* Decision Making
Character Traits:
* Honesty, Trustworthiness
Materials
Links to all materials can be found in the online version of this Lesson Plan
1. Be Proud, Book 1, Talking with Trees (print or ebook)
2. What is Honesty Worksheet, Grades 2-4
1
Vocabulary
Honesty- Only doing or saying things that are truthful and morally right. Honesty is built from positive attributes such as truthfulness, fairness, sincerity, trustworthiness, straightforwardness.
* telling the truth (not lying)
* acting in a way that is truthful and doesn't hide the truth (not deceiving)
* only doing things that are morally right (not stealing or cheating)
Truthful- How something really is or how it really happened.
Morally right – Behaviors a society considers correct or "right". A society's moral code defines which actions and intentions are right and wrong
Procedures
Define honesty and discuss examples of what honesty is.
Discuss the concept of honesty (see vocabulary section) and related attributes (truthfulness, fairness, sincerity, trustworthiness, straightforwardness). Ask the class for examples of behaviors that are honest and dishonest.
Some examples of honesty may include telling the truth, treating people fairly / not taking advantage of people, really meaning what you say, doing what you say you will do, telling the whole truth.
Examples of dishonesty may include: lying, not telling the whole truth (lies of omission), bending the truth (misrepresenting the facts or deceiving), hiding the truth, stealing, cheating.
Discuss why honesty is important to a society.
Pose the question, "What if it was ok to be dishonest? What if our society and laws said it was ok for people to lie, steal, and cheat each other?" Allow the children to talk about what could happen and how that would feel.
Honesty is a cornerstone of people living peacefully together. We need to know our friends, family, and leaders have a common belief in being truthful and trustworthy in order to have a basic level of security.
Discuss why honesty is important in friendships.
Discuss how honesty is essential to having positive relationships. For relationships to work, we each need to know we will treat each other fairly and truthfully.
Pose some questions that reveal how honesty is important to maintaining positive friendships:
"What if each time your friend came over, she took one of your toys without asking, decided it was hers, and brought it home forever." (Stealing)
"What if you studied hard and your friend didn't, then he copied all your answers?" (Fairness)
"What if your friend lost a school book but told the teacher you were the one who lost it?" (Lying)
Discuss how honesty is important with parents and teachers.
When you are consistently honest, parents and teachers know they can trust you to make good choices. As you grow up, parents and teachers won't be there to supervise you all the time. By being consistently honest, you are showing them they can trust you to be safe and well when you are on your own. If they feel they can't trust you, you won't get to do as many things or make your own choices.
Pose some questions on the importance of honesty in establishing trust:
"What if you are at school and tell the teacher you are going to the restroom, but the teacher finds out you really took the iPod you hid in your back pack and played games in the bathroom?" This impacts trust. The teacher is not going to trust you to do things on your own next time.
"What if you are playing ball and accidentally break a flower pot. Your mom asks how it happened and you tell her you don't know. But you don't realize she actually saw you do it." She knows you lied about this, so next time she won't be able to trust you are telling the truth. Maybe next time you really don't know what happened, but she may assume you are lying again.
Complete the honesty worksheet
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Quiz 10
Applied Algebra
Instructions Please write your name in the upper right-hand corner of the page. Use complete sentences, along with any necessary supporting calculations, to answer the following questions.
1. Consider the set of 2 × 2 matrices that have integer entries and determinant equal to 1. Under the operation of matrix multiplication, does this set form a semigroup? a group? Explain.
Solution. First of all, notice that the set is closed under the operation: the product of two matrices having integer entries again has integer entries (simply by the definition of matrix multiplication), and the product of two matrices having determinant 1 again has determinant 1 (when we discussed SL(n) in class yesterday, we observed that this property holds since det(AB) = det(A) det(B)). You know too that matrix multiplication is associative. Therefore the indicated structure is at least a semigroup: there is a well-defined, associative, binary operation.
There is an identity element, since the identity matrix has integer entries and determinant equal to 1. We observed yesterday in class that the inverse of a matrix with determinant equal to 1 again has determinant equal to 1. You may have to think a bit to convince yourself that the inverse of a matrix that has integer entries and determinant equal to 1 again has integer entries: the formula for computing the inverse matrix involves dividing by the determinant, so if the determinant equals 1, then no denominators appear in the entries of the inverse matrix. Since there is an identity element, and every element has an inverse, the semigroup structure is actually a group structure.
2. Here is a partially completed group table for a certain abelian group. Fill in the rest of the table. Notice that a, the first element, is not necessarily the identity element.
| | a | b | c |
|---|---|---|---|
| a | b | | |
| b | | | |
| c | | c | |
| d | c | | a |
Quiz 10 Applied Algebra
Solution. Here is the completed table:
| | a | b | c |
|---|---|---|---|
| a | b | a | d |
| b | a | b | c |
| c | d | c | b |
| d | c | d | a |
Here is some explanation of how to figure out the missing entries, in case you had trouble. The b row of the partial table shows that bd = d, so b must be the identity element. Therefore you can fill in the b row and the b column. There is then only one missing entry in the bottom row, which has to be the missing letter b. There is one missing entry in the first column, which has to be the missing letter d. It is given that the group is abelian, which means that the group table is symmetric. The rest of the a row and the rest of the d column can be filled in by symmetry. The remaining entry can be filled in because there is only one missing letter in its row.
Remark The group represented by this table is the Klein 4-group, which we discussed in class. The three elements other than the identity all have order 2. | 1,231 | 713 | {
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Year 1
Parents Information for Autumn 2
A huge welcome back on behalf of all of us in Year 1. I hope you all had a half term holiday. We are going to continue to have a fantastic time together in Year 1!
Reading in Year 1
All children will read to an adult on a one-to-one basis every week and they will also participate in a weekly shared reading session. Your child will bring home a reading book and we would really appreciate your support in completing the reading diaries. This is to make sure that we can see when a
book has been completed and can change reading books accordingly.
Learning Autumn 2
In English the class will be continuing our author study journey with Julia Donaldson books with the story 'Room on the broom' and 'Stickman'. The children will be structuring sentences and using the books as inspiration to write a non-chronological report and a letter.
In Maths the class will be continuing our learning about addition and subtraction 10, learning skills of adding, subtracting and problem solving. This will include numbers bonds within 10, fact families and subtracting by finding a part and taking away to complete number sentences. Then the children will move onto shape, learning about 2D and 3D shapes.
Our topic for this term is all about 'What's it like where we live?'. In Geography the class will be learning about our local area, and the United Kingdom. They will learn about physical and human features, what our local area is like, we will go on a local walk and then move on to learning about the UK (countries and capital cities).
In Art the class will be learning about painting, taking inspiration form the artist Piet Mondrian, they will develop skills of painting and using techniques such as dip, dip, dab. They will also learn about the primary colours.
In Computing the class will be learning about digital painting and e-safety. They will be learning about how to use a programme to draw on a computer, and also how to use technology.
In Music the class will be learning 'bones and bonfires'. They will be learning about performing.
In RE the class will be learning about why does Christmas matter to Christians? They will be learning about the Christmas story and what this means to Christians.
PE will be on Thursday afternoons. The class will be learning dance this half term. The will develop skills of dance including moving to a beat and linking movements together to create and perform dances . Children will be asked to come to school in their PE kits on this day.
Homework
We have created an optional Year 1 home challenge booklet which relates directly to our topic. This booklet is designed to be completed over time (one challenge each week), this will be posted on the Year 1 Class Dojo page.
Weekly spellings will be sent out on a Monday to be completed and handed in the following Monday.
Please read with your child everyday at home - this will benefit your child enormously.
Water Bottles
Please can children bring their own water bottle in to school every day. This really saves precious learning time as children can access these from the classroom when they are thirsty.
PE
Our PE lesson will be on Thursday.
Please ensure children come to school in their PE kits on this day, They can wear their school sweatshirt/cardigan/ sweater over the top with dark coloured plain tracksuit bottoms (no logos/stripes/no leggings). The school PE kit is a part of uniform and must be worn.
The children will need to wear :
* Blue shorts
* Pale blue polo shirt
* Pumps or trainers
No jewellery or watches to be worn at all.
Please continue to work closely with us throughout the year to ensure your child gets the best possible experience from Year 1. If you have any questions or concerns please do not hesitate to arrange to speak to one of us.
Miss Hickson, Mrs Bradbury and Mrs Brocklehurst . | 1,456 | 809 | {
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WHAT YOU NEED TO KNOW ABOUT :
GRAVEL REMOVAL
Following flood events, gravel removal is always a hotly debated topic. The overall aim of gravel removal as a flood management tool is to remove build up that could increase the chances of flooding. However, understanding the impacts of gravel removal when it comes to reducing flood risk and flood events can be difficult due to the location and river system hydrology and ecology.
What is gravel removal?
The basic aim of gravel removal is to remove silt (a material made of fine sand), clay, and small particles of rock from gravel bars that form on the river bed or around in stream structures such as bridge supports.
The process can clear material that has built up at these pinch points and enable the waterways to flow freely, and can also be used to prevent blockages caused by trees, shrubs and weeds which can get stuck and pile up under bridges.
The material would be removed by an excavator stationed in stream or on the river bank. How it is disposed of would depend on the area or the state of the material.
Can gravel removal reduce flooding?
Gravel removal alone may not be the answer when trying to alleviate flooding in a localised area. Particularly for extreme flood events as the river channel may not be large enough to contain extreme flooding even after gravel removal.
In some circumstances gravel removal could be critical to flood risk management in key locations. For example in pinch point areas (such as culverts and bridges) gravel removal can improve the natural movement of the river.
Who is responsible?
The Environment Agency are responsible for all main rivers and have the powers and duty to conduct works to manage their associated flood risk, including dredging rivers and the disposal of associated materials. Small scale projects on main rivers may be undertaken by landowners but an environmental permit must be obtained before any work is carried out. If your work is in or around any other watercourse, find out if you need permissions and licences from your lead local flood authority or internal drainage board.
Advantages
Disadvantages
Dredging can increase channel conveyance.
It can reduce water levels and small floods.
Dredging can speed up the flow of the river increasing flood risk downstream.
Dredging requires long term maintenance and is expensive.
It can be used to remove blockages at pinch point areas to enable water to flow freely.
It can reduce the length of time water stands on the land.
Environmental impacts
Increased erosion
Possible risk of contamination
Conclusion
Gravel removal can be effective and play an important role in flood risk management strategies. However, it can have significant consequences such as altering the rivers flow resulting in increased erosion and damaging habitats. Therefore, gravel removal should be considered alongside a range of other flood risk management measures and on a case by case basis.
produced by Newground who work in partnership with the
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J. Sargeant Reynolds Community College Course Content Summary
Course Prefix and Number: MTH 131
Credits: 3
Course Title: Technical Mathematics
Course Description: Presents algebra through unit conversion, trigonometry, vectors, geometry,
and complex numbers. Prerequisites: competency in MTE 1-6. Lecture 3 hours per week.
General Course Purpose: Students entering degree programs in Engineering Design Technology (CAD), Electrical/Instrumentation/Electronics (EIE), Machine Technology, and similar fields will benefit from this course.
Course Prerequisites and Co-requisites:
Prerequisites: Competency in MTE 1-6
Student Learning Outcomes:
Upon completing the course, the student will be able to
1. Demonstrate basic skills
- Use a scientific calculator;
- Identify significant digits;
- Round off numbers correctly;
- Use scientific and engineering notation;
- Compute basic algebra;
- Convert between units in both standard and metric;
2. Demonstrate an understanding of geometry
- Apply and interpret line and angle relationships;
- Calculate the perimeter of a polygon;
- Classify triangles by their sides/angles;
- Calculate the circumference and chord length on a circle;
- Calculate the area of a circle;
- Calculate the area of a polygon;
- Apply concepts of sector and arc length of a circle;
- Recognize various geometric solids, such as cylinder, cone, pyramid, prism, sphere, and conic sections;
- Calculate surface area and volume of various geometric solids;
- Apply the concept of similar triangles;
3. Demonstrate an understanding of trigonometry
- Properly use terms related to an angle(s);
- Apply the radian as a measure of an angle, convert between degrees and radians;
- Classify triangles by their sides/angles;
- Define the trigonometric functions and their values;
- Solve right triangles and their applications;
- Determine trigonometric functions of any angle;
- Identify the signs of the trigonometric function of angles greater than 90º;
4. Demonstrate an understanding of vectors
- Describe vectors and their components;
- Perform addition and scalar multiplication with vectors;
- Solve applications involving vectors;
5. Demonstrate an understanding of complex numbers
- Interpret complex numbers and perform basic operations;
- Perform basic operations with polar complex numbers.
- Convert between forms of rectangular and polar complex numbers; and
Major Topics to Be Included:
1. Basic Skills
2. Geometry
3. Trigonometry
4. Vectors
5. Complex Numbers
Date Created/Updated (Month, Day, and Year): July 18, 2019 | 1,299 | 534 | {
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The significance of developing baby food
Ideally speaking, mother milk is the best baby food. It contains not only all kinds of nutrients necessary for the healthy development of the baby, but also all kinds of antibodies provided by the mother. It is the infant's ability to enhance disease resistance.
However, a large number of infants must supply infant food because they do not have or lack of mother milk.
Microwave drying machine equipment produces all kinds of nutrient powder production machine.
The nutritional powder production line includes baby rice noodle making machine, solid food making machine, blurred processing machine, etc.
At present, the research and development of infant formula milk powder: all countries in the world have strict food regulations on infant formula, safety and quality management is the most important, the design of manufacturing technology is the most advanced, China is no exception.
Infant formula milk powder is mainly based on milk as the main raw material for the design of milk substitute (breast milk substitute). On the basis of milk composition, its nutritional characteristics are
1) Fat: Adjust the ratio of saturated and unsaturated fatty acids, so that linoleic acid content and breast milk content close. Some essential fatty acids in unsaturated fatty acids affect the growth and development of infants, especially the brain.
1 / 2
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It has important physiological functions. At present, some Sino-foreign joint venture dairy enterprises and a few domestic dairy factories have added AA (arachidonic acid) and DHA (docosahexanoic acid) to the formula milk powder.
(2) Protein: The ratio of casein to whey protein was adjusted to make it close to breast milk. The ratio of whey protein to casein was 60:00.
40 or 70: 30. In addition, the addition of non-protein nitrogen substances are (a) taurine, to promote infant body development, regulating nerve conduction beneficial. At present, most infant formula milk powder has added taurine. (b) Nucleotides: low-molecular-weight intracellular compounds that participate in energy responses essential to cell metabolism and are structural units of nucleic acid DN A and RN A. At present, only infant formula milk powder is added.
(3) carbohydrate: low lactose content in milk, adjusted with whey powder, maltodextrin or starch. In addition, some infant formula milk powder added oligosaccharides (isomerized lactulo se, fructo-oligosaccharide, etc.), its role in the activation of intestinal bifidobacteria and promote their growth and reproduction, to inhibit harmful bacteria in the intestine, and promote calcium and iron absorption.
(4) calcium, iron, zinc, copper and other elements were strengthened, and the proportion of calcium and phosphorus was reasonable. In recent years, the ratio of sodium to potassium and magnesium, manganese and chlorine have also been adjusted. More selenium has been added to infant formula recently.
(5) Vitamin: Now infant formula milk powder is generally added with multivitamins, including V A, V B1, VB2, V B6, V B12, V D, V E, V K, VC and so on. Recent studies have shown that nicotinic acid, folic acid, inositol, pantothenic acid, biotin, choline play an important role in the growth of infants, nervous system development, so national standards and large dairy industry infant formula powder standards have requirements for the above ingredients. L-carnitine, as a necessary nutrient for human condition, has been added in some formulations.
Nowadays, immunoglobulin concentrate (M IC), lysozyme, lactoferrin, lactoperoxidase, alphawhey protein and so on are considered to be added.
There are other needs or physiological abnormalities for special meals.
Requirements such as formulations for premature infants, for congenital metabolic deficiencies such as phenylketonuria, and soybean formulations for milk-sensitive or intolerant infants need to be further developed.
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UPPER KEY STAGE 2 (YEARS 5 AND 6) NEWSLETTER SUMMER TERM 2023
A warm welcome back to the summer term (at least we hope it will be warm!). We trust that you and your families had an enjoyable Easter break.
CURRICULUM COVERAGE
The children in Years 5 and 6 classes will follow the National Curriculum for English and mathematics, as follows:
In science, the children will be using projects to develop their investigative skills and understanding of science across a range of topics, specifically the changing states of materials, and reversible and irreversible changes.
The changing role of monarchs, parliament and The British Empire will be studied in history, focusing on King John, Queen Anne and Queen Victoria. The children will also learn about Magna Carta and its effects. In geography, Fair Trade will be studied and the children will be considering whether it is really fair. They will learn about the importing and exporting of goods; where food is grown and produced and the air miles that it travels. They will be introduced to Fair Trade farmers and will be able to listen to their stories and the impact that Fair Trade has had on their lives.
King Charles lll's Coronation will be presented through the use of textiles in art, whilst pilgrimages and Humanism will be the RE topics for rest of the year. Managing wellbeing, screen time, bereavement and effective transitions and growing independence will be the focus for PSHE. In languages, the topic will be food and drink. Children will be revising familiar vocabulary, as well as learning new language linked to the topic. At the end of the unit, the children will be writing short conversations that could be used in restaurants, Berthe will be making another appearance but this time she has visited the café.
In addition, the children will undertake practice SATs papers to familiarise them with the tests.
SPORTS DAY
We are planning to have Sports Day this year which will be held on Thursday 29 th June (weather permitting). Details to follow.
YEAR 6 TRANSITION DAYS
Children in Year 6 will have two 'Welcome Days' in their secondary schools this term. For those who will be attending King John, Appleton or The Deanes Schools, this will be on 27 th and 28 th June. There will be separate days for the grammar schools, dates to be advised. Please note that parents are responsible for getting their child to the secondary school on these days. Dates for other schools are yet to be advised.
YEAR 5
This year, all the Year 5 children will be performing their assembly on Tuesday 20 th June at 9:00am so please make a note in your diary!
Currently, the Year 5 trip is being finalised. Details will follow shortly.
July 17 th is the date of the Year 5 disco this year. Time to be confirmed but it will be separate to the Year 6 leaver's disco.
YEAR 6 LEAVERS
We are very pleased to confirm that there will be a leavers assembly on the last day of term in the morning. There will also be the leaver's disco and shirt signing. Further details nearer the time.
Thank you for your continued support
Mrs Rawling Mr Smith Mrs Malyan Mrs Herbert | 1,288 | 686 | {
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Does a Sinus Infection Require Antibiotics? Debunking the Myth
Does a sinus infection need antibiotics? Sinus infections, also known as sinusitis, are a common ailment affecting millions of people worldwide each year. Characterized by inflammation of the sinus cavities, sinus infections can cause symptoms such as nasal congestion, facial pain, headaches, and nasal discharge. Amidst the discomfort, many individuals wonder whether antibiotics are necessary for treating sinus infections. Let's delve into this topic to separate fact from fiction.
Firstly, it's essential to understand that sinus infections can be caused by both viral and bacterial agents. Viral sinusitis is far more prevalent and typically resolves on its own within a week or two, without the need for antibiotics. Bacterial sinusitis, on the other hand, occurs when bacteria infect the sinus cavities, often leading to more severe symptoms and a prolonged illness.
The misconception that all sinus infections require antibiotics stems from the belief that antibiotics are a panacea for any infection. However, indiscriminate use of antibiotics can have detrimental effects, contributing to antibiotic resistance—a growing global health concern. Antibiotic resistance occurs when bacteria develop the ability to survive and grow despite the presence of antibiotics designed to kill them. This renders antibiotics ineffective, making it harder to treat bacterial infections in the future.
In light of this, healthcare professionals now emphasize a more cautious approach to prescribing antibiotics for sinus infections. The decision to prescribe antibiotics depends on several factors, including the severity and duration of symptoms, the likelihood of a bacterial infection, and the patient's overall health status.
For acute bacterial sinusitis, antibiotics may be warranted if symptoms persist for more than ten days, worsen after initially improving, or are accompanied by severe facial pain, fever, or purulent nasal discharge. However, many cases of acute sinusitis can still resolve without antibiotics through supportive measures such as rest, hydration, saline nasal irrigation, and over-the-counter pain relievers.
Chronic sinusitis, lasting longer than twelve weeks despite appropriate medical therapy, may also require antibiotic treatment. In such cases, healthcare providers may recommend a prolonged course of antibiotics, often combined with other treatments such as nasal corticosteroids or sinus surgery for refractory cases.
Nevertheless, it's crucial for individuals experiencing sinus symptoms to consult a healthcare professional for an accurate diagnosis and appropriate treatment recommendations. Selfmedication with antibiotics or failing to complete a prescribed course can exacerbate antibiotic resistance and may not effectively treat the underlying infection.
In conclusion, while antibiotics play a vital role in treating bacterial sinus infections, not all cases require antibiotic therapy. Understanding the distinction between viral and bacterial sinusitis, along with judicious use of antibiotics guided by healthcare providers, can help mitigate the risk of antibiotic resistance and ensure optimal outcomes for individuals suffering from sinus infections. | 1,405 | 560 | {
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【 How to call 119 (Emergency call) 】
- In Japan, you can get a fire truck or ambulance by calling 119 in the event of an emergency.
- Either landline or cell phones enable you to call 119 without an area code.
- Please be calm and follow the instructions of an operator when calling 119.
- Emergency call is available in 17 languages including English. If you have difficulty in speaking Japanese, an operator will put you through to an interpretation center after saying “I will use a translator. Please wait a moment.” Please hold on the line until then.
※ The following conversations are examples for an emergency call.
（If you are not a Japanese speaker, this will be a three-way telephone with an interpreter.）
| Talker | | Fire Version | | |
|---|---|---|---|---|
| Operator | | 119. Fire Bureau. Is there a fire or a medical emergency? | | |
| Caller | | A fire. | | |
| Operator | | | Please give us the address where we | Please give us the address where we should |
| | | | should go. Which ward or town? | go. Which ward or town? |
| Caller | | ○○, ○○○-○-chome, ○-ku. | | |
| Operator | | How many stories is the building and which floor is on fire? | | |
| Caller | | (Ex.) Smoke is coming out of the first floor of the two-story house. | | |
| | Operator | | What is on fire? | Can he/she talk? |
| Caller | | (Ex.) Oil in the pan caught on fire. | | (Ex.1) No. |
| | | | | (Ex.2) Yes. |
| Operator | | Are there any people who cannot evacuate? | | (Ex.1) Can he/she open his/her eyes or |
| | | | | move his/her body when you pat |
| | | | | his/her shoulder? |
| | | | | (Ex.2) Is he/she bleeding? |
| Caller | | (Ex.1) Everyone has evacuated. (Ex.2) Someone is still inside. | | (Ex.1) He/She can’t move at all. |
| | | | | (Ex.2) He/She is bleeding on his/her left |
| | | | | part of his/her head. |
- Print out a copy of this and put it next to a landline phone. | 1,009 | 591 | {
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St Catherine's Catholic Primary School
RE
Year 1
Summer Term 2
English
During this half term in English, we will look at how to recount using the story 'Our trip to the woods'. Children will then compose their own recount using a firsthand experience. We will then cover a narrative 'Last stop at the market street'. Subsequently, children will write their own ending to the story. In phonics we will continue to look at the RWI set 3 sounds and look at multisyllabic words to extend their word reading.
Maths
In Maths, we will begin by looking at the concept of time using words to describe the passing of time. We will then look at months of the year and days of the week. We will finish off the unit by learning about the clock, reading the time to the hour and to half the hour.
We will move on to completing work about fractions and how to identify fractions as shapes and numbers.
In R.E this term we will look at the relationship between us and the universal neighbours that live in this world. We will also look at Prophet Muhammad and why he is important in the religion of Islam.
Science
In Science, we will be observing and describing different ways of moving. First, we will look at push and pull and identify what they look like. We will then explain the changes in movement as a result of an action. We will also cover friction and what that might look like using experiments to understand it.
Towards the end of the unit, we will look at how a magnet works and discuss natural forces that are around us.
History
In History children will begin to understand changes of living memory. We will begin by looking at what evidence and interpretation means. We will then identify the significance of toy's in history, by comparing our own toys to that of our grandparents or their ancestors. Finally, we will look at the differences and similarities between the toys.
Computing
This term we will continue to work on programming toys. They will understand algorithms better which is a thought process involving a sequence of instructions. Children will use the commands to make the Beebots move in a specific direction.
Art
In Art, year 1 will look at 'Kandinsky' and his 'abstract work'. They will begin by looking at his life and go on to compare his work to others. Children will later skill build his discipline of work and work towards creating their own piece of unique work.
Music
This term in music we will learn about the history of music, look back and consolidate learning and learn some of the language of music.
PSHE
In PSHE children will be introduced to the concept of the Trinity and think about what the Trinity means for them. They will then cover 'Living in the Wider World' which helps children to learn about the different local and global communities that they are part of, and what rights and responsibilities come with belonging to these communities.
PE
This term children will have the opportunity to continue with NUFC, who will lead athletics that involves competitive running, jumping, throwing, and walking. Children will also cover striking and fielding developing their fundamental movement skills. | 1,179 | 639 | {
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Mango Amrapali, Aam Amrapali (Grafted) - Plant
Mango Amrapali tree is Dwarf, regular bearer, cluster. Bearing, small sized fruits, good keeping quality.Its flesh is deep orange red.
Rating: Not Rated Yet
Price
Sales price 498
Discount
Item will be shipped by 3 - 5 days
Ask a question about this product
Description
Description for Mango Amrapali, Aam Amrapali (Grafted)
There are several species of mango trees, and variations in the fruit. In order to grow a tree, choose the species you would like to grow. A mango tree needs an ideal climate to grow. It is a tropical fruit, and needs a lot of sun to grow and bear fruit.
Common name Hapus aam.
Flower colours
Bloom time
Height 90 feet.
Difficulty
-
-
Easy.
Planting and care
Choose the sunniest spot in your garden and dig a 12-inch deep hole. If the plant is slightly bigger, then dig a slightly deeper hole. Also, prepare the soil with fertilizers and plant feed before planting the tree. Plant the tree deep and then pack the soil. However, make sure that the soil is loosely packed to enhance water absorption.
1 / 2
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Caring for Mango Amrapali
Typical uses of Mango Amrapali
Special features:
Culinary use: Mango fruit is utilised at all stages of its development both in its immature and mature state. Raw fruits are used for making chutney, pickles and juices. The ripe fruits besides being used for desert are also utilised for preparing several products like squashes, syrups, nectars, jams and jellies. The mango kernel also contains 8-10 percent good quality fat which can be used for soap and also as a substitute for cola in confectionery.
References
http://srinidhifarm.com/tips_mango.php http://www.tropicamango.com/mangos.html#7
Reviews
Tuesday, 14 November 2017
Please let me know what will be it's height after full growth??? Can it be kept indoors in the balcony of a flat??
aditi ghoshal
Wednesday, 30 August 2017
Can be kept in semi shade areas
Santhosh Santy
Friday, 25 August 2017
Very nice plant. Got delivered with very good condition. Gonna order one more jagdalerameshwar
More reviews healthy growth flushes and flower production.
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Grant Middle School unveils STEM Lab
MARION – Parents and community leaders got their first look at Grant Middle School's state-of-the-art STEM Lab during a ceremony held recently at the school.
The lab, already in use by classes, focuses on science, technology, engineering and mathematics skills increasingly in demand by employers.
"It's a space that provides opportunities," said Kristin Tope, who along with Ricardo Lehman teaches robotics and other programs offered in the lab. Lehman said it engages students in learning and addresses the crucial need to get more students interested in STEM careers.
Students gave tours of the lab and demonstrations about what they are learning during an open house held on Nov. 4. The school also held a ribbon cutting to commemorate its opening.
The lab features a robotics area that lets students practice for ongoing VEX Robotics competitions. It includes computers and work stations that give students more room to work on projects. There are spaces set aside for them to collaborate and creatively solve problems and tools to help teach them technology and other skills.
Other programs planned for the lab include forensics, computer programming, Expedition Mars, coding, pre-engineering, engineering principles, and grossology. Students can learn how to code and program or study the scientific process in classes like grossology, which features projects like dissecting a sheep's brain that may be gross in nature but engages students in learning.
Marion City Schools Superintendent Gary Barber said the lab fits into the district's four pillars of reform including Next Generational Learning Environments, which embrace technology and personalized learning. It also aligns with Diploma Plus, an effort to ensure students leave high school with either acceptance into a two-or four-year college, an apprenticeship program, the military, or employment in a high-demand job.
The primary objective is to interest students in STEM fields that are in high demand throughout the area. That includes automobile manufacturing and engineering.
"Our students are getting the skills and life skills necessary to fit into one of our highest paying jobs," Barber said. "Automobile engineering and manufacturing is a career path we are trying to emphasize because of the high-demand jobs. We wanted to make sure we have a facility that reflected our goals of making our students college and career ready.
"It's all built for students to communicate collaboratively, think critically to solve problems, be able to be creative," he said.
These skills, Barber said, are 21 st century skills that allow students to be competitive in a global marketplace.
Tope referred to the challenge faced nationwide that there are not enough high school graduates choosing technology related disciplines in college. This, rather than reflecting upon a lack of capacity for new students on the part of technical schools and universities, points to a lack of qualified and interested applicants.
"We will not have the people we require in the next generation to solve the problems of tomorrow unless this shortage is directly addressed today," she said. "Who will solve the world's next crisis?"
"The world needs the students of today to become the scientists, engineers and problem solvers of tomorrow," Lehman said. "The constant breakthroughs in chemistry, medicine, materials and physics reveal a new set of challenges and create an even greater opportunity for problem solving through technology."
Captions
4852 (primary photo)
Parents and community members tour Grant Middle School's new STEM Lab during an open house held on Nov. 4. The STEM Lab focuses on robotics and other science, technology, engineering and mathematics skills in demand by employers.
4766 (secondary photo)
Students demonstrate robotics to a group of government and community leaders following the ribbon cutting for Grant Middle School's new STEM Lab on Nov. 4.
For more information, contact Marion City Schools Communications Director Kurt Moore at 740-3861290 or by email at firstname.lastname@example.org | 1,711 | 768 | {
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35 th Plymouth, MA Christmas Bird Count: 30 th December 2008
Late December 2008 featured snow storms, rain and gales, but we were fortunate to sandwich our count between the serial storms and deep freezes. Temperatures for late night owling and dawn birding were around 30º F with mostly cloudy skies and 3 mph winds from the NW. The rest of the day was dry but blowy with winds NW 10-15 mph and stronger gusts. The daytime high temperature was 45º F; nearly all still, fresh waters were open, larger ponds were wholly open, running fresh streams and the sea were open. Even inland, snow cover from the last storm was patchy and seldom over two inches deep. Thus water birds of all types were well represented, but dispersed throughout inland and coastal wetlands. The observing conditions were windy but fair, although with reduced audibility for all those significant high-frequency chips. After three years of insect defoliation (2004-2006), 2007 and 2008 saw low numbers of defoliators and seed and berry crops were well above average. When this combined with a partial failure of E. Canadian seed crops, some irruptive seed and berry eaters were all over New England this Christmas period! The Pine Siskin count of 148 was the 2 nd highest ever.
Our total of 101 species means that we have equaled or exceeded the 34-year average for 14 of the last 16 years. Coverage and party hours are stable, so maybe more species are surviving and lingering due to the warmer winters; or maybe we have better birders who know all the nooks and crannies of their areas. The 12,012 individual birds counted were somewhat below average numbers. Low temperatures on the count have remained steady (mean = 24º F) since 1974, while high temps. have increased from a mean of ca. 35º F in the 1970's to ca. 42º F since 2000.
Unusual birds for our circle included Eurasian Wigeon, Snowy Owl on Plymouth Beach, Yellow-breasted Chat and Baltimore Orioles on Manomet property. The grand total for the Plymouth count remains at 188 spp. Highest (or = highest) counts for all 35 years were recorded for Eurasian Wigeon (2), Double-crested Cormorant (24), Turkey Vulture (3), Bald Eagle (4), Red-tailed Hawk (15), Razorbill (190), Red-bellied Woodpecker (15), Horned Lark (67), Marsh Wren (3) and Baltimore Oriole (3). The long-term low counts were Common Merganser (119), Herring (471) and Great Black-backed (114) Gulls (we really miss those great, festering open dumps!) Also American Tree (8) and Field (1) Sparrows were at all time lows.
Decreasing trends over the years include large gulls, all game birds except turkeys, American Kestrel and American Tree Sparrow. Of the increasing species of the 19701990 period, two were back to the lows of the early years: Northern Mockingbird (27) and House Finch (121). Increasing trends in Plymouth include waterbirds, e.g. Canada Goose, Hooded Merganser, Common Loon and Great Cormorant; permanent residents such as Wild Turkey, Red-bellied Woodpecker, Tufted Titmouse, Carolina Wren, Northern Cardinal; also lingering southbound migrants like Hermit Thrush, Am. Robin and all warblers (excluding Myrtle).
Many thanks again to all who contributed to the count of 12,012 birds of 101 species in our 15-mile diameter Plymouth circle. I hope we see you next Christmas.
Trevor Lloyd-Evans (compiler). | 1,483 | 818 | {
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Language Paper One Revision Paper 1 Advice
Question 1 (4 marks) 5 minutes
List 4 things…
* You can copy directly or paraphrase.
* Check you don't repeat points
* Check your points relate to the question
Question 2 (8 marks) 10 minutes
How does the writer use language…
* Read the question carefully. Make sure you are clear what you are being asked to look at
* Stick to the line numbers
* Ignore the bullet point about sentence structures
* Highlight and annotate the text. Look for techniques in this order:
o Repetition
o Similes - Imagery
o Metaphors – Imagery
o Personification – Imagery
o Strong (emotive) adjectives
o strong (emotive) verbs and adverbs
o Numbers
o Alliteration
* Write about 3 or 4 language features, name them, but more importantly identify effect
* If you are really not sure what the technique is then write 'the writers use of imagery' or 'the writers use of the word'
* Remember to zoom in on words but write about them in context!
Question 3 (8 marks) 10 minutes
How does the writer structure…
* Think of the writer as if they are in charge of a camera. The writer has decided who and what they want the camera to focus on; your job is to identify how and why they have done this.
* Change the bullet points into sentence starters
* You do NOT need to write about other structural featues unless you notice any!
* Write as if you are writing for someone who has never read the extract!
* Ensure you clearly identify where in the text you are referring using line numbers
* You do not need lengthy quotations for this question but you do need to quote "brief" details from the text e.g. to pinpoint where there is a change in focus.
* The focus (and the wording) should be "the writer has done this in order to…" and "the reader will feel/think…"
* At a basic level, you should be able to summarise what "goes on" where, in a logical sequence. This does not mean you have to go through every paragraph but you should at least look at the start, middle and end.
* The question asks how the structure INTERESTS you so look for specific detail which shock/sadden/intrigue/amuses/gives us insight into
* You could look for: o use of dialogue/direct speech. What does it reveal? o link between the opening paragraph and the closing paragraph o cyclical structure o change in time (look for time phrases) or change in tense o use of flashbacks (making the text non-linear) o change in focus o change in point of view/person o change in tone/pace o change in place including inside to outside o the use of contrast o the use of a thread that runs throughout the extract o zooming in or out o repeated ideas/details o use of climax of the story and why is it placed where it is? o pivotal moments (be specific) / +
Question 4 (20 marks) 25 minutes
To what extent do you agree…?
* Read the statement cleary. Are you being asked to look at more then one thing? Make sure you stick to the focus of the statement throughout your response
* ALWAYS agree! Write as if YOU wrote the statement and are defending it
* Stick to the line numbers
* Think around the statement before you look for details e.g. what would a writer do to bring a character to life? How would a writer create a particular atmosphere?
* Highlight/underline/annotate the text FIRST
* You should write about 2 sides for this question. Explore 5 or 6 brief but carefully selected quotations and explore HOW they do whatever the statement says
* Try to make sure that 2 or 3 of your quotes give you the opportunity to identify the writer's methods using terminology e.g. verbs, adverbs, imagery, dialogue
Question 5 – (24 marks for content and 16 for SPAG) – 45 minutes
Describe or narrate. Do the PICTURE based task
* What is suggested by the picture? What's the place (specifically)? Who is there? Whose voice? How do they feel? Who is writing – who has the camera? STRUCTURE. Are you going to move in or out of the picture? Create a journey for the reader, create some shape.
* Not a literal interpretation of the picture, just there to inspire you
* Plan so your work has a clear structure with a start, middle and end and that ideas are connected
* Use what you know from Q2 – analysing the effect of language
* Vocabulary is double weighted. It appears under AO5 and AO6 so must be well chosen
* If you have to write a story keep to one person, one event one setting.
* Include a range of punctuation
* Include a range of techniques
* The advice is to write in 3 rd person
* Failure to use paragraphs will significantly affect the mark you can achieve | 1,930 | 1,057 | {
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Public Health ACTion Campaign New Hampshire
Public health funding: Strong investments in public health allow a state to carry out programs that improve health. New Hampshire receives $27.53 per person in funding from CDC (14th in the nation) and $29.50 per person from HRSA (24th in the nation). The Prevention and Public Health Fund has awarded over $23.3 million in grants to New Hampshire since 2010 for community and clinical prevention efforts and improvements to public health infrastructure.
Access to care: 6.3 percent of people in New Hampshire do not have health insurance coverage, well below the national uninsured rate of 9.4 percent. The number of practicing primary care physicians is also an important measure of health care availability. New Hampshire has 157.4 active primary care physicians per 100,000 people. Nationally, there are 145.3 practicing primary care physicians per 100,000 people.
Notable health measures
* High school graduation: 88.1 percent of students in New Hampshire graduate from high school, ranking 7th highest in the nation. This is a notable measure as there is a strong connection between education and health. People with higher levels of education are more likely to adopt healthy behaviors.
* Air pollution: 6.6 micrograms of fine particles per cubic meter, ranking the state 8th lowest in air pollution in the nation. Reduced exposure to air pollution is important to public health as poor air quality leads to reduced lung function, increased risk of asthma complications, heart attacks, heart failure and death, and impacts a large number of people, particularly impacting young children and older adults.
* Violent crime: In 2016, there were 199 offenses per 100,000 people, ranking 4th lowest in the nation.
The challenges ahead
* Drug deaths: In the past three years, drug deaths increased 60 percent from 11.2 to 17.9 deaths per 100,000 population.
* Excessive drinking: 18.4 percent of the adult population in New Hampshire reported drinking excessively. Excessive alcohol use can lead to fetal damage, liver diseases, high blood pressure, cardiovascular diseases and other major health problems.
* Obesity: 26.3 percent of adults in New Hampshire are obese. And while the state boasts a relatively low adult obesity rate in comparison to other states, the obesity rate has more than doubled in New Hampshire over the past two and a half decades. Obesity contributes to poor general health and is a leading factor in preventable diseases.
Sources: Trust for America's Health, Investing in America's Health; Trust for America's Health, Prevention and Public Health Fund at Work in States; U.S. Census Bureau, 2013, 2014, and 2015 1-Year American Community Surveys; United Health Foundation, America's Health Rankings.
The American Public Health Association champions the health of all people and all communities. We strengthen the profession of public health, promote best practices and share the latest public health research and information. We are the only organization that influences federal policy, has a 140-plus year perspective and brings together members from all fields of public health. Learn more at www.apha.org.
APHA| 800 I Street, NW | Washington, DC 20001 | 202-777-2742 | 1,546 | 680 | {
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UpLua Project
The objective of this project is to boost the use of Programming Language Lua, especially (but not only) in the areas of Internet of Things and Artificial Intelligence (AIoT)
We have already started the development of two initiatives:
- Google IoT Core - Lua Interface
- Course "Programming for the 21st Century - First steps"
Google Cloud IoT Core interface in Lua
The project consists of developing a library interface, in Lua, for the set of Cloud IoT Core APIs, through REST resources:
* cloudiot methods, to facilitate device manager tasks
* cloudiotdevice methods, to facilitate device communication over the HTTP and MQTT bridge
This library can be used in systems developed for microcontrollers such as ESP8266 / NodeMCU and ESP32, among others, facilitating the development of secure AIoT systems with reliable identification, authorization and encryption mechanisms.
The current version will use Google's infrastructure, but the project envisions the development of libraries for other providers, such as IBM, AWS-Amazon, Microsoft and RIOT, among others.
Proof of Concept:
The project is being developed, with the support and mentorship of LabLua, by a student of the Indian Institute of Technology, Mandi - India.
Data captured from temperature sensors will be sent through Google Cloud Core APIs so that they can be stored, sorted, manipulated and displayed through Google's own graphical user interfaces or developed by third parties.
Currently we have an operating prototype running on LabLua, but we are proposing that other people and entities also participate in the initiative by sending temperature data through Cloud IoT Core.
We will provide a manual that describes all parts of the project (software and hardware) as well as implementation guidelines.
Programming for the 21st Century - First steps
Duration: 40 hours
Introduction
In this course, even students with no previous programming knowledge will learn the basics of computer programming, through practical examples in the areas of Games, Applications Development, Internet of Things and Artificial Intelligence.
It will be presented an overview of the technologies covered, pointing to new professional or entrepreneurial possibilities(in the short, medium and long term) and developing competences in Computational Thinking, fundamental for the new professions that will emerge in the next years.
Our Goal
The purpose of the course is to inspire the students to create their professional or entrepreneurial future in our challenging, increasingly digital, connected and rapidly changing world. Disruptive innovations are already happening in the so-called Fourth Industrial Revolution (Industry 4.0), which will have a profound and exponential impact in our lives with the merging of the physical, digital and biological worlds.
Throughout the course the students can develop knowledge, skills and attitudes that could help them to follow the evolution of the technology, as well as to familiarize themselves with models of reasoning that will be useful not only in the areas known internationally as STEAM (Science, Technology, Engineering, Arts and Mathematics), but also in other professions, for example in Humanities, Letters, Law, Agribusiness and Public Management, among others.
Taking the first steps in a learning process can be difficult. This also happens when you start learning to program. You have to overcome the "beginner block", take the first steps safely and find ways, which is not always easy, but it is very rewarding.
In order to soften this "learning curve," a complete environment will be provided for each group of five students, involving: a computer connected to the Internet and a hardware device (based on a microcontroller, display and sensors), where simple and practical experiments will be carried out, with individualized supervision. This will give students confidence for a progressive evolution, with the support of materials to be provided and links to consult other sources of information on the Internet. | 1,710 | 756 | {
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Flat Stan School lft.indd 2-3
07/03/2016 12:50:46
Flat Stan manikins and the Flat Stan workshops have been developed to allow first aid skills to be taught to young children from the age of 4 years to 11 years.
These life skills are delivered nationally by our team of experienced trainers in a new, fun and enriching way at your school, sports club, children's group and at children's parties.
Did you know first aid training fits in to the school curriculum, particularly Early Years Foundation, Key Stage 1, Key Stage 2 and Key Stage 3?
The workshops will provide the children with the skills and knowledge to recognise a variety of first aid situations and how to deal with them and summon help.
The Flat Stan manikins have been designed so they are attractive to young children with a friendly face and soft body. They give children confidence when being shown how and when to summon help, how to check if someone is breathing, how to deliver chest compressions, how to help someone who is choking, bleeding or have suffered a burn.
Young children are capable of helping someone in an emergency situation if they are given the opportunity to learn and develop skills which they can use for the rest of their lives.
Every child's attendance is recognised by being presented with the Flat Stan Achievement pack. This includes Flat Stan First Aid book, Flat Stan certificate, Flat Stan sticker, Flat Stan plaster pouch.
The Course aims to cover:
What is first aid and who can deliver first aid
How to check if someone is responsive
When and how to get help
What to do if you think a casualty is not breathing
What to do if someone is bleeding
The choking casualty
Flat Stan School lft.indd 4-5
How first aid and health and safety fits into the curriculum
Teaching your students first aid enables you to meet a range of National Curriculum requirements and equips them with life saving skills they can use to help others in school and for the rest of their lives.
Key stage 1
Early Years Foundation Stage
Early learning goals:
Personal, social and emotional development
Problem solving
Communication, language and literacy
Physical development
PSHE/Citizenship
3a - How to make simple choices that improve health and wellbeing
3b - To maintain personal hygiene
3c - How some diseases spread and can be controlled
3e - The names of the main parts of the body
3f - All household products, including medicines, can be harmful if not used properly
3g - Rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
Science Health and safety.
Key stage 2
PSHE/Citizenship
3b - That bacteria and viruses can affect health and that following simple, safe routines can reduce their spread
3d - Which commonly available substances and drugs are legal and illegal, their effects and risks
3e - Recognising risks in different situations and deciding how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
3g - School rules about health and safety, basic emergency aid procedures and where to get help.
Science
S c2 2c - Circulation: the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs Sc2 2e - Movement: humans and some other animals have skeletons and muscles to support and protect their bodies and help them to move Sc2 2g - Health: the effects on the human body of tobacco, alcohol and other drugs, and how these relate to personal health Health and safety: recognising that there are hazards in living things, materials and physical processes. Assessing risks and taking action to reduce risks to themselves and others.
Physical Education
4d - Why wearing appropriate clothing and being hygienic is good for their health and safety.
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Hearing Tests for Your Child
There are many ways to test your child's hearing. The kind of test your child has depends on your child's needs and abilities.
Objective Hearing Tests
Objective hearing tests are done while your child is sleeping or resting quietly. They don't require your child to respond to sound. There are three main kinds of objective tests: ABR, OAE, and tympanometry.
Auditory Brainstem Evoked Response (ABR) Test
* This test measures how well your child's hearing nerve responds to sound.
* It is used for infants and young children who are too young to respond to sounds by turning their heads. It may also be used for older children who cannot do behavioral hearing tests. Sometimes a ABR test can confirm results of a behavioral hearing test.
* Done while your child is sleeping or resting quietly.
During an ABRtest:
* Your child may or may not be sedated depending on the child's age.
* Your child's skin is cleaned and sensors are put on his forehead and behind each ear.
* Sounds are played into each ear through a soft foam or rubber earphone.
* A computer records the response of your child's hearing nerve.
* Your child's audiologist looks for the softest sound your child's hearing nerve responds to.
OAE (Otoacoustic Emission) Test
* This test measures how well your child's cochlea—or inner ear—works.
* Your child needs to be still and very quiet for this test.
During an OAE test:
* A soft foam or rubber earphone is placed in each of your child's ears.
* Sounds play through the earphones.
* A computer measures the response of your child's inner ear.
* The audiologist evaluates the response.
Tympanometry Test
* This test helps the audiologist find out how well your child's middle ear is working.
During a tympanometry test:
* The audiologist puts a rubber tip in your child's ear.
* The tip is connected to a machine that changes the air pressure in your child's ear. The machine prints out a graph.
* The graph gives information about whether the eardrum is moving well. If the eardrum is not moving well, it could mean that fluid is present in the middle ear space which can temporarily affect hearing.
Behavioral Hearing Tests
Behavioral hearing tests require your child to respond to sound. Your child will respond by turning his head, playing a simple game or raising his hand.
Your child must be at least 6–7 months developmental age to do a behavioral hearing test. He needs to be able to sit up by herself and have good head control.
There are four main kinds of behavioral tests for infants and children:
* Visual Reinforcement Audiometry
* Conditioned Play Audiometry
* Speech Awareness Threshold
* Speech Reception Threshold
Understanding Your Child's Audiogram
An audiogram is a graph of the softest sounds your child hears. Your child's audiogram can answer these questions:
* Is the hearing the same in both ears or is it different?
* How much hearing loss does your child have? (degree of hearing loss)
* Is there more hearing loss in some frequencies (pitches) than others?
* Is there a difference in air conduction and bone conduction hearing? (air-bone gap)
Your audiologist will be able to explain your child's audiogram in full detail, but below are a few tips that will help you understand the graph.
* Across the top of the graph are the frequencies, or pitches. · The frequencies are organized like a piano keyboard. The low tones are on the left and the high tones are on the right. · These pitches or frequencies are measured in Hertz (Hz).
* Down the side of the graph is the intensity, or loudness of sounds. • The sounds at the top of the graph are soft. • The sounds at the bottom of the graph are loud. • Loudness is measured in decibels (dB). • The marks on your child's audiogram represent the softest sounds your child responded to during the hearing test. • X = left ear • O = right ear • S = your child was tested using speakers. • When using speakers, only your child's better-hearing ear is tested. | 1,640 | 878 | {
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Unit #1 Title: The Many Faces of Me
Lesson Title: Happy, Sad, Scared and Mad: All Belong To Me
Lesson 1 of 2
Grade Level: K
Length of Lesson: 20-30 minutes
Missouri Comprehensive School Counseling Big Idea:
SE.1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
Grade Level Expectation (GLE):
SE.1.A.0K Identify basic feelings.
American School Counselor Association (ASCA) Mindsets & Behaviors:
Social/Emotional Development
Materials (include activity sheets and/ or supporting resources)
Drawings or pictures from magazines of basic feelings (happy, sad, mad, scared)
Construction or card stock paper
Markers
Worksheet: Feelings worksheet (attached)
Show Me Standards: Performance Goals (check one or more that apply)
| | Goal 1: Gather, analyze and apply information and ideas |
|---|---|
| X | Goal 2: Communicate effectively within and beyond the classroom 2. Review and revise communications to improve accuracy and clarity 3. Exchange information, questions, and ideas while recognizing the perspectives of others |
| | Goal 3: Recognize and solve problems |
| | Goal 4: Make decisions and act as responsible members of society |
This lesson supports the development of skills in the following academic content areas. Academic Content Area(s) Specific Skill(s)
| X | Communication Arts |
|---|---|
| | Mathematics |
| | Social Studies |
| | Science |
| | Health/Physical Education |
| | Fine Arts |
Enduring Life Skill(s)
| | Perseverance | | Integrity | |
|---|---|---|---|---|
| | Courage | X | Compassion | X |
| X | Respect | | Goal Setting | |
Lesson Measurable Learning Objectives:
The student will identify and draw the four basic feelings.
Lesson Formative Assessment (acceptable evidence):
Assessment should relate to the performance outcome for goals, objectives and GLEs. Assessment can be question answer, performance activity, etc.
Students will draw the four basic feelings.
Lesson Preparation
Essential Questions:
What are feelings?
Why is it important to understand feelings?
Engagement (Hook):
Counselor explains that the class will be discussing feelings. There are 4 cards on the floor. With each card held up, the students will identify the feelings and demonstrate what that feeling looks like. Counselor participates with the group.
Procedures
6. “Why is it important for us to express our feelings?”
7. Students will complete the Feelings worksheet. Counselor may need to lead the students in completion of the worksheet.
6. Students respond.
7. Students draw their responses.
Teacher Follow-Up Activities
The classroom teacher would compliment appropriate expression of feelings, and redirect any inappropriate expressions. The teacher and counselor would collaborate/consult on students having difficulties in any area.
Counselor reflection notes (completed after the lesson)
FEELINGS
Happy
Sad
Mad
Scared | 1,465 | 665 | {
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Making Ripples
Secrets in Local Stone Walls by Amanda Bancroft
In the children's book "Stone Wall Secrets," Kristine and Robert Thorson write that "there are thousands of stone walls crisscrossing woods and fields as if they have been there forever. Each one has a story to tell, of farmers and oxen and hard, muddy work. Every stone also has an older story to tell, of the land itself, of mountains and glaciers, of soils and seas." One stone wall in Massachusetts even inspired Ralph Waldo Emerson to publish Nature in 1836, the same year Arkansas became a state. Our local walls are hidden repositories of history and ecology.
Originally mud and sand from an ancient ocean that covered Arkansas, the rocks formed over eons of pressure and heat. These were thrust upward into mountains by the movement of tectonic plates. The mountains gradually eroded into smaller rocks and pebbles over time, carrying fossilized remains of extinct sea creatures and plant life. The movement of glaciers across North America at the end of the last ice age left long scars across some rocks, and some were scorched as tribal campfire stones that helped sustain ancient peoples.
Europeans cleared forested land for agriculture, causing the soil (which had built up and buried the rocks) to become exposed to erosion and colder temperatures. This encouraged deeply buried rocks to rise to the surface annually from frost upheaval. Each spring, farmers had to haul rocks out of the fields and carry them to the edges, where they were stacked to form property boundaries or pasture fences, or sometimes architectural art in front of farmhouses and around barns. Suddenly scarce timber was considered too valuable to use for fencing, while rocks got in the way of the plow and served a purpose as a fence or retaining wall. Nowadays, as forests in many areas have grown back, these stones can be very valuable as building materials bought from old farmsteads. But truly they are priceless.
While the labor of slaves, poor children, and Native Americans were sometimes used, much of these fences were built by white settlers and stone masons. Eureka Springs has an estimated 56 miles of stone walls built by stone masons between 1885 and 1910, according to one historical marker.
The stones that contain their "secret" natural history are also part of an ecosystem of tunnels, passageways and perches. Chipmunks have territories here, and many species stash their food inside crevices. Rabbits and rodents burrow underneath and around the wall, and seek protection from predators by darting to safety. Rainbow-colored skinks sunbathe on these rocks. Blackberry vines use them as trellises. A patient predator can find a snack in a stone fence, and birds and snakes often use them as hunting grounds. For more information, read Robert Thorson's "Stone by Stone: The Magnificent History in New England's Stone Walls" which contains decades of his life's research, for which we are indebted.
Amanda Bancroft is a writer, artist, and naturalist building an off-grid cottage for land conservation on Mt. Kessler. She and her husband Ryan blog about their adventures and offer a solar-hosted online educational center on how to make a difference with everyday choices at: www.RipplesBlog.org. | 1,271 | 675 | {
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Legal Studies Unit 3: Rights and Justice
Area of Study 1 - The Victorian criminal justice system
Orientation and Holiday Worksheet
It is important that you familiarize and follow the Study Design. Ensure that you look closely at each area of study and the key skills needed in each unit.
Tasks:
1. Complete Check Your Learning activity 3.1 questions 1, 2, 3, 4(a), (b), (c).
Unit 3 Outcome-1 Point-2 (3.1.1) Study Design: The principles of justice: fairness, equality and access.
2. Complete Check Your Learning activity 3.2 questions 1, 2, 3, 4, 5, & 6.
Unit 3 Outcome-1 Point-1 (3.1.2) Study Design: Key concepts in the Victorian criminal justice system, including: The distinction between summary offences and indictable offences, the burden of proof, the standard of proof, the presumption of innocence.
3. Complete Check Your Learning activity 3.3 questions 1, 2, 3, 4, 5, & 6.
Unit 3 Outcome-1 Point-3 (3.1.3) Study Design: The rights of an accused, including the right to be tried without unreasonable delay, the right to a fair hearing, and the right to trial by jury.
4. Complete Check Your Learning activity 3.4 questions 1, 2, 3, 4, 5, 6, 7, & 11.
Unit 3 Outcome-1 Point-5 (3.1.4) Study Design: The rights of victims, including the right to give evidence as a vulnerable witness, the right to be informed about the proceedings, and the right to be informed of the likely release date of the accused.
5. Complete Check Your Learning activity 3.5 questions 1, 2, 3, 5, 6 & 8.
Unit 3 Outcome-1 Point-4 (3.1.5) Study Design: The role of institutions available to assist an accused, including Victoria Legal Aid and Victorian community legal centres.
6. Complete Check Your Learning activity 4.1 all questions 1 to 12.
Unit 3 Outcome-1 Point-6 (3.1.6) Study Design: The purposes of committal proceedings.
7. Complete Check Your Learning activity 4.2 all questions 1to 10.
Unit 3 Outcome-1 Point-7 (3.1.7) Study Design: The purposes and appropriateness of plea negotiations and sentence indications in determining criminal cases.
8. Complete Check Your Learning activity 4.3 all questions 1 to 6.
9. Complete Check Your Learning activity 4.4 questions 1, 2, 3, 4, 5, 6, & 8.
Unit 3 Outcome-1 Point-7 (3.1.8) Study Design: The reasons for a Victorian court hierarchy in determining criminal cases, including specialisation and appeals.
10. Complete Check Your Learning activity 4.5 questions 1, 2, 3, 4, 5, 6(a, b, c, d, e), 7 & 8.
Reminder: This worksheet must be completed by the first lesson of Term 1 2018. | 1,320 | 711 | {
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Program Title:
Audience:
Signs of Spring
K1 students
Program Theme: The transition from winter to spring brings many observable changes to the forest, including melting snow, new plant growth, and the completion of hibernation cycles for many animals.
Program Goals: Through simulation activities and observation, students will gain a better understanding of the change in seasons. Students will walk through the woods looking for physical signs of the end of winter and the beginning of a new season of growth. They will engage in investigations and games that will help them to identify specific clues and evidence of this transition to a warmer time.
Next Generation/Common Core Connections:
Topic: K-ESS2 Earth's Systems
Dimensions: Patterns
Program Outline:
Activity 1: RACE TO SPRING (15 min.) – In this activity students explore some of the challenges presented to animals in the wintertime, including snow cover, reduced food supply, freezing temperatures, and the ever-present predators. Students will take on the role of ground squirrels that need to cross an open field in which there are hazards that they must pass without getting tagged. With each new round, some of the winter hazards will be removed, to symbolize the ending of winter and the coming of spring. We will see how the switch from winter to spring does not happen overnight but is a zone of dynamic transition within the landscape.
Teachers and other grown-ups will help by being the hazards! Each will wear a picture of either a snowflake or a predator, and try to tag the students out. If they are tagged by a snowflake, they must hop on one foot for the rest of their journey toward the finish line. If they are tagged by a predator, they have been "eaten" and are therefore "out." Adults will also be helpful in reminding students of the rules and boundaries as we play.
Objective: Students will recognize that the transition between seasons is a zone of dynamic change, not just a date on the calendar.
Intended Outcome: Students will simulate the challenges of surviving winter and the transitions encountered in the warming of spring.
Activity 2: SIGNS OF SPRING TRAIL WALK (45 min.) – Students will look for physical signs within the landscape that signal the coming of spring. To encourage the students to investigate for themselves and to notice details within the habitat around them, student pairs will be given a picture card with photos of some of the possible evidence to look for. The goal is to find real examples of all the signs on the card within the landscape itself.
Teachers and other grown-ups will each work with several student pairs, assisting them in spotting these signs throughout the walk.
Objective: Students will notice the physical signs of seasonal warming that are all around, such as melting ice, mud, budding trees, new plant growth, etc.
Intended Outcome: Students will be able to describe the evidence of winter transitioning into spring, that they can expect to observe annually.
Conclusion/Wrap-up: (30 min.) Students will have an opportunity to reflect on their observations and to learn about recording data. Students will draw pictures of the signs of spring they discovered along the trail. Students will be able to use their picture search cards for reference. Students will have the opportunity to share and explain some of the illustrations they have created.
Teachers and other grown-ups will be helpful in guiding students through their illustrations with reflective questions that help them to remember signs that were most evident of spring. Are there any other signs that were not on the card? What do they think of when they hear the word "spring?"
Successful completion of this program will help support your students' proficiency in NGSS Performance Expectations:
K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface.
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. | 1,576 | 782 | {
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Answers experiments contest
1. A burning candle is placed in a closed jar.
What will happen if you drop the jar?
A. the flame stops burning immediately
B. the flame stops burning when all oxygen is used
C. the flame will float in the middle of the jar.
Correct answer: A
Explanation: While it is falling, the system inside the jar is in a weightless environment, so convection currents cease. In normal burning, the hot air rises by convection, allowing cooler air containing more oxygen to continuously feed the fire. Without these convection currents the candle immediately goes out.
2. A bullet is shot trough a raw egg.
What will happen to the egg?
A. there is a small hole in the egg
B. the egg explodes into all directions
Correct answer: B
Explanation: This is a nice application of Pascal's principle, which is usually stated: Pressure applied to an enclosed fluid is transmitted undiminished to every portion of the fluid and to the walls of the containing vessel.
3. Two identical balls are rolling downhill a small and a wide gutter.
What will happen with the two balls?
A. the one in the small gutter will be first
B. the one in the wide gutter will be first
C. they will finish in the same time
Correct answer: A
4. The left half of a wheel with rubber spokes is illuminated with a bright light?
What will happen to the wheel after some time?
A. nothing
B. the wheel turns clockwise
C. the wheel turns counter clockwise
Correct answer: B
Explanation: Theoretic background
When expanding the rubber, the work is partially converted in thermal energy. If the expanded rubber is heated, the process reverses: The rubber absorbs the heat and contracts.
Detailed explanation
When the rubber is expanded, the long molecular chains are transformed from a angulated into a linear shape. Now the Brownian motion is less and heat is emitted.
When the rubber is heated, the molecular chains' motion increases, the molecular chains transform from the linear shape to an angulated shape and the rubber contracts.
So if the left half of the wheel is heated, the rubber spokes on the left half are contracting and more of the mass of the wheel comes to the right side of the axis. This makes the wheel 'falling' continuously clockwise.
5. In a glass we pour some drops of a secret liquid. If we add now blue ink into the glass, the ink becomes colourless.
What's the name of the secret liquid?
A. sodium hypochlorite
B. phenolphthalein
C. hydrochloric acid
Correct answer: A
Explanation: Ink contains strongly coloured organic molecules. Such molecules are characterized by a relatively long sequence of alternating double and single bonds. The strongly oxidizing hypochlorite will destroy the double bonds (as these are electron rich, which means they can easily be oxidized by hypochlorite) and consequently also the long sequence of double and single bonds which is necessary for the colour. Thus, the colour disappears.
Name:
School:
Correct answers:
1.A 2.B 3.A 4.B 5.A | 1,234 | 651 | {
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Name: ………………………………………………………………
In Key Stage 4 (Years 10 & 11) there are four core areas that pupils must take (please note that in each one the pupils are directed by the school as to the most appropriate course to follow).
Core 1 & 2:
CORE 1: All pupils must study English or English as a Second Language. Pupils that study first language English will also usually study English Literature.
CORE 2: All pupils must also study Mathematics. Some pupils may also be invited to study an additional Mathematics related GCSE.
Core 3:
Most pupils select two of the three Sciences (i.e., any two from Biology, Chemistry and Physics). If a pupil wants to take all three Sciences, then this will be selected as an optional i/GCSE (see next page).
| Science Option 1 | Tick ‘✓’ below | Science Option 2 | Tick ‘✓’ below |
|---|---|---|---|
| Biology | | Biology | |
| Chemistry | | Chemistry | |
| Physics | | Physics | |
Core 4:
Every pupil must take at least one language.
| Language – options | ✓ |
|---|---|
| Arabic first language*1 | |
| OR | |
| French and Spanish – (two separate GCSEs) | |
| OR | |
| French and Global Citizenship (two separate GCSEs) | |
| OR | |
| Spanish and Global Citizenship (two separate GCSEs) | |
| OR |
|---|
| Arabic and Global Citizenship (two separate GCSEs) |
| OR |
| Arabic and Spanish (two separate GCSEs) |
| OR |
| Arabic and French (two separate GCSEs) |
* 1 Compulsory for Qatari pupils and other Arab passport holders (first language iGCSE Arabic with Islamic Studies in Arabic).
i/GCSE options:
Please choose a first choice i/GCSE option from each of the three blocks (A, B & C) by placing a '1' next to the subjects. Please also record a '2' next to a subject in each of the four blocks to indicate the choice of a back-up (second choice) option.
| i/GCSE options | | |
|---|---|---|
| Option Block A | Option Block B | Option Block C |
| THIRD SCIENCE OPTION | BTEC Creative Media*2 | Art |
| Art | Business | Business |
| Business | Design Technology | Computer Science |
| Design Technology | History | Design Technology |
| Geography | Music | Drama |
| ICT | PE | Economics |
| Sociology | Psychology | Geography |
| | | History |
| | | Travel and Tourism |
* 2 Not an option for pupils requiring the Al Thanawiyah.
NOTES:
* Pupils are advised to consider a broad range of subjects and avoid subjects that overlap.
* The school reserves the right to close an option if not enough pupils opt for the subject.
* In line with Ministry of Education and Higher Education (MOEHE) regulations all Arab passport holders must study Arabic and Islamic Studies in Arabic.
* Please ensure options have been selected in each area.
* Pupils are not advised to select both Computer Science and ICT.
Pupil's signature…………… …………………………………… …
Date: ……………..
Parent's signature: …………… …………………………………… …
Date: ……………..
FOR INTERNAL USE:
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STEP 1: DEFINING THE PROBLEM
To achieve change CSOs need to identify 'what' the specific issue is that they would like to see addressed and define the problem behind it. Defining a specific problem increases the likelihood of the problem being addressed, against a realistic, achievable timeframe, and within the resources available.
Using a maternal and new-born health context (as is the focus in E4AMamaYe) as an example, civil society organisations could first identify a pathway to 'good' maternal health, based on participants' experiences in their communities and presentation of best practice. This sets the standard of what should happen, which can then be compared with what does happen in the real world. Evidence should also be collected on how gender inequality influences maternal and perinatal mortality. How for example, women's position in society has an influence on their ability to receive information and access health services. Evidence is presented from a variety of sources including the district and health information system (DHIS) and analysis of maternal and perinatal death surveillance and response (MPDSR) data to demonstrate the reality of MNH at the global, national, and local level as well as more qualitative analysis of power and gender dynamics at the community and household level. Following this, CSOs can adopt a 'problem tree approach': a tool that enables civil society to explore the problem that they want to address and identify its root causes.
TOOL: The Problem Tree
Problem Trees help find solutions by mapping out the anatomy of cause and effect around an issue in a structured way, with the aim to:
* Create more understanding of the issues that cause the problem (which are sometimes interconnected and even contradictory)
* Help establish whether further information, evidence or resources are needed to come up with a solution
* The process of analysis can help to build a shared sense of understanding, purpose and action.
In order to utilise a problem tree, a problem is written in the centre of a flip chart page and that becomes the "trunk of the tree". The causes of this problem become the roots of the tree and the consequences become the branches (see Figure 3: Problem tree).
Some questions that might be helpful whilst building the problem tree include:
* Which causes are improving, which are getting worse and which are staying the same?
* What are the most serious consequences and what criteria is important as we think of ways forward?
* Which of the causes are the easiest/ most difficult to address? What possible solutions could help?
* How are gender and other inequalities contributing to or causing the problem? Are the consequences the same for everyone or are they different for people of different genders, age, ethnicity, ability, etc.?
Consider involving those mostly affected by the problem in the development of the problem tree. For example, when speaking about maternal health, women and girls are probably well aware of what are some of the main causes and effects of the issue - their insights can be particularly useful for the analysis!
CORE PROBLEM:
High Maternal and
Perinatal death
Causes of the
core problem
Consequences of
the problem
Delay in reaching
the health facility
Delay in granting
permission by
husbands
Delay in receiving
health services
Inadequate
skilled
personnel;
recruitment
and equipment;
poor working
conditions
Bad attitude
of health
workers
Long distance
and lack of
good roads to
health facility
Male
dominance in
decision making
within the
household
Lack of
information on
women’s rights
to access
RMNCAEH+N
services;
religious
beliefs;
Ignorance
Poor male
involvement in
MNCH; absence
of husbands at
home
Gender inequality
Figure 4: Example of problem tree developed by a coalition in Nigeria | 1,625 | 791 | {
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Year 1 Curriculum Newsletter – Spring 2024
Dear Parent/Carers,
Happy New Year! I hope you have had a lovely, relaxing Christmas Holiday and are looking forward to continuing to teach your children our diverse curriculum. Please find information about our topics and class expectations below.
Curriculum
Homework
Reading
We are so excited for this term as children will be looking at a plethora of different topics! Our main topic this term is
"My United Kingdom."
Within this, we will be exploring changes through time, more specifically: jobs and how they have changed over time.
We will be looking at how jobs such as police officers and nurses have come to fruition and how they have developed based on different periods of time.
Children will be travelling back to the Middle Ages, the Tudors and the Victorian era and comparing it their own.
Weekly Activities and upcoming dates
PE and Forest School will be every Tuesday.
Library – The library is open and we will be visiting there weekly.
After School Provision –Further information will be provided closer to the time.
Homework will be set every Friday with the expectation that it is returned on the following Wednesday. Homework will include one piece of writing and one piece of maths. Please try to allow your child to complete their homework as independently as possible. Please ensure learners read for a minimum of 10 minutes every evening.
Topic homework will be set once a half term with 6 weeks to complete it in.
Contact Details
Please do not hesitate to contact Myself if you have any questions or queries.
For Dragonfly Class -Miss Mercer.
email@example.com
We are very lucky to be supported by Miss Rozanne
I cannot reiterate how important it is for your child to read often through various forms of media. I want to foster a love of reading in our classrooms and this comes from the children being encouraged to experience different genre and formats. By doing this and working collaboratively with yourselves, as careers, I hope to see a continuation of the accelerated progress they have made already.
Please ensure your child reads every evening and this is marked in their reading record book which is checked daily.
We are using the scheme 'Little Wandle'. It is a fabulous phonics scheme that tailors books to the sounds your children will be currently learning that week. With parent logins you will also be able to access these books online. This is a wonderful opportunity to engage in the scheme at home! It is expectation, children use this resource.
Expectations
It is essential that you drop your child to school for 8:40am and collected promptly at 3:20pm. Please ensure arrive on time so they can benefit from the early morning learning.
Children are expected to bring their reading diary to school every day, signed by their parent/carer to show they have read the previous evening.
Labelled water bottles must be brought into school every day.
History
Through our topic 'My United Kingdom' pupils will be looking at significant changes that have taken place over time.
This half term, we are looking through the lens of jobs. Pupils will research different jobs. They will also know who to contact in an emergency and what the emergency services are.
Science
In Science, pupils will be identifying significant parts of the human body and exploring the effects of the senses.
Children will begin to be introduced to animal types such as mammals through investigating some of the characteristics of humans.
PE
Pupils will be learning about dance and physicality.
Literacy
In Literacy, we will be focusing on the stimulus, Pixar's 'Up'.
We will be looking at third person narratives and character descriptions.
By the end of this unit, children will be able to write sentences accurately, and use suffixes and conjunctions effectively.
Maths
Children will learn:
2D and 3D Shapes
Addition and subtraction within 10
Read write and interpret number sentences using +, - and = signs
Add and subtract numbers to 20 including 0
Being secure on number bonds to 20.
Solve one step problems using objects and pictorial representations.
Art
RE
Pupils will be learning about Jesus' early life and the miracles he performed such as curing the sick. They will also look at how he gained his disciples.
Computing
Children will be exploring coding and algorithms with Purple Mash.
PSHE
Children will be looking at landscape art and will recreate work from Van Gogh, Monet and Darchuk..
We will be looking at children dreams and goals for the future and how we can achieve these. | 1,830 | 935 | {
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Participation can Lead to Positive Change
Name: - Sumi Munda
Age: 11yr sex: female
Address: AT- Talakusumi
Po-Kusumita, G.P- Baradapal:Dist-Keonjhar.
Parents: D/o-Late Ankur Munda, Mother: - late Putu Munda
Care Givers: - Brother: Kuna Munda, Sister-in-laws: Kairi Munda
Description of the before Situation:-Talakusumita is a Small village which is situated in the Sadar block of Baradapal Gram Panchyat, Keonjhar District. It is 15 kilometers distance from the district head quarter. There are 142 households in the village. In the same village a girl of 11 yrs named Sumi Munda is staying with her two elder brother, one younger brother, and sister-inlaw and three sisters. After the death of her father due brain fever her mother got married to some other man when she was only 5yrs old. After the marriage of her mother, Sumi's eldest brother became her guardian.
The only earning member of the family is the eldest brother who is working as a daily wage labour. Therefore, the family has been facing financial problems like they do not get two times meal a day. He was not able to fulfill bare necessities of family except one time meal and was unable to provide Sumi other things like dress, sleeper, education material etc. Due to all these reasons her performance at school was bad and she could not show her participation in activities like Song, Dance, Drama and sports.
When IDA implemented the Alternative form of Child Care project with the collaboration of SKN in Talakusumita in 2013 & formed a Village Child Protection Committee. The members of VCPC identified Sumi as CNCP (Child in need of care and Protection) and refer her to be a beneficiary under the project. Thereafter Sumi started getting sponsorship support of Rs 500 per month from the project. In the initial phase communication with Sumi during counseling was a challenge since she did not understand the language and she was not able to recognize and trust of IDA team members.
The Vivekananda Child Club members motivated Sumi to be a part of the Child Club, but she was reluctant to attend the child club meeting and use to feel shy. Then the Child Club members with IDA staff gave some responsibility to Sumi like calling children for Child Club meeting and arranging Child Club meeting after some months Sumi became the member of Child Club.
Now Sumi is an active Child Club member. She stays very neat and clean, attending tuition regularly, going to school, participating in extracurricular activities like song and dance. Now she is reading in class 6 th in Hatikuchha UGME School & going to school regularly.
Recently she also participated in District Level Mega Shisu Mela which was conducted on 14dec 2014 in IDA campus. Now is an active member in Block level child Club networking form of sadar block.
She shared her feelings saying that "Mu IDAra sahajoga pai bahut bhalare achhi" (After getting support from IDA my life has become better)
Sumi sharing her future plan says that "mu eka adarsha shikshyaka hebi" (In future I want to become an ideal teacher). Keeping her future in mind IDA would like to develop her skills through Vocational training and giving her other support in future need. | 1,356 | 733 | {
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Introduction
Each and every year our energy bills seem to get higher and higher. On top of that, we all face an environmental challenge that we simply can't ignore any longer. Big corporations and the government take too long to act, each one of us needs to act right now to ensure our children and grandchildren have a healthy environment to live it. The best way for you to contribute and save money at the same time, is to lower your energy requirements.
There are 3 things you need to do to get the maximum savings on your energy bill. The first is generating your own electricity using home built wind generators and solar panels. This is covered in the main books in this package. Second, you need to reduce your energy usage wherever you can. Many tips are provided in the energy efficiency book provided.
The last thing you need to do to maximize your energy savings is a product about an advanced electrical technology that has been suppressed for much too long. What this technology is and how you can benefit from it will be covered in this book.
What The Electric Company Doesn't Want You To Know
There's something that the energy companies have been hiding since they started producing electricity. That secret is that electrical flow is not stable. Electricity contains small power spikes which cannot be used by your appliances. These spikes 'leak' usable electricity and is converted to heat inside your electrical wires which can also damage your appliances over time.
All these spikes are wasted electricity that you could be using. These spikes quickly add up and can be as much as 15% to 40% of your electricity bill.
What if there was a device that could harness the electricity in these power spikes in a useful way. What if by harnessing this wasted power you could slash your electric bill by 15% to 40%. Read on to find out how.
Advanced Electrical Savings Devices
The third step in achieving maximum energy savings is capturing this wasted power caused by energy spikes. After extensive research and development, breakthrough devices have been built to harness this power.
These devices accomplish this by capturing these electrical spikes in capacitors. Capacitors work like batters but are much more efficient at storing quick bursts of power. These advanced capacitors store the additional electricity until there is a new power load such as turning on the air conditioner.
By capturing and utilizing wasted power spikes, the amount of electricity purchased from your power company is greatly reduced which results in power saving for your home or office.
Now with the help of this advanced power saving device, you can reduce your electricity consumption up to 40%. The best part is how easy it is to install. All you have to do is plug it into the wall. Here are 10 more benefits of using this technology:
1. Instant cost savings. You'll start saving electricity the second you flip on the power switch.
2. It works worldwide, just make sure to get the right electrical connector for your country.
3. Saves electricity on both analog and digital power meters.
4. No electrical knowledge needed, just plug it in and it works.
5. It protects your circuits from power spikes, you can sleep well knowing that if your home gets hit by a power surge the device with absorb the impact.
6. Protects your wiring and appliances from long term heat damage.
7. It's portable, so you can use it at home or at the cottage.
8. It's completely legal. Unlike other devices, you'll be proud to show your electric company these devices.
9. It's safe. All devices have passed strict industry guidelines and are certified. 10.It helps save the environment.
With all these benefits you might be wondering why everyone doesn't have one of these installed. The truth is, this technology has been suppressed by the power companies, but luckily the secret is now out. Take a look at this news report:
http://www.youtube.com/
Recommended Devices
There are many brands of electricity saving devices. At Power4Home, we've tested a lot of them, and most don't live up to their claims. But, there are a few devices that work unbelievably well.
This technology is evolving rapidly and we continue to test new devices as they enter the market. So instead of listing the manufactures here, we have an up to date list on our website.
http://www.power4home.com/energydevices/
Thank you for doing your part to save the environment. With this knowledge not only can we save on our energy bills, we can all feel good that we are making a difference. | 1,810 | 938 | {
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Peculiar pair of stars in a binary system found in a galactic core gives clues to evolution of unusual stars
A pair of unusual stars spotted in a globular cluster-- a spherical collection of stars that orbits a galactic core, have given scientists clues about the evolution of such unusual stars.
While in usual stars like the Sun, the hydrogen at the core converts to Helium through nuclear fusion resulting in a core of helium and later move towards the giant phase, in unusual stars like Blue stragglers (BS), this route is not followed. Thus their evolution cannot be explained by the evolutionary theories of usual Sun-like stars.
Scientists from the Indian Institute of Astrophysics (IIA), Bengaluru, and Aryabhatta Research Institute of Observational Sciences (ARIES), both autonomous institutes under the Department of Science and Technology (DST), Govt. of India, in a collaborative study have spotted an unusual binary pair in the outskirts of the Globular cluster NGC1851. The unusual pair consisting of the blue straggler (BS) companion to extreme horizontal branch (EHB) star has been detected for the first time. They form a binary system is located in the outskirts of the cluster, where the crowding of stars is much less, and binaries can survive from stellar collisions. The pair is unusual since various scientists have tried to find binaries in the EHB region, but they found that spotting binaries in the EHB region is rare. The study was carried out using the Ultra-Violet Imaging Telescope (UVIT) on board AstroSat, India's first dedicated multi-wavelength space observatory.
The details of these two types of stars have been debated since their discovery. The study led by Gaurav Singh and Ramakant S. Yadav from ARIES and Snehalata Sahu and Annapurni Subramaniam from IIA, Bengaluru, which has been recently accepted for publication in journal The Astrophysical Journal, unravels the mechanism of their evolution and how they thrive in symbiosis. The study implies that the BS star might have got its extra mass from the EHB star when it was in the red giant branch (RGB) phase of evolution. This unusual pair is not only important for discovery of binaries in EHB, but it also explains the formation mechanism of both BSS and EHB, which are still debatable. The discovery of this binary system can serve as an important target for future spectroscopic study to understand the formation of unusual stars.
BSS
EHB
BSS RGB
Figure 1: The location of EHB+BSS binary system in the cluster outskirts is shown in the left panel. The artistic zoomed image of the EHB and the companion BS star is shown in the upper right panel.
For more details, Gaurav Singh (firstname.lastname@example.org) can be contacted. | 1,163 | 582 | {
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PE Vision
Our PE curriculum promotes physical confidence and good levels of fitness in all our children. It also provides opportunities for them to develop expertise and excel in different sports. We want children to have good control over their bodies and understand how to stay healthy. We also promote the link between physical and mental wellbeing – being active is one of our five ways to improve wellbeing. We see learning to compete and being good sports people as central to our PE curriculum; children are regularly involved in competitions and taught how to cope with the ups and downs of competitive sport.
Knowledge and Skills Progression
The progression in PE skills starts in the EYFS as Physical Development and Expressive Arts & Design with children developing fine and gross motor skills to move, negotiate space and explore equipment. Children are learning to challenge themselves physically and enjoy moving in different ways. Children are exploring imaginatively to rhythm or music.
Y
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Y
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| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|
| Ready Steady Go Games- Football Dance - Unit 1 | In the Dark Gym- Unit D Dance - Unit 2 | Home Sweet Home Dance- Unit 3 Games- Tennis | Dressing Up Gym- Unit E Games- Handball | The Garden Dance- Unit 4 Gym - Unit F |
| Wheels Games- Russell Hockey Dance - Unit 1 | Fire! Fire! Gym-Unit H Games-Tennis | Music Maker Dance- Unit 2 Gym - Unit I | Animal Adventure Dance- Unit 3 Games- Football | Habitats Gym-Unit J Dance – Unit 4 |
| Lights and Lanterns Dance- Unit 2 Gym – Unit L | Active Planet Gym- Unit M Games- Football | We Are What We Eat Gym- Unit N Games - Handball | The River Nile Dance- Unit 3 Games- Russell Hockey | Where in the World? Dance- Unit 4 Games- Tennis |
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Y
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Y
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| The Romans Games – Tennis Dance- Unit 4 | Explorers Dance- Unit 3 Games – Handball | Weather Report Gym- Unit P- Games - Football | Chocolate Gym- Unit Q Swimming | Getting the Message Games- Russell Hockey Gym- Unit R |
|---|---|---|---|---|
| Victorians – Invention Dance Unit 1 Games- Handball | Victorians -Street Child Games- Russell Hockey GYM - Unit T | Potions and Poisons Dance- Unit 2 Gym- Unit U | Out of this World Games- Football Dance - Unit 3 | Battle for the Kingdom Swimming Gym- Unit V |
| Belonging Games- Tennis | WW2 The Home Front Dance- Unit 1 Swimming | WW2 Refugee Games- Russell Hockey | Odysseus Gym- Unit X | Odysseus Games- Football | | 1,398 | 653 | {
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Your task: Draw a diagram of the House of Assembly Chamber and mark the location of the following people.
Speaker Premier Leader of the Opposition
Ministers Crossbench Clerks Advisors Media
Can you name any of the other people in the Chamber?
Name:
Date:
Question Time
in the House of Assembly
What are the main roles of the Members of the House of Assembly?
1. Represent the people of Tasmania
3. Make and change Tasmanian laws
2. Form the Tasmanian Government
4. Scrutinise (closely examine) the work of the Tasmanian Government
Question Time is a period in the House of Assembly sitting day in which the Tasmanian Government is scrutinised. Non-government Members are able to examine and directly question the work of the Government.
Questions are directed to the Premier or the Minister responsible for a Government department. The Premier and Ministers are held accountable for their decisions and must explain or defend their actions. It is one of the few times when Opposition Members set the agenda in the House of Assembly. The Government is reacting to, instead of leading, the debate.
Question Time is the most widely reported business of the Parliament by the media. This allows Tasmanians to assess if they are being governed in a manner they see fit and allows the media to report on important issues raised.
Question Time can sometimes be loud and rowdy because all Members want Tasmania to be the best it can be but can disagree on the best way to do this. It is the role of the Speaker during Question Time to ensure Members follow the rules (the Standing Orders) and engage in respectful debate.
Your task: Watch Question Time and answer the following questions.
Look
There are 25 Members of Parliament (MPs) elected to the House of Assembly. Do you recognise anyone?
Most Members belong to a political party. Like a team, they sit in their parties on opposite sides of the Chamber. Which side of the Chamber has the most Members?
Did you know the political party with the most House of Assembly Members forms the Tasmanian Government? Who sits directly opposite the Government?
Listen
The Members of the House of Assembly represent the people of Tasmania. Did you hear of any Tasmanian people, animals, places or communities?
The Ministers are responsible for running government services in Tasmania and try to solve problems for Tasmania. What are two problems in Tasmania that you think the Government should work on?
1.
2.
Think
Did the Members discuss either of your issues?
What problems did they discuss?
Sometimes Members interject (call out) during Question Time. Why do they do this?
If you were a Member of the House of Assembly, which role would you like to have in the Chamber? Why?
If you could ask the Premier of Tasmania a question, what would it be?
Like to draw? Turn to the back page of this booklet. | 1,205 | 584 | {
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Some Ojibwe Phrases for Meal Times
Here is a short list with some Ojibwe phrases you can use with your child.
Gibakade na?
Are you hungry?
Giwii-wiisin ina?
Do you want to eat?
Gigiishkaabaagwe na? Are you thirsty?
Giga-wiisinimin wayiiba.
We are going to eat soon.
Gidaa-giziibiigininjii.
You should wash your hands.
Ozisinaaganedaa.
Let’s set the table .
Mii azhigwa ji-wiisiniyang.
It’s time for us to eat .
Wiisinidaa.
Let's eat.
Check out this YouTube link for help pronouncing some mealtime phrases! https://youtu.be/xUmFDrXEpUw
(These are just one way to convey these ideas. Translations are intended to convey the meaning of the phrase, rather than to be understood as literal.)
All mistakes are mine and in no way reflect on my mentors or colleagues. I defer in all cases to first speakers. If you see any errors, please let me know so that I may correct them. email@example.com.
Some More Ojibwe Phrases for Meal Times
Here is another short list with some Ojibwe phrases you can use with your child.
Gojipidan
Taste it.
Gidaa-gojipidaan
You should taste it.
Nawaj ina i'iw giwii-miijin?
Do you want to eat more of that?
Badaka'igan aabajitoon.
Use a fork.
Badaka'igan gidaa-aabajitoon. You should use a fork.
Emikwaanes aabajitoon.
Use a spoon.
Emikwaanens gidaa-aabajitoon. Miijin i’iw.
You should use a spoon. Eat that.
Check out this YouTube link for help pronouncing some mealtime phrases! https://youtu.be/xUmFDrXEpUw
(These are just one way to convey these ideas. Translations are intended to convey the meaning of the phrase, rather than to be understood as literal.)
Even More Ojibwe Phrases for Meal Times
Aaniin epogwak
How does it taste?
Wiishkobipogwad
It tastes sweet.
Zhiiwipogwad
It tastes sour.
Zhiiwitaaganipogwad It tastes salty.
Minopogwad ina
Does it taste good?
Minopogwad
It tastes good.
Giminopidaan ina i'iw Does it taste good to you?
Giminwanjigemin
We are eating well.
Check out this YouTube link for help pronouncing some mealtime phrases! https://youtu.be/xUmFDrXEpUw
(These are just one way to convey these ideas. Translations are intended to convey the meaning of the phrase, rather than to be understood as literal.)
Still More Ojibwe Phrases for Meal Times
Geyaabi na gibakade? Are you still hungry?
Gidaa-ininamawaa.
You should pass it to him.
Awegonen maajiyan
What are you eating?
Gidebisinii na
Are you full?
Wiidoopamishin.
Eat with me.
Gidaa-naadin miijim
You could get the food.
Gidaa-ininamaw ina
Could you hand that to me?
Gidaa-gojipidaan bangii You should taste a little.
Gidaa-namadab wiisiniyan You should sit when you eat.
Check out this YouTube link for help pronouncing some mealtime phrases! https://youtu.be/xUmFDrXEpUw
(These are just one way to convey these ideas. Translations are intended to convey the meaning of the phrase, rather than to be understood as literal.)
All mistakes are mine and in no way reflect on my mentors or colleagues. I defer in all cases to first speakers. If you see any errors, please let me know so that I may correct them. firstname.lastname@example.org. | 1,468 | 903 | {
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English
We will be using the book 'Emil and the Detectives' by Erich Kastner to study the genres of:
* Non-chronological reports/newspapers
* Instructions
This is a longer text and we may, on occasion, send copies of the book home to be read as part of the homework.
Geography
Our topic is 'Around the world – Europe'. We will be looking at the continent of Europe, its countries and capitals, exports, histories, climates and the human geography aspects of population and tourism
Computing
In Computing, we'll be working on a few short Units, Spreadsheets, Graphing and Simulations.
Personal, Social, Health and Economic
Our topic will be Dreams and Goals. We will focus on difficult challenges and achieving success, dreams and ambitions, new challenges, motivation and enthusiasm, recognising and trying to overcome obstacles, evaluating learning processes, managing feelings and simple budgeting.
The theme for Summer 1 is:
Start Spreading the News
Science
Our Science topic for the whole Summer Term will be Light. This half term we will be looking at:
* The importance of light
* How light travels
* Reflection and refraction.
Curriculum Map Summer term 1 2021 Year Three Mr Braune and Mr Hoskins-Holt
Religious Education
For RE this half term, we will be starting by writing summer prayers and reflecting on our year so far. After that, we will be revisiting Hinduism to find out more about Hindus and how and where they worship.
History
Our local history project brings us to the 20 th Century and the invention of television. We will be using the book Mister T.V. by Julie Fulton to find out more about the story behind the invention and about John Logie Baird. We will then look at the significance of Alexandra Palace and its evolution from a Palace of the People to the home of TV and beyond.
Maths
We will consolidate our work on division and then move on to fractions. This will be followed by Shape and Space units.
Physical Education
Gymnastics – pupils will develop the basic skills of rolling, jumping and balancing and use them individually and in combination.
Athletics - pupils will develop basic running, jumping and throwing techniques. They will do challenges involving distance and time, aiming to achieve their personal best.
Music
In music we will begin to think about folk songs and how they are used to tell stories. We will learn a story-song in sign language and begin to create our own story songs based on traditional tales.
Art/ Design and Technology
This half term, we will focus on Art. We will be making observational drawings and painting flowers and trees with watercolours. | 1,090 | 556 | {
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English
This half term's book will be inspired by our history topic of Migration. A Story like the Wind is a beautifully illustrated novel, telling the story of a group of refugees and their memories of a previous life. We will use these accounts to inspire diary entries as well as non-chronological reports. We will also continue to focus on our year group targets within spelling, punctuation and grammar. In reading, we will be using more complex inference skills and looking at the meaning of words in context.
Geography
Pupils continue work on map co-ordinates. They will also study energy, sustainability, and natural resources. This includes the study of how power is generated, the distinction between fossil fuels and renewable energy, and the impact of a major natural resource becoming depleted.
Computing
Pupils will study performance through the multimedia app IMovie. They will work collaboratively to compose, edit, and evaluate a video performance.
Personal, Health and Social Education/SRE
Pupils will continue to work through our PHSE Jigsaw scheme, focusing on the topic of relationships. We will how and why it is important to take care of our mental health, as well as online relationships and when these are safe. During the later part of the term, we will be covering our SRE unit. The children will be discussing puberty, healthy relationships and conception.
Science
Children will begin this half term by completing their unit of electricity, started prior to the lockdown. We will make circuits with a variety of electrical components, intended for use in their Anderson shelters. Later on in the term we will begin a new topic – Light. The children will look at how light travels, how we see and why shadows are formed.
Curriculum Map Summer Term - 2021 Year Six Miss Orson and Mr Whiting
Religious Education
This half term's topic will be 'The Journey of Life and Death'. This unit involves pupils investigating beliefs about life and life after death and encouraging them to reflect on and express their hopes for the future. Pupils will have the opportunity to share their own feelings of loss caused by separation or death, and how faith can provide support for many people during these times.
History
Pupils will complete their studies of WW2 before studying the recurring common themes of migration through human history. Children then, by focussing on reasons for migration, will come to understand the particular circumstances of refugees.
Maths
This term Year 6 will focus on percentages of amounts, converting fractions and percentages, finding missing percentages and ordering fractions, decimals, and percentages. Pupils will also study long division, algebra, formulae, and equations as well as different units of measurement.
Physical Education
Pupils will work collaboratively on a range of sports. They will develop their range of striking and fielding skills in cricket.They will also be challenged to improve times and distances in athletics. In gymnastics they will combine and link actions at various levels.
Music
This half term the children will become song writers. They will spend several sessions composing and writing a song, inspired by a feeling or a topic they feel passionate about. They will complete these either indivudiaully or in small groups, building up to an exciting performance at the end.
Art / Design and Technology
In DT sessions pupils will be designing shadow puppet theatres, inspired by our class book – A Story Like the Wind. We will use the core learning from our Science topic of 'Light' to create interesting characters and a short narrative. We will also spend time studying the works of Jospeh Cornell, and using these to inspire 3D works of art. | 1,500 | 742 | {
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Farenheit 451--Ms. Danticat
TAG English Language Arts, grade 8
Task Description
After reading and citing (3) noteworthy passages in each chapter of Farenheit 451, by Ray Bradbury, scholars will select and complete one assignment from the project "menu" provided below.
**You must obtain a hard copy of Farenheit 451 to use in class for the first few weeks of school. Please do not expect to use a digital copy of the text.**
Guidelines
Read and carefully annotate Farenheit 451, by Ray Bradbury. You should keep all notes about each chapter on post-it notes placed carefully upon book pages, or in an accompanying marble notebook. You are required to identify a minimum of (3) noteworthy passages per chapter . Please bring your copy of Farenheit 451 and all of your notes to school with you on the first day.
What Should My Notes Include?
Notes should be questions, comments or connections that arise as you are reading. Your notes are ESSENTIAL to this project because they will inspire your project choice, as well as become the focus of our classroom discussions.
Task: Project Details and Menu
After reading and annotating Farenheit 451, select and create a "Farenheit," project from the menu below. Please submit your project plan with your completed project.
Farenheit 451 Project Menu
| 1. Write a two-paged essay addressing the prompt: “Farenheit 451 remains a timeless novel.” Cite a minimum of (3) textually-defend ed reasons for your position in your paper. | 2. Create a “Farenheit” storyboard with a minimum of six panes (each 8 ½ x 11 in. pane must contain both illustrations and text). | 3. Create a fully illustrated “Farenheit” graphic novel containing a minimum of 5 pages. | 4. Write, cast and perform a one-act adaptation of a pivotal moment from “Farenheit.” You must submit your script when the play is performed. |
|---|---|---|---|
| 6. Create 5-10 minute research-based digital presentation about censorship in the U.S. | 7. Write an alternate ending to “Farenheit,” that is at least (2) pages long. | 8. Create “costumes” for (3) characters from “Farenheit.” Include a one-paragraph explanation for design decisions for each character. | 9. Write a two-paged essay addressing the prompt: “Farenheit 451 accurately depicts our current society.” |
Farenheit 451 Project Rubric
| | 4--MoMA Contender | 3--Museum of the City of NY | 2--Borough Fair Gallery |
|---|---|---|---|
| Content | Project accurately and vividly represents book plot and characters, including (4) or more textual examples to support opinions/positions. Student uses vocabulary that is complex and varied. | Project accurately represents book plot and characters, including (3) textual examples to support opinions/positions. Student uses vocabulary that is grade-level appropriate. | Project partially represents book plot and characters, including (2) textual examples to support opinions/positions. Student uses vocabulary that is mostly grade-level appropriate. |
| Voice | Project consistently includes sensory language, and writer adjusts tone to accurately convey meaning when necessary. | Project includes sensory language, and writer adjusts tone to better convey meaning when necessary. | Project does not include sensory language, but writer attempts to adjust tone to accurately convey meaning when necessary. |
| Mechanics | Project contains fewer than (5) grammatical errors, none of which interfere with comprehension. | Project contains fewer than (10) grammatical errors, none of which interfere with comprehension. | Project contains fewer than (10) grammatical errors, some of which indicate confusion on the part of the student. |
| Presentation | Project is logically structured and easy to follow. Project is neat, colorful and thoughtfully constructed. | Project is logically structured. Project is neat and colorful. | Project is logically structured and neat. | | 1,841 | 888 | {
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WHAT DO WE DO IF A CHILD SAYS THEY ARE BEING BULLIED?
Firstly, we LISTEN - We give the child an immediate, sensitive and supportive response to the disclosure. We take their complaint seriously and allow them a full expression of feelings. We record what is said with as much detail as possible and pass this record to the senior leadership team (SLT).
They will:
1. Meet with the victim to clarify what has been happening.
2. Obtain permission from the victim to approach the perpetrators/bystanders to get their side of the story. Be aware that this might be an extremely frightening thought for a child who is experiencing bullying. However, the perpetrators/bystanders need to understand what they are doing wrong in order for it to stop, so the child is encouraged to be brave and to let us talk to the perpetrator. If the child does not consent to this, we respect their wishes.
3. Complete the Initial Investigation Form 1 (Appendix 1) and upload to CPOMS to ensure the entire senior leadership team and the headteacher are aware.
4. Monitor the situation for a fixed period – e.g. a week. This may include close monitoring of the children involved especially at playtimes and lunchtimes. Other staff may be involved in monitoring.
5. Parents and carers of the victim are also made aware at this point that the school is monitoring a situation.
6. If there is confirmed evidence of bullying over time, the SLT will then complete the Bullying Report and Monitoring Form 2 (Appendix 2) and pass to school office.
7. This will clearly record the type of bullying, those involved and what actions / support is in place to ensure bullying behaviour is addressed within a specified review period.
8. If no improvement is seen after the review period, more severe sanctions will be applied as appropriate.
Thank you for reading this booklet.
We hope it has explained our policy and practice clearly.
TOGETHER, WE CAN MAKE LONGMEADOW A BULLYING-FREE ZONE!
Headteacher: Mrs E Howley
Deputy Headteacher: Mrs S McDermott
ANTI-BULLYING INFORMATION
Information for Parents
We teach children to be precise in the language they use when reporting incidents so that adults can respond to them appropriately: e.g. not saying 'she beat me up' – when actually it was a minor push.
Parents should bear this in mind when listening to their children. It is the most upsetting thing to think that your child might be experiencing something that is making them unhappy – but it is only true bullying if it is repeated over time.
We also try to teach children about the difference between: rude – when someone says something unkind to you; mean – when someone says or does something intentionally hurtful, once or twice and bullying – when someone says or does something intentionally hurtful and they keep doing it, even when you tell them to stop or show them you're upset. This message is displayed in every classroom and used to unpick different behaviours with children by staff.
TYPES OF BULLYING
We classify bullying under three main headings: PHYSICAL, VERBAL and INDIRECT.
Further information outlining these in more detail can be found in our antibullying policy.
SIGNS AND SYMPTOMS
Children and adults affected by bullying may show changes in behaviour, becoming less confident, depressed, stressed, quiet and having physical symptoms such as headaches and stomach aches. There are a number of other signs that can relate to bullying.
Parents who are concerned that their child might be being bullied, or who suspect that their child may be bullying others, should contact their child's class teacher immediately.
At Longmeadow, we believe:
Everybody has the right to feel safe at school and has the responsibility to keep others safe.
Feelings are feelings; behaviour is chosen.
Children who feel good about themselves behave better, work harder, learn more and form better relationships.
OUR AIMS:
- To keep school a safe place for all, including adults and children in the school.
- To ensure all pupils achieve the level of success and self-respect which they deserve.
- To provide an environment in which bullying is constantly challenged.
- To provide a curriculum which teaches about 'protective behaviours'
- To give children the knowledge that bullying can and must be eradicated.
- To teach children that they have a responsibility, as citizens of our society, to eradicate bullying.
DEFINITION
The DfE definition of bullying is: 'Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group, either physically or emotionally'. We will use this definition when investigating and responding to allegations of bullying.
Importantly, the school works hard to ensure that all pupils know the difference between bullying and simple everyday 'falling out' or one-off playground incidents. | 2,011 | 988 | {
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Mineral Identification
earth resources: mineral identification - esa21: home - earth resources: mineral identification introduction animal, vegetable, or mineral? if you are like most americans, at some time, you have played the guessing game "animal, vegetable, or mineral?" the premise behind the game is that one individual receives a certain number of questions in mineral identification lab - deer valley unified school ... - mineral identification lab objective: the objective of this activity is to get the students familiar to minerals and their properties. i suggest the rock and mineral powerpoint presentation be used before this activity. mineral identification - womeninmining - mineral identification general and advanced 6 science as inquiry grades 312 luster: luster is a description of how the mineral reflects light. mineral identification - svsd - mineral identification • activity 16 table 2: conducting tests property test color observe the color of the mineral. transparency place the mineral on a printed page and try to read the letters through the mineral. • it is opaque if you cannot see through it. • it is translucent if you can see through it but letters are blurry. mineral identification lab - new york science teacher - mineral identification lab purpose: being able to identify minerals is important, because mineral identification is necessary to identify rocks and can be used to understand both the landscape and the geologic history of the area. for example identifying pyrite in a rock tells the mineral identification flow chart - minimegeology - mineral identification flow chart streak color special features mineral name mineral photo deep blue azurite green malachite magnetite augite can be scratched with fingernail (scratch hard) gypsum tastes salty (let an adult check!) halite will "fizz" or bubble when you drop vinegar on the sample. also, sometimes mineral id lab - teacher information - mineral identification challenge name _____ directions: read the information provided at each station and complete the activities/tests. complete each section on this worksheet as you visit the stations. station 1: color vs. streak fill in the chart as you examine/test the samples. mineral identification by chemical testing - serc - of a mineral. it has also been widely recognised (knapp et al., 2003 and references therein) that basic chemistry courses are desirable components of earth science programmes. here we describe a mineral identification laboratory exercise that is presented to second year bsc forensic science students as part of a forensic earth rock and mineral identification for engineers - rock and mineral identification for engineers november 1991 r~ u.s. department of transportation ... muscovite 8 09 magnify~in_g.lens~ 0
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Fact Sheet 4
July 2019
Rights and Preventing Youth Homelessness
Canada needs to focus more on prevention and early intervention to reduce chronically high rates of youth homelessness. A 2016 national survey showed:
* Youth between ages 13-24 are about 20% of the homeless population;
* 40% experienced homelessness before age 16; 75% had multiple experiences;
* younger people experienced greater adversity on the street;
* 60% experienced some form of childhood trauma, abuse, or adversity prior to leaving home; and
* homeless youth have experienced higher rates of dropping out of school, bullying, and time in the child welfare system.
See: Without a Home and other research documents for additional analysis.
The second review of children's rights in 2003 asked Canada to: identify the causes of youth homelessness; strengthen support services for street youth; pay attention to vulnerable groups; and take measures to reduce and prevent its occurrence. Canada did not respond in its following reports, in spite of requests to do so. During that time, rates of youth homelessness and the costs of crisis response have increased. Waiting too long to do anything is identified as a major problem in Canada. New calls for comprehensive and coordinated prevention strategies converge with calls to take the implementation of children's rights more seriously in Canada. See Ending Youth Homelessness: A Human Rights Guide for more details.
* Start early.
* Respond rapidly to the first incidence of homelessness.
* Support young people at risk before age 16.
* Take a systems approach.
* Address all factors through multi-sectoral partnerships.
See Without A Home for more detailed recommendations.
Published jointly by the Canadian Coalition for the Rights of Children and A Way Home
Identified Areas of Action
By working together, communities, schools, and municipal governments can put systems in place to provide childcentered support and respond early to the factors known to contribute to children leaving home.
Pay early, focused attention to vulnerable groups, based on the available research.
Share good practices in preventive programming.
Youth housing policy needs to be a "fusion policy." Housing is a right, and the factors that prevent homelessness are also rights. Paying attention to all aspects of children's rights in developing public policies will increase effectiveness and save money in the long term. Canada's new national housing legislation includes some rights-based tools that could be helpful. Adding a focused national plan to prevent youth homelessness would contribute to fulfilling Canada's obligations under the Convention on the Rights of the Child as well.
Build resilience by engaging young people in finding solutions as soon as issues are identified, with a focus on their strengths and abilities. End the culture of waiting until there is a crisis situation to offer help.
Community-based programs with young people need coherent provincial and federal policies to close gaps.
Complaint mechanisms for young people need quick responses and problem-solving approaches.
Canadian Coalition for the Rights of Children and A Way Home
This Fact Sheet was developed in partnership with A Way Home. Research reports by A Way Home are posted on the CCRC website, http://rightsofchildren.ca/, with permission. | 1,430 | 635 | {
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San Juan County 4-H Record Book Instructions
Level 2 (publication number C0934)
Use this record book for ALL the things you do in 4-H this year. You may also want a scrapbook in which to keep ribbons, certificates, and programs. Use your records to look back at your progress during the year. This will be helpful when you make plans for next year. The record book is your personal work. Keep it current as the year progresses.
4-H Planning Calendar: Write down the events and activities you will be involved in (does not have to be project related). Keep track of important events such as 4-H meetings, county fair, camp, and any important planning events in your schedule.
Project Record: Make sure you set your goals at the beginning of the year.
* Project Add sheets: There may be added sheets for projects with special planning or recording needs (breeding records, milk records, garden plan, etc.). Use the added sheets for your project as well as the project journal.
Project Journal: This log should reflect all of your 4-H projects and experiences. Keep it up to date. Add more pages if you need them.
* What did you do or make? List in order the things you did or made (purchased supplies, cooked dinner, taught dog to heel).
* Date: Daily, weekly and/or monthly happenings on one line. Estimating is ok on daily happenings.
* Time spent: estimate the time you spent on this action related to your project. For some activities you may want to summarize weekly and monthly hours spent.
* Comments: briefly say what problems you had, things you learned, and how you feel about what you made.
Project Highlights: Look back at your project record. Did you learn what you planned to learn? What problems did you have to solve? What were your main successes? What would you do differently if you did it again, knowing what you know now?
4-H Story: The 4-H story can be written in any format including narrative, newsletter, person portfolio or personal resume.
Possible components of 4-H story:
1. Introduction of yourself
2. Experiences in 4-H projects
3. Size, scope, and growth of Project
4. Impact of project involvement
5. Accomplishments, awards, personal goals reached
6. Skills gained, attitudes changed
7. Knowledge shared, clinics, demonstrations
8. Participation: county, region, state
9. Community service
10. Activities and involvement at school
11. Positions held: jobs, offices, group affiliations
12. How you have changed as a result of 4-H?
13. Summary
Supplemental Information:
This is to include pictures of the project, club and community activities, school involvement, news clippings and/or letters.
All pictures should include a short description or caption and they must tie into your 4-H story.
Permanent Record Book: Use this to record your participation in leadership, public presentations, demonstrations, judging, and other activities and contests whether 4-H related or not. This record book will be carried forward from year to year summarizing your 4-H and community involvement. | 1,279 | 661 | {
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Monday, 12 th October 2020 Independent Writing
Learning Objective I can write a fantasy fiction story based on Gorilla by
Anthony Browne.
Take a few moments to look back on your story plan from Friday.
What animal did you use? Where do they live? Where will they take the child on a journey?
If you haven't already, please complete your story plan. In your story plan, try to write examples of adjectives, noun phrases or fronted adverbials that you could include in that part of your writing.
Write the introduction and the build-up of your story. Make sure you introduce the characters and describe the setting.
DO NOT write about the problem!
Success Criteria
* Paragraphs
* At least one fronted adverbial
* Expanded noun phrases
* Interesting adjectives
Tuesday, 13 th October 2020
* You do not need to write the date or title, please continue on from yesterday.*
Before you start writing, read what you wrote yesterday! Continue writing the build-up of your story and write about the problem. Make sure you have said what has happened at the beginning of your story and then make something go wrong!
DO NOT write about the resolution of the problem!
Success Criteria
*
Paragraphs
* At least one fronted adverbial
* Expanded noun phrases
* Interesting adjectives
If you think you have finished and you're ready to move on to the resolution, please check your story so far against the success criteria.
Wednesday, 14 th October2020
* You do not need to write the date or title, please continue on from yesterday.*
Before you start writing, read what you wrote yesterday! Continue writing about the problem and begin writing the resolution to the problem. Make sure you describe how the problem is sorted out.
DO NOT write the ending to your story.
Success Criteria
* At least one fronted adverbial
* Paragraphs
* Expanded noun phrases
* Interesting adjectives
If you think you have finished, please check your story so far against the success criteria.
Thursday, 15 th October 2020
* You do not need to write the date or title, please continue on from yesterday.*
Before you start writing, read what you wrote yesterday! Continue writing about the resolution to the problem and start writing the ending of your story. Make sure you let the reader know that the story has finished.
Success Criteria • Paragraphs
* Comma after the fronted adverbial
* At least one fronted adverbial
* Expanded noun phrases
* Interesting adjectives
If you think you have finished, please self-assess your entire story against the success criteria. You can also make changes to your work.
Friday, 16 th October 2020
* You do not need to write the date or title, please continue on from yesterday.*
Read over your story. Check it makes sense and that no words, capital letters or full-stops are missing.
Please self-assess your work against the Pathways to Write Keys.
Print this page and stick the table next to your story. Put a tick next to the ones you think you have achieved. | 1,206 | 647 | {
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KNOT Box
Objectives
Students will learn the following:
˃ The basics of knots
˃ Some basic knots and their uses
˃ Uses of a bear bag and proper placement
˃ Pulleys and how they work
˃ How paracord can be weakened
˃ The many uses of paracord
˃ Importance of keeping wildlife wild
˃ Hands-on activities (tying knots, carabiner pulley system, firewood carrier, etc.)
˃ Global Feature & National Park Spotlight
˃ Empathy around anxiety
Materials
The materials included in the box are:
˃ Knot activity cards
˃ Foldable water bottle
˃ Paracord hank
˃ Paracord gear set, incl. multiple types of carabiners
˃ Activity supplies to make your own knot tying station
Discussion
You may want to use the following as a discussion guide with your child:
˃ How would knowing different knots be useful?
˃ Why is it important to understand the load properties of your cord?
˃ How can understanding the mechanical advantage be useful?
˃ What does keeping wildlife wild mean?
˃ What are some things that make you feel anxious or nervous?
Evaluation
Test your child's newfound knowledge with the following questions:
˃ Name at least three (3) basic knots?
˃ What is load? How can it be calculated?
˃ How does tying a knot in paracord affect its load bearing capacity?
˃ Pulleys are simple machines. Can you name other simple machines?
˃ To lift an object weighing 100lbs using 50lbs of force, how many pulleys would you need?
˃ What is a good way to loosen a knot?
˃ What are some things you can do to help a friend who is nervous?
WWW.THINKOUTSIDEBOXES.COM
Vocabulary*
*provided by the Merriam-Webster Dictionary
Asymmetrical – Having two sides or halves that are not the same. CONTEXT: Some carabiners are asymmetrical by having a larger "Basket" than "Runner End".
Load – The forces to which a given object is subjected. CONTEXT: Different types of rope have different load capacity.
Hank – A coiled or looped bundle usually containing a definite yardage. CONTEXT: Paracord usually comes in a hank that is easy to unwrap.
Pull – To use force in drawing, dragging, or tugging. CONTEXT: Be sure to tension the rope on the correct side(s) to secure the knot.
Binding – To tie together. CONTEXT: You can bind two separate ropes together to form one longer rope.
Bight – A slack part or loop in a rope. CONTEXT: Bights can be used to wrap around an object or to hang something from it.
Stopper – Something used to plug an opening. CONTEXT: A variety of objects can be used as stoppers for your knots.
Pulley – A wheel used to transmit power by means of a band, belt, cord, rope, or chain passing over its. CONTEXT: A pulley can be very helpful in lifting heavy weights.
Lever – A rigid piece that transmits and modifies force or motion when forces are applied at two points and it turns about a third. CONTEXT: Levers are used to help lift heavy objects.
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All students should know and/or be able to:
Determine main idea or message of what they read.
Describe the structure of a story (e.g., beginning, middle, and end)
Determine the meaning of literal and non-literal words in what they read.
Use pictures and graphics to help them understand what they read.
Use phonics to read with accuracy and fluency.
Write informatively about a topic, using facts to describe the topic and provide a conclusion.
Write regularly.
Write simple, compound, and complex sentences.
Use nouns, pronouns, and verbs correctly in their writing.
Communicate with peers and adults about what they read and write.
All students should know and/or be able to:
Draw a picture graph and bar graph to represent data and solve word problems based on that data.
Measure lengths to a half or fourth of an inch and graph those measurements.
Understand multiplication as making groups of groups and division as sharing objects into equal groups.
Multiply a one-digit number by a multiple of 10.
Solve 2-step word problems with all four operations (+, -, x, ÷).
Measure the area of rectangles and relate area to multiplication and division.
3 rd Grade | Second Nine Weeks
What is my child learning?
All students should know and/or be able to:
All students should know and/or be able to:
Collect information and create records of causes and effects of pollution on the plants and animals.
Explore, research, and communicate solutions, (e.g., saving of resources and recycling of materials) to protect plants and animals.
Classify rocks by their characteristics using simple tests.
Explain how water and/or wind have made changes to rocks over time.
Describe the reasons why people explored North America and what challenges they faced.
Describe the accomplishments of explorers (e.g., John Cabot, Vasco Nunez de Balboa, Hernando de Soto, Christopher Columbus, Henry Hudson, Jacques Cartier).
Describe examples of cooperation and conflict between European explorers and American Indians.
Describe how early explorers adapted, or failed to adapt, to the new places they explored.
Students should know and be able to demonstrate their understanding of art through performance-based standards and skills as outlined in the Henry Teaching and Learning Standards.
Students will:
* Use creative problem-solving skills to design artistic pieces of work.
* Perform & present original art.
* Connect art to other cultures around the world.
* Respond to art through analysis, critique and reflection.
K-5 Specials | Second Nine Weeks
What is my child learning?
Students should know and be able to demonstrate their understanding of music through performance-based standards and skills as outlined in the Henry Teaching and Learning Standards.
Students should know and be able to demonstrate their understanding of performance-based standards and skills as outlined in the Henry Teaching and Learning Standards.
Students will:
* Use creative problem-solving skills to create pieces of work.
* Perform & present original music.
* Connect music to other cultures around the world.
* Respond to music through analysis, critique and reflection.
Students will:
* Develop questions and understand data related to health and P.E. topics.
* Identify the benefits of and make decisions about healthy behaviors.
* Examine current health topics and set and explain their health goals.
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Parents' meeting
Please turn off your mobile phone
Phonics in Nursery
* Introduce children to the letter sounds.
* Learn to say the sound
* Learn to write the sounds
Set 1 Sounds and why?
In Reception, sounds are taught through daily discreet phonics sessions.
Sounds are taught in a specific order.
Each new sound will be sent home for your information.
Some set 1 sounds
Let's practise!
We encourage listening for the initial sound, then practise accurate letter formation.
m-Down Maisie, mountain, mountain.
a- Around the apple and down the leaf.
s- Slither down the snake.
d- Around the dinosaur's bottom, up his tall neck and down to his feet.
t- Down the tower, across the tower.
What about Set 2 Sounds?
When Set 1 sounds are secure, children are taught Set 2 sounds. These are two and three letter sounds.
```
Some examples: ay-May I play? ee-What can you see? igh-Fly high
```
Set 3 sounds.
Most children will be ready for this set at the start of Year 1.
What about words that can't be sounded out?
These are called red words and just need to be learnt! Some examples he, me, said, go, was
Now let's get back to sounds!
Fred...
Fred helps children learn to read
Fred can only talk in sounds...
(Fred can only say c_a_t, he can't say cat)
We call this Fred Talk
Fred...
If children understand Fred they can blend orally
Blending is needed for reading
Fred...
Fred helps children learn to spell too!
Children convert words into sounds
They press the sounds on to their fingers...
We call this Fred Fingers
Now let's practise!
How can you help your child?
By...
using pure sounds understanding how 'Fred' helps with reading and spelling
And...
By having fun with Fred Talk at home!
"Have you got your p-e-n?"
"What a tidy r-oo-m!"
"Where's your c-oa-t?"
"Time for b-e-d!"
back, head, tum, leg, hand, foot, knee coat, hat, scarf, zip, sock, run, skip, hop, slow, stop, shop
So how can you help your child?
By knowing the 44 pure sounds
By using the Speed Sound cards with your child
By knowing how to blend using Fred Talk for reading m_a_t mat
By knowing how to do Fred Fingers for spelling
To ensure your child is a successful reader, we ask you to:
* Read at home every day with your child
* Practise instant recall of key words on flashcards
* Record daily reading at home in your child's reading record.
* Enrich your child's experience of the written word.
Thank you...
Happy reading!
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Modern Cosmology
Martin Buoncristiani
University of the Third Age
Session 3
The Search for Extrasolar Planets 6pm, 29 March, 2012 MonashUniversity
Prof. Chris Tinney ARC Professorial Fellow Department of Astrophysics School of Physics University of NSW
MonashCenter for Astrophysics Public Lecture
The priority science objectives for 2012-2021 are:
Cosmic Dawn – searching for the first stars, galaxies, and black holes;
New Worlds – seeking nearby habitable planets;
Physics of the Universe – advancing understanding of the fundamental physics of the universe.
http://ThinkingAndLearningInConcert.org
Astronomical Measurements
Time
– Solar day / Solar year / Sidereal Time / Seasons
Distance – Terrestrial Measurements / Solar System Measurements Star distances: Parallax, Variable stars, Red Shift, Radio
Location of stars
– Celestial Sphere
Starlight
– Luminosity of stars depends on mass
Looking at a star enables determination of its
Temperature, Radius, Luminosity, Mass and Distance from Earth
... and there is more!
News from Mt. Burnett Observatory
1
Parallax between 1 AU and about 1000 Ly
Variable stars 100 Ly to 1 ,000,000 Ly
Red shift and Hubble's Law beyond
RADEP (RAdio DEPth) measures all astronomical distances with one technique based on response to radio telescope signal.
Apparent Magnitude of Stars
Magnitude scale was first introduced by Hipparchus
(190 BCE to 120 BCE)
"Eyeball" estimate of magnitude
1 for the brightest star
6 for the dimmest star
Later a more quantitative scheme was introduced – the difference between brightest (1) and the dimmest (6) was 100.
a magnitude 1 star is 2.512 tines brighter than a magnitude 2 star. (100 1/5 = 2.512)
Now brightness is determined optically so the scale is much finer.
Sun m = - 26.8
Full moon m = - 12.6
Venus m = - 4.4
Sirius m = - 1.5
dimmest stars seen by Hubble m = 30
We can learn more about a star by looking at the
various wavelengths of light
Continuous spectrum give information about the
temperature
Stars appear with different brightness
Image of the double star Albireo which can be observed with a small telescope. The two members of the double star system are very different colors.
Stars have a different color quality
2
Star Color is due to its temperature
Temperature is related to is mass.
Temperature is related to luminosity
New Worlds, New Horizons in Astronomy and Astrophysics
Committee for a Decadal Survey of Astronomy and Astrophysics; National Research Council
ISBN: 0-309-15800-1, 324 pages, 7 x 10, (2010)
This is a free PDF downloaded from:
This is a free PDF downloaded from:
This is a free PDF downloaded from:
This is a free PDF downloaded from:
http://www.nap.edu/catalog/12951.html
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Fiction –
Curriculum Overview for Year 2 Term 6 – 'Globe Trotters'.
English
SPaG –
- Write a fantasy story about being transported to a fantasy world.
- Revise past and present tenses.
Art & Design
Computing
Write stories about pirates and life under the sea.
Explore stories by the same author.
Write a holiday postcard.
Write a journal entry for someone at sea in the past.
To plan, edit and write poetry with theme of a shipwrecked sailor.
Share favourite poems and write a poem about the sea.
Apostrophes.
Revise conjunctions.
Revise the 4 sentence types.
Revise all punctuation marks.
Understanding first, second and third person.
Homophones.
Design a treasure map with an aged effect. Use map reading skills to find the treasure.
Investigate and make landscapes and cityscapes using different media. Look at famous artists – Monet, Van Gogh, and Metzinger.
Online research about our topic.
Make a simple presentation about a chosen country.
Learn about internet safety. Explore using the camera tool on a tablet/iPad.
Explore making different types of salads.
Make clay animals.
Learn about what life would be like on an island and understand that an island is an area of land that is completely surrounded by water.
Begin to understand co-ordinates to create own fantasy island maps.
Use a world map and a globe to identify and place different countries and locations.
Learn about and identify the 5 climate zones.
Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm), using rulers.
Compare and order lengths and record the results using >, < and =.
Know the number of minutes in an hour and the number of hours in a day.
Compare and sequence intervals of time.
Choose and use appropriate standard units to estimate and measure capacity and temperature to the nearest appropriate unit, using thermometers and measuring vessels.
Compare and order volume/capacity and record the results using <, > and =.
Use mathematical vocabulary to describe position, direction and Movement.
Order and arrange combinations of mathematical objects in patterns and sequences
Work together as a group to solve tasks relating to surviving on a desert island.
Share the story 'Sally & the Limpet' to understand the importance of looking after the environment especially the seaside.
Talk about how pirates were mean characters that were encouraged each other to steal. Think about how we should not take things that don't belong to us and how it would make us feel.
Think about rules for living on a pirate ship.
Research and use sea mythology as a stimulus for music.
Learn sea shanties.
Learn a Tanzanian game song and accompany a travelling song using voices and instruments.
• Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
• Observe and describe how seeds and bulbs grow into mature plants
• Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Begin to understand what a beach holiday is like.
Understand how Victorians spent their leisure time and consider the similarities and differences of modern holidays.
Compose and decipher telegraph messages using Morse code.
Find out about famous explorers.
Group Games – Consolidate sending and receiving skills, learn rules for a game and to develop simple group tactics.
Athletics – Remember, repeat and link combinations of actions with greater control and co-ordination.
Practice skills and games for sports day.
Who is a Muslim and what do
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HEALTHY EATS
Breakfast Club
Pop quiz: Your typical breakfast is a) coffee…that counts, right? b) a pastry from the dining hall, c) nothing—you don't wake up during breakfast hours, or d) yogurt and a banana from the mini-fridge in your dorm room.
Clearly, the last choice is ideal, but lots of students make a habit of skipping breakfast or just downing sugary pastries or coffee drinks. If that's you, hear this: Breakfast really is the most important meal of the day.
Why? If you eat breakfast, you'll have more stamina for those 8 a.m. classes and feel better later on, says Meghan Windham, MPH, RD, LD, campus dietitian at Texas A&M University. Plus, she says, "you'll find you're not starving at lunch and won't overeat."
Research backs up breakfast's boons. Young adults who eat breakfast regularly tend to be leaner, think sharper, and have better overall nutrition than those who skip the morning meal. Breakfast also gives you an opportunity to get important nutrients—such as calcium (from yogurt or from milk in your cereal or café au lait), fiber (from whole grains and fruit), and the many vitamins and minerals in fruits and vegetables.
If you're not in the habit of eating breakfast, start now. Windham advises students to "eat something." Even if you're short on time, it takes just seconds to grab a granola bar or piece of fruit as you head to class. And a little planning will keep your dorm room or apartment stocked with breakfast staples. Your mini-fridge can hold lowfat yogurt, fruit, and hard-boiled eggs (you can find these at many food stores or just snag them from the dining hall).
RIGHT START
CAMPUS DIETITIAN MEGHAN WINDHAM, MPH, RD, LD, SUGGESTS BREAKFASTS YOU CAN EASILY MAKE—AND WANT TO EAT—IN THE MORNING.
Granola bars and dry cereal are also easy to stash. And don't forget the dining hall—if you have a little extra time in the morning, you can make a healthy meal there.
IN YOUR ROOM
Non- or low-fat Greek yogurt topped with low-sugar, high-fiber cereal (such as Cheerios or All-Bran) and a banana
Whole grain tortilla rolled up with natural peanut butter and a banana
Microwaved eggs: Crack an egg into a mug and stir with a fork. Nuke for about 30 seconds until cooked.
Trail mix, a piece of fruit, and low-fat Greek yogurt
IN THE DINING HALL Hard-boiled egg and sliced avocado on whole grain toast
DIY café au lait: Heat half a cup of milk in the microwave and top with coffee and a dash of cinnamon for a calcium-rich pick-me-up
Half a whole wheat bagel with reduced-fat cream cheese, tomato, red onion, and sprouts
WebMD.COM
4
W I N T E R 2 0 1 3
Timing is an issue, too. If you wake up at 9 but have breakfast at 11, does that count? Not so much. Windham encourages you to eat within an hour of waking up. If you work out first thing in the morning, try to eat within a half hour of finishing. It's good to nibble something before you exercise, but Windham says to "literally go with your gut—if it doesn't feel right, don't do it."
Once you start to eat something for breakfast, Windham encourages you to make your breakfast count. Follow this easy formula for a healthy morning meal: protein + whole grains + fruits or vegetables. It's a winning combination to fuel your day and keep you satisfied.
Protein, Windham says, "helps you feel fuller because it takes longer to digest, so it'll have a lasting effect throughout the day, taking you past 9 o'clock rather than just get you to lunch."
Reviewed by Hansa Bhargava, MD WebMD Medical Editor
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5 Common Dyslexia Myths
It is estimated that up to 20% of people show symptoms of dyslexia. Successful people like Steven Spielberg, Richard Branson, Whoopi Goldberg, and Charles Schwab have all been diagnosed with this language-based learning disability. Dyslexia often leads to difficulties in reading, spelling, and writing—but its effects can be lessened with early identification.
Although dyslexia is common, it is also misunderstood. Here are five common myths about dyslexia to share with friends and family.
MYTH
Dyslexia is visual, so children and adults see and write letters backwards, such as mixing up "b" and "d".
Many children reverse letters when learning to write, regardless of whether or not they have dyslexia. Dyslexia manifests itself in different ways and at different times for every child.
FACT
MYTH
There are no clues that a child may have dyslexia before they enter school.
Children with dyslexia can exhibit early clues such as having trouble learning common nursery rhymes or problems learning to recognize letters in their own name.
FACT
Dyslexia affects boys more than girls.
Boys with dyslexia are more frequently identified, but dyslexia affects both genders almost equally. This myth may seem real perhaps because girls may tend to quietly go through challenges while boys may be more likely to act out, leading to more boys being diagnosed.
MYTH
If you have dyslexia, you can't be smart.
Dyslexia has nothing to do with intelligence. It occurs in children of all backgrounds and intelligence levels—learners can be both gifted and dyslexic. In fact, Dr. Carol Greider, who won the Nobel Prize in Medicine in 2009, has dyslexia and struggled in elementary school.
FACT
MYTH
People with dyslexia are lazy and need to work harder.
Dyslexia is a neurological disorder, meaning the dyslexic brain functions differently which has nothing to do with effort. In fact, many children with dyslexia have to try harder than their peers. Children and adults with dyslexia often find alternative ways of gathering knowledge, and develop their own strategies to learn, work, and achieve in life.
FACT
Identifying dyslexia is often a multi-step process. Research has shown that the sooner a child is screened, diagnosed, and given support, the more likely he or she will enjoy school and be successful, both academically and in life. Research continues to support the need for early screening for dyslexia.
Source: International Dyslexia Association ® , IDA, 2017.
pearsonclinical.co.uk/dyslexiamyths
Copyright © 2019 Pearson Education. All rights reserved. Pearson is a trademark, in the US and/or other countries, of Pearson Education, Inc. or its affiliates. CLINA15778-21225 ML 8/19
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Summer Term 1 Year R Home Learning
Topic: We are Scientists: Outdoors
Maths
Literacy
1. Using play mini beasts/ people tell addition number stories. Can you count on from the first number to find the total?
e.g. Five bees are in the beehive Four more bees come and join them. Now there are nine bees altogether in the beehive.
2. Using play animals/people tell subtraction number stories. Can you count back to find the total?
e.g. Fifteen people are sitting on a bus. Three people get off at the next stop. Now there are only twelve people left on the bus.
3. Explore some toys and objects. Think about how these feel and use words such as 'heavy' and 'light' when comparing them. Which is the heaviest? Which is the lightest?
1. Draw or paint a picture of your garden/ or local park. Can you talk about what is in your picture?
2. Look closely at some plants and flowers. What can you see? What are the different parts called? Can you draw, paint or collage a picture of your plant?
3. Find out about creepy crawlies! Can you go on a mini beast hunt? Can you write about what you see?
4. Can you make a symmetrical pattern? You could use objects or even paint a symmetrical picture!
5. Challenge yourself to count lots of objects! What is the highest total you can count to? Can you begin to explore counting objects in twos?
7. Choose a teddy or toy and ask a grown up to hide it. Can you use words such as in front of, between, next to, to describe where you found it? Make it trickier by thinking about words such as 'left' and 'right'.
7. Go on a pattern hunt. Talk/write about different types of patterns. E.g. checked patterns, repeating patterns, symmetrical patterns, number patterns.
5. Can you watch the weather forecast? What does it talk about? What is the weather like outside? Draw a picture or write about the weather.
6. Find out about butterflies. Can you make an information leaflet about butterflies?
6. Find out about the life cycle of a frog and draw a diagram of it.
7. Can you think about how we can look after our environment (e.g. recycling?) Could you make a poster about it?
Daily maths, English and non-core lessons can be found on https://www.thenational.academy/onlineclassroom/schedule (government-backed home learning tool) | 845 | 530 | {
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POP-UPS: Engineering Paper 101
For ages 12 & up or younger with adult supervision
To make pop-ups, it is important to consider the paper, its weight and quality. Card stock is best, but you can experiment with lighter weight paper to get started. The paper should be foldable, but stiff enough to hold a crease while holding its own weight. Card stock can be purchased at art or craft stores.
Tools: pencils, ruler, cutting mat, scalpel knife and blades, craft knife, indenting tool, scissors and eraser. Adding color: colored pencils, pastels, marker pens, watercolor, gouache or poster paints.
Folding an accurate crease by hand is difficult when using heavier weight papers. An indenting tool can be used to compress the sheet along the fold line to help make a clean hard edge . An empty ball-point pen or protractor tip can be used. Most of all experiment and have fun with each creation.
Single Slit cut:
1. Fold sheet of paper in half; measure along the folded edge (the gutter cease ) and mark the halfway point. Using a pencil draw a line from the folded edge into the middle of the paper. Cut along this line.
2. Lift the cut corner and carefully fold from the cut toward the outside edge to create a triangle, and press firmly. Unfold the triangle and open folds completely.
3. This is an important step: Lift up the triangle while also folding the paper closed again. Note there will be one mountain crease and a valley crease.
4. Close the pop-up and press it flat, enforcing the creases. Once you understand this concept we are ready to proceed.
Here is another design that builds upon the gutter crease.
Single Heart:
1. Fold a sheet of paper in half and press the gutter crease firmly. For images of directions 1 & 2, see photos at top right.
2. Measure the half-way mark. Use denting tool to make a sharp crease, and fold in half again.
3. Now unfold the paper and fold the paper lengthwise. Draw a heart shape at the gutter crease, making sure that your heart is below the half-way fold. See below.
4. Use the X-acto to cut through both layers of paper, leaving a small uncut part that connects the heart shape to your paper. This will be the hinge fold.
5. Unfold the paper and refold along the center horizontal line leaving the heart at the front.
6. To form the pop-up, lift the heart up to create a mountain fold at the center crease. Close the card and press to reinforce folds. Create variations on this theme by adding more generations of hearts. Reverse
folds with each generation. | 1,001 | 588 | {
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TEACHING GUIDE FOR
'Taking Care of Each Other'
INDIGENOUS HARM REDUCTION VIDEO SERIES
Substance use and addiction has touched all of our lives, our families and our communities in different ways. During the current overdose crisis, many of us are searching for ways to look after the people we care about who are using drugs. Harm reduction is an approach centered in dignity, human rights, self-sovereignty, and compassion, and can keep any person who uses drugs safer.
THE WOLF
THE BEAR
THE RAVEN
A symbol of relationships and care. Emphasizes the importance of building relationships with people who use substances.
THE EAGLE A symbol of knowledge and wisdom. Acknowledges that wellness is a journey instead of a destination.
A symbol of strength and protection.
Celebrates a strength-based approach in working with harm reduction.
A symbol of identity and transformation. Exploration of identity and that mistakes will be made along the way.
FNHA and Vancouver Coastal Health worked with filmmaker Asia Youngman to create a video series about Indigenous Harm Reduction. These videos are a teaching tool to help start discussions in Indigenous communities about harm reduction, substance use, and stigma, all from Indigenous perspectives.
We were especially interested in sharing the perspective of our dearly missed friend and colleague, Tracey Morrison. At the time of filming, Tracey was the president of the Western Aboriginal Harm Reduction Society. We are grateful that we are able to share her inspiring words as we host these important discussions in Indigenous communities across the province and beyond.
There are four videos in the Taking Care of Each Other series:
* Harm Reduction (6:15)
* Indigenizing Harm Reduction (7:59)
* Resisting Stigma (3:39)
* Hopes for the Future (3:36)
Video 1: HARM REDUCTION
Before watching the video, ask: How would you define harm reduction?
During the video, watch for:
* Different people's definitions of harm reduction
* Examples of how they use this approach
* Words or quotes that stand out to you
After watching the video, discuss:
* What did you see that stood out to you?
* Are there any quotes that stand out for you?
* Were you left wondering about anything?
• Now that you've seen the video, is there anything you would add to the definition of harm reduction?
* What do you think harm reduction looks like in a small community? In an urban setting? In your community?
Video 2: INDIGENIZING HARM REDUCTION
Before watching the video, ask: What would an Indigenous approach to harm reduction look like? During the video, watch for:
* Indigenous perspectives on harm reduction
* Quotes or stories that stand out for you
After watching the video, discuss:
* What stood out for you in the video?
* Why do you think the creators of the video series used the quote "Taking Care of Each Other" as a title?
* How did the people in the video relate harm reduction to their cultures and teachings?
Video 3: RESISTING STIGMA
Before watching the video, ask: How do you define stigma?
During the video, watch for:
* How stigma impacts people who use drugs
* How people are resisting stigma
After watching the video, discuss:
* What stood out to you?
* What does stigma look like in our communities?
* How can we help resist stigma in our communities?
Video 4: HOPES FOR THE FUTURE
After watching the video, discuss: What are your hopes for the future with harm reduction? | 1,553 | 740 | {
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10.09.19 EVERWIN MATRIC.HR.SEC.SCHOOL Time: 45 min. Std: X SPECIAL TEST Marks: 25 ENGLISH
I. Choose the most appropriate Synonym of the underlined word: 2x1=2
1. Nagen had a rustic look.
a) urban
b) rural
2. The sun was soothing.
a) anxiety
b) boisterous c) dexterous d) comforting
II. Choose the most appropriate antonym of the underlined word: 2x1=2
3. It is natural for human beings to make mistakes.
a) artificial
b) neutral
c) inevitable d) compulsory
4. We reached a point where the road bifurcated.
a) split
b) converged c) emerged d) deviated
III. (i) Choose the correct answer:
2x1=2
5. Compound words: noun + noun
a) pen friend
b) good run c) driving license d) foresight
6. Compound word: gerund + noun
a) afternoon b) take over c) walking stick d) day break
(ii) Combine the pairs of sentences using appropriate connectors:
2x1=2
7. Rajan is very old. He enjoys good health.
8. I completed my homework. I set out to play.
IV. Read the following poetic lines and answer the following questions: 4x1=4
9. "Not a crumb to be found
On the snow - covered ground;
Not a flower could he see,
Not a leaf on a tree."
c) modern
d) antic
a) What couldn‟t he find on the ground?
b) Why was the ground covered with snow?
c) Pick out the rhyming words from the above lines.
d) Mention the figure of speech.
V. Answer any two of the following questions: 2x2=4
10. Why was the attic „a favourite place‟ for the children?
11. What did Nagen uncle tell about Sanyal?
12. Was Sanyal happy about his visitors?
13. Why did Sanyal recite the poem in the teashop earlier?
VI. Answer any one in a paragraph:
1x4=4
14. a) Give a detailed account of all thoughts and questions in the narrator‟s mind while accompanying Aditya from the teashop to Sanyal‟s house.
(or)
b) Compare and contrast the attitude of the ant and the cricket.
VII. Identify the character/speaker:
2x1=2
15. I will think. I will think.
16. The truth must be told.
VIII. Match the following appropriately:
3x1=3
17. Poor farmer
-
ruled by despotic leader
18. Shining
19. „The Aged Mother‟
-
Principal food for the poor
-
Lived in the foothills
- Matsuo Basho | 1,102 | 642 | {
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Reception Class Home Learning ideas
Hello again to my amazing Reception class! I hope you are all ok and enjoying the time with your families. I am looking forward to seeing you all soon and missing you all lots! It has been lovely to receive emails and photos of your work this week. Keep them coming! Parents please do not panic we will help your child/children catch up with learning as soon as possible when they are back at school. If you need to speak to me about anything my email address is:
email@example.com
This week the school would like you to continue to use the Oak Academy learning platform. It has a range of lessons with an online tutorial video for you to access. https://www.thenational.academy/online-classroom
Alongside this we would also recommend BBC Bitesize that has a range of interactive games and lessons for all subjects. The phonics part can be found under the KS1 heading and I would recommend the children working on Phases 2 and 3.
https://www.bbc.co.uk/bitesize/levels/z3g4d2p
Maths extra ideas
- Youtube- number blocks
- YouTube- number jacks
- Can you choose a number from 0-20 and half it?
- Can you play the position game- move under, over, behind, in front, next to, at the side of, around, on top of an object?
- Recap on recognising numbers to 30.
- Can you write numbers in the correct order to 20?
- Can you count backwards from 20?
- Can you find some objects in your house, toys, paper, cutlery etc. and put them in to the categories 2d shape and 3d shapes?
- https://www.twinkl.co.uk/resources/home-early-years - lots of maths games and work-
- https://www.twinkl.co.uk/resource/t-n-5527-new-doubles-to-20-activity-sheets try the doubling/ halving number sheets on twinkl.
- . https://www.twinkl.co.uk/resource/t-n-5587-addition-and-subtraction-number-sentencesfor-number-bonds-to-20-number-cards- here are some addition flash cards to use as a game.
- https://www.bbc.co.uk/bitesize/subjects/zjxhfg8
Literacy extra ideas
- Phonics flash cards (in pack sent home)
- Can you draw a picture of a dinosaur/minibeast and label it?
- Can you write a postcard to me and email it to me? Write down the things you have been doing at home.
- Continue to write your name each day and begin to practise writing your surname.
- Can you write down a list of things you would use to make a potion?
- Read a book with your family- Write a few short sentences about why you liked the book and your favourite part.
- Read on the active learn website (links and usernames in packs)
Have a go at the talk for writing Reception pack aimed to help develop children's speaking, listening, reading and writing!
https://www.talk4writing.com/wp-content/uploads/2020/05/R-Mouse.pdf
CHALLENGE New Book of the Week! – Watch/ read the story of The Tiger that came to Tea on YouTube or if you have it at home.
QUIZ TIME
- Where was the setting of the story?
- What did the tiger eat first?
- What was the little girl's name?
- What did the tiger drink?
- Where do you think the tiger came from?
- Why do you think he ate so much food?
- Can you use 3 words to describe the tiger?
ICT
Reception now have a 'wonderful work wall' on Purple mash. Log on using your password and user name given out in your home learning packs. On there is a range of activities I have set you to complete along with a range of games and activities that you can choose to complete as well. Once you have completed one I will write you a little comment and then post it on
Reception's wonderful work wall. If you have lost your user name or password, please ring the school and we will be able to give it you again. https://www.purplemash.com/login/
We also have an appreciation wall for the NHS and Key workers so if you would like to make a picture we will display it on the wall.
Other
- Join in with Joe Wicks PE video 9am each morning
- There is also a PE link for Reception in our home learning area on the website
- YouTube- cosmic yoga
Scavenger hunt-
In the fastest time, can you find:
- Something that makes a noise
- Something you can squeeze
- Something you can roll
- Something you can see through
- Something long
- Something furry
- Something you can eat
- Something that pours
-
Creative challenge
Can you make your own perfume? Collect some petals that have fallen off plants or flowers and mix them with a spoon in water. Make sure you do this with an adult and not on your own!
I would love to see some photos of any of the activities or creations if you would like to email me. I will respond to all emails.
Keep safe everyone
Lots of love
Mrs Jameson x | 1,928 | 1,113 | {
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Name
Date
Year End Evaluation & Goal Setting
1. WINS Over the past year, what were your wins, accomplishments, breakthroughs, successes?
What patterns or themes can you see?
What strengths did you rely on?
What kept you going when it got tough?
What made it fun?
What synchronicities assisted you?
2. LOSSES
Over the past year, what were your losses, failures, disappointments, breakdowns?
What patterns or themes can you see?
What resources are available to help avoid similar results in the future?
3. LESSONS
What did you learn about life or yourself over the past year?
What can you do to lock-in and sustain the achievements and learnings of the past year?
4. PROJECTION
Project your vision to the end of the next year. Looking "back" over next year, what were your wins, accomplishments, breakthroughs and successes in each of the categories listed below? Describe them as already done (past tense).
PHYSICAL ENVIRONMENT:
CAREER:
MONEY/FINANCES:
HEALTH:
FRIENDS & FAMILY:
SIGNIFICANT OTHER/ROMANCE:
PERSONAL GROWTH:
FUN & RECREATION:
5. SMART GOALS
Now go back and create at least one "SMART" goal for each of the above 8 categories. A SMART goal is defined and illustrated below:
Specific - describe it in detail. Don't just use words like "good, nice, better, more, happier," but include a description of what that would look like.
Measurable - identify a way to measure your progress. Find a manifestation of that state that can be counted or otherwise quantified.
Actionable – make sure you can actually do something to influence the occurrence of the desired outcome. A goal of having 15 more sunny days in your hometown is probably not actionable.
Realistic – choose something that is a stretch, but still in the realm of reality for you. Increasing your net income by $10 million this month might be possible (by robbing a bank, winning the lottery, etc.), but it's not very realistic.
Time-based - set a time by which you intend to accomplish your goal which is distant enough to be realistic, but close enough to get you into action.
Here is an example of changing a nebulous goal into a SMART goal.
Nebulous goal:
have more influence on the management policies of our firm
SMART goal: get 2 of my suggestions for implementing better performance evaluations at the firm initiated by June
My SMART Goals:
PHYSICAL ENVIRONMENT:
CAREER:
MONEY/FINANCES:
HEALTH:
FRIENDS & FAMILY:
SIGNIFICANT OTHER/ROMANCE:
PERSONAL GROWTH:
FUN & RECREATION:
6. RESOURCES
With regard to each of your SMART goals, identify the resources you have available to assist you with information, expertise, funding, support, etc. Try to come up with at least one resource in each of the following categories for each goal:
FAMILY & FRIENDS:
FRIENDS OF FRIENDS:
BUSINESS ASSOCIATES:
SERVICE PROVIDERS:
(ex: lawyers, bankers, therapists, florists, bookkeepers, doctors, house sitters, teachers, coaches)
TRADE OR INDUSTRY ASSOCIATIONS:
RESEARCH/EDUCATION FACILITIES:
(ex: internet sites, libraries, colleges, continuing ed programs, leisure learning programs)
ORGANIZATIONS:
(ex: church, alumni group, non-profits)
7. ACTION PLANS
Choose one SMART goal and break it down into the major projects that will need to be accomplished to achieve the goal.
PROJECT 1:
PROJECT 2:
PROJECT 3:
PROJECT 4:
Now take the first Project in the sequence and break it down to the action steps necessary to accomplish the Project. Remember to take advantage of the success strategies you identified above.
1.
2.
3.
4.
What is the very first, smallest action step that must be taken for the first Project?
Put that on your task list in Outlook, your PDA, legal pad, or wherever you keep your daily to-do's.
Look! You are already moving toward your goal! You have broken the actions down to manageable chunks. Don't worry if there are holes in your plan because you don't quite know how to accomplish some parts. Just "go to the edge of the light you see" and it will be come clearer as you progress. | 1,934 | 913 | {
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Student Handout
In the following handout, students will be required to:
* Develop a method to mix solutions accurately to desired molarities
* Collect data in a consistent manner using a table and proper scientific documentation
* Calculate the required mass of various metal halides to create the desired experimental solutions
Provided in this document are sample answers (pages 2-4) and a blank handout (pages 5-7). The blank handout should be made available to each group prior to the activity.
Student Handout - Answers
Making Mixtures:
This experiment requires the preparation of 4 M halide solutions. Unfortunately, all elements and compounds have different molar masses and no device is available to measure the quantity of moles. Instead, balances are available to measure weight, and devices such as graduated cylinders and pipettes can measure volume. How can the required amount of halide required for a certain volume of water be measured in order to accurately prepare the solutions?
As a hint, here are some useful concepts:
* The molarity of a solution is the number of moles of solute per 1 litre of solution. In this case, the solute is the halide and the solution is the water-halide mixture.
* Molarity:
* Moles of solution required for a certain volume of solution = (molarity)*(volume)
Brainstorm:
Try to brainstorm some equations that could be used to find the mass in grams of halides required to make a solution of molarity 4 mol/L for a certain volume of solution.
Molarity = Moles of solute per 1 L of solution Moles required for a solution = Desired Molarity of Solution*Desired Volume of Solution Grams required for a solution= Molar Mass*Moles required for a solution
Calculations:
Now that you have a set of equations, use them to fill in the table on the next page. Include all calculations here or on another sheet of paper:
Space for calculations--No set answers, only the table needs to be checked.
(Space for calculations continued)
Mixture table:
Experiment Data Collection:
Fill in the following table with your observations as each vegetable is tested:
Student Handout
Making Mixtures:
This experiment requires the preparation of 4 M halide solutions. Unfortunately, all elements and compounds have different molar masses and no device is available to measures the quantity of moles. Instead, balances are available to measure weight, and devices such as graduated cylinders and pipettes can measure volume. How can the required amount of halide required for a certain volume of water be measured in order to accurately prepare the solutions.
* Molarity:
As a hint, here are some useful concepts:
* The molarity of a solution is the number of moles of solute per 1 litre of solution. In this case, the solute is the halide and the solution is the water-halide mixture.
* Moles of solution required for a certain volume of solution = (molarity)*(volume)
Brainstorm:
Try to brainstorm some equations that could be used to find the mass in grams of halides required to make a solution of molarity 4 mol/L for a certain volume of solution.
Calculations:
Now that you have a set of equations, use them to fill in the table on the next page. Include all calculations here or on another sheet of paper:
(Space for calculations continued)
Mixture table:
Mixture table:
Halide
Molar Mass (g/mol)
Volume of
Solution (L)
Molarity of
Solution (mol/L)
Amount of
Halide required (moles)
Amount of
Halide required (g)
Experiment Data Collection:
Fill in the following table with your observations as each vegetable is tested: | 1,584 | 771 | {
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English
Reading. Daily reading to improve fluency, accuracy, comprehension and vocabulary. Targeted individual comprehension skills with a whole class focus on inferencing and synthesis. Roald Dahl author study including comparing texts and Authors. Book week activities.
Oral Language. Note taking, barrier games and improving listening skills.
Writing. Seven Steps to writing success. Planning, Sizzling Starts, Tightening Tension, Dynamic Dialogue, Show, Don't Tell, Ban The Boring Bits and Exciting Endings.
Spelling. Group focus words each fortnight including diagraphs, syllable junction patterns and prefixes and suffixes.
Vocabulary. Weekly focus words Handwriting. Linked script, fluency and letter height
Humanities and Social Science (HASS) Geography.
Explore people's feelings and attachment to place. Discuss why it is important to protect places that have special significance for people (such as a wetland, sacred site, national park or a World Heritage site). Reflect on learning to propose actions in response to an issue or challenge.
Term 3 Learning Overview
2017
Eastern Fleurieu School
Strathalbyn R-6 Campus
Cathy Knight, Amber Whittaker Room 11 Year 3 Term 3, 2017
Music with Ms Tarling
Art with Mr Steel
Indonesian with Ms Grund
Physical Education with Mr Koutsikas
Technologywith Mr Bilney
Please refer to Specialist Teacher's Learning Plans for details of class programmes,
Mathematics
Number. Apply place value to partition, rearrange and regroup numbers to 10,000 to assist calculations to solve problems. Use and discuss strategies for addition, subtraction, multiplication and division. Multiplication and related division facts for 2,3,5 and 10. Mental computation skills.
Fractions. Identify single unit fractions in shape, number and objects.
Measurement. Compare and order shapes and objects based on length, area, volume and capacity. Use familiar metric units Shape. Describe and draw 2D shapes. Make models of 3D shapes and describe key features
Data representation. Identify questions or issues for categorical variables, identify data sources and plan methods of data collection and recording. Create displays of data. Proficiencies. Fluency, Understanding, Reasoning and Problem Solving.
Science
Science Inquiry Skills. Identify questions that can be investigated scientifically and predict what might happen based on prior knowledge. Compare findings and suggest possible reasons. Use a range of methods including graphs to represent data and identify patterns and trends. Reflect on investigations including whether it was a fair test. Present and communicate scientific findings. | 1,243 | 537 | {
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Bullying Policy – Tallygaroopna PS
Purpose
Tallygaroopna Primary School aims to provide a safe and inclusive environment free from all types of bullying behaviour. This policy is to be a positive message to staff, parents and children, to ensure that the whole school community is working together to eliminate bullying.
Policy
Schools must include a statement about bullying and cyberbullying behaviours in the Rights and Responsibilities section of their Student Engagement Policy.
A Student Engagement Policy should include a positive statement about the school's values and philosophy, and the related programs and strategies being implemented by the school to promote student engagement, high attendance and positive behaviours.
Definition
Bullying is when someone, or a group of people, deliberately upset or hurt another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons.
This table describes the categories of bullying.
Many distressing behaviours are not examples of bullying even though they are unpleasant and often require teacher intervention and management.
Mutual conflict: involves an argument or disagreement between people but not an imbalance of power. Both parties are upset and usually both want a resolution. Unresolved mutual conflict can develop into bullying if one of the parties targets the other repeatedly in retaliation.
Social rejection or dislike: is not bullying unless it involves deliberate and repeated attempts to cause distress, exclude or create dislike by others.
Single-episode acts: of nastiness or physical aggression are not the same as bullying. If someone is verbally abused or pushed on one occasion they are not being bullied. Nastiness or physical aggression that is directed towards many different people is not the same as bullying. However, this does not mean that single episodes of nastiness or physical aggression should be ignored or condoned as these are unacceptable behaviours.
Approaches
Schools should:
- promote and support safe and respectful learning environments where bullying is not tolerated
- put in place whole-school strategies and initiatives such as Bounce Back and others as outlined in the Department's anti-bullying policy
- develop a Student Engagement Policy that includes processes and strategies to prevent and respond to incidents of bullying and other forms of unacceptable behaviour.
- involve students, staff and parents in updating the Student Engagement Policy.
- work in partnership with parents to reduce and manage bullying.
- take a whole-school approach focusing on safety and wellbeing by utilising any resources / funding which may be available (ie: School Chaplain Program, Cluster Mental Health Day, Kidsmatter..etc).
Related Policies
- Student Support Services
Department Resources
- Student Engagement Policy Guidelines
- Building Safe and Respectful Schools: providing guidance to schools about creating safe and respectful learning environments
- Sexuality Education:
- Respecting Diversity: for teacher resources to support the inclusion of sexual diversity in the school's sexuality education program
- For Principals: for a copy of Supporting Sexual Diversity in Schools (2008).
Other Resources
- Bullying. NoWay! – the joint Australian Education Authorities website
- Safe Schools, National Safe Schools Framework providing a set of nationally agreed principles for safe and supportive school environments and includes appropriate responses that schools can use to address the issues of bullying, harassment, violence, and child abuse and neglect.
Evaluation:
This policy will be reviewed as part of the school's three year review cycle. This policy was last ratified by School Council in....
Endorsed by School Council Wednesday 28 th October 2015 | 1,742 | 719 | {
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________________________
Magnetosphere – Student Worksheet
Our Solar System's three "Goldilocks" planets, Mars, Earth and Venus are constantly being bombarded by solar winds. Radiation from the Sun contains energy and ionised particles (charged particles that are either positive or negative) that can cause death or mutation to living things.
Earth has a mobile liquid nickel iron outer core which generates a magnetic field which surrounds the planet. This can deflect most of the solar winds round the planet and sends them off into space.
Mars may at one time have had a similar magnetosphere as was suggested by data from the Mars Global Surveyor. Although its rocks have some remnant magnetism in patches, its magnetosphere is 40 times less than Earth's.
Venus has no magnetosphere. At its surface it is hot enough to melt lead. Most magnets will de-magnetise if heated.
Magnetic Spheres and Magnets
Earth's magnetic field can be demonstrated by hanging a magnet on a piece of string. The magnet's north pole will point to Earth's Magnetic North Pole.
Name________________________
Magnetosphere – Student Worksheet
This explains how a compass can be used to align a map north to south.
Our magnetic field repels the parts of cosmic radiation, which can damage life.
Data and Inference
We cannot always observe what causes a change but we can INFER its presence but observing the effect it has on other things.
Can we see the force of gravity? _______________________
________________________________________________
Can observe the sphere of magnetism around a magnet?
________________________________________________ ________________________________________________
Magnets and Magnetosphere
Materials per group
* Two bar magnets separately wrapped in cling wrap.
* A sheet of white A4 paper.
Name________________________
Magnetosphere – Student Worksheet
* Magnetic filings (and a teaspoon if required).
* A piece of string or wool about 30cm long.
Method
1. First find out the north poles of the magnet. Some have this marked with an "N or dot. If your magnets aren't marked, then tie the string to the magnets and let them hang loosely. And they will align north to south. Untie the string.
2. Holding a magnet in each hand about 10 cm apart, gently move the two north poles together. What did you observe and which sense did you use to make this observation?
________________________________________________
________________________________________________
.
3. Again holding the magnets in each hand about 10cm apart, approach the north pole of one with the south pole of the other. What did you observe and which sense did you use to make this observation?
Name
________________________
4. Place one magnet under a sheet of white A4 paper and gently sprinkle the iron filings over the paper. Draw what you observed.
5. Return the filings carefully to the container. Place the two magnets as we did in step 2,only with the north poles only 3 cm apart. Put the sheet of white paper on top and sprinkle the filings on top. Draw what you observed.
Name
________________________
Magnetosphere – Student Worksheet
Data and Inference
Data is what you observe. Inference is working out unseen properties by analysing the data available.
Data A student runs with a bucket of water and pours it over another screaming student's head. The screaming stopped and the second student thanked them.
Inference The second student was on fire.
Using your observations, from this experiment (data) what can you infer from your observations?
________________________________________________
________________________________________________
If Earth is surrounded by a magnetic field, what effect will that have on incoming magnetised radiation?
________________________________________________
________________________________________________ | 1,937 | 740 | {
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W.4: LESSON PLAN
Title
Cultivating Curiosity: Exploring Mundos de Mestizaje Imagery
Subject
Writing
Grade
K-5
Time
80 minutes
Purpose
After exploring the imagery in the fresco, students will develop and illustrate an imagined narrative, create a KWL chart, and make connections between imagined narratives and historical facts.
Key Questions
1. What imagery are you curious about in the fresco?
2. What stories does the fresco tell us about people and events in New Mexico?
3. What is the difference between an imagined narrative and a historical narrative?
Values
Curiosity, Exploration
Materials & Resources
Virtual tour of the fresco; fresco image guide; Handouts 1 and 2; crayons/colored pencils/markers; paper and pencil
Activities
1. In pairs, have students explore the virtual fresco. Then, ask each pair of students to select one image from the fresco that they are curious about.
2. Using Handout #1, ask students to complete the "What I Know" and "What I Want to Know" sections of the chart. Have them think about these questions while they complete it:
a. Have you seen the image you selected before? If yes, what is the story of the image you know? If you have not seen this image before, what about this image caught your attention?
b. What about the image are you curious to know more about?
3. After completing the "What I Know" and "What I Want to Know" chart, in pairs, ask students to describe the image to one another. Use the following questions as a guide:
a. What do you see? Think about colors, shapes, symbols.
b. Use the questions Who? What? Where? When? Why? to describe the image.
4. Ask students to imagine a story about the image they selected. In pairs, using Handout #2, students write and illustrate the story they imagine for this image. Questions to consider:
a. Who is this story about?
b. What is happening in the story?
c. Where does this story take place?
d. When does this story take place?
e. Why do these events happen? What is the outcome?
5. Provide time for each group of students to share the story they imagined. Then, as a large group, discuss: Did any students select the same images? Different images? How were the stories similar or different?
6. Using the image guide, students will find their image with the corresponding description. With teacher and peer support, ask each pair to read the description and discuss:
a. After reading the description, what did you learn about the image you selected?
b. How was the history presented in the description similar and different to your imagined story?
c. If you were going to illustrate this story again using the image description, how might you tell this story?
7. On Handout #1 have students complete the "What I Learned" section of the chart. Students will share what they learned in groups (I learned…).
Evaluation/Assessment
Feedback: Take this survey to share your feedback on this lesson plan; formative and summative assessment (e.g. Edutopia; CRLT); state assessment tools.
Handout 1
Handout 2 | 1,249 | 687 | {
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LHHS VISUAL ARTS COURSE OFFERINGS
Course Descriptions:
Drawing & Painting:
Students will gain hands-on experience in a variety of materials and techniques, including graphite, shading, charcoal, linear perspective, pen & ink, scratchboard, watercolor, and acrylic. The variety of projects created by students will include both imaginative and observational images, with wide ranging subject matter including landscape, abstraction, portraiture, and still life. This is a beginning level class; no prior experience is required.
3D Design
Students will gain hands-on experience in a variety of three-dimensional materials and techniques, including ceramics (clay), weaving a bag, carving, papier-mâché sculpture, sewing a stuffed toy monster, and basketry. Through designing and building their own projects over the course of the year, students will gain and understanding in the Elements and Principles of Design, with special focus on color and form. This is a beginning level class; no prior experience is required.
Photography
In photography students will learn to create better images through a series of projects that focus on composition, subject matter, light, and technique. Students will also learn to use Adobe Photoshop and Lightroom to edit their photographs. In the process of creating, students will also learn the historical development and significance of photography. This is a beginning level class; no prior experience is required.
Special Studies 3D / Special Studies D&P / Advanced Photography
These are intermediate level classes, and can be enrolled in by anyone who has passed D&P, 3D, or Intro to Photography (respectively). Students will build on skills and revisit materials that were introduced in the beginning level class. They will also be introduced to some new materials (for instance, oil painting in D&P) and will have more open-ended projects, allowing for more personal creativity.
Film Production
Students will build on concepts learned in photography to begin to understand how those concepts apply to motion pictures. Students will learn using professional level video, audio, and special effects editing software. An emphasis is placed on visual storytelling. Students must take photography prior to enrollment in film production.
Advanced Placement (AP) Studio Art
AP Studio Art is the most advanced level offered. Instead of taking a test at the end of the year (like other AP classes), students instead work to complete a portfolio of work to submit to AP graders at the end of the year. Students who receive a passing grade on their AP portfolio are eligible for college credit. The portfolio requires a demanding 15 artworks, so it is strongly recommended that students take the intermediate class in their field (Special Studies D&P, Special Studies 3D, or Advanced Photo) prior to the AP course. | 1,229 | 549 | {
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Tinware
Crafted by tinsmiths, tinware is any item made of prefabricated tinplate. Tinplate originated in Bohemia during the Middle Ages, but by the sixteenth century Germany was the only source of tinplate in Europe. In 1618, the Thirty Years War interrupted tinplate production and caused many European nations to start tinplate manufacturing industries of their own.
After the McKinley Tariff bill was passed in 1890, the U.S. tinplate industry became the largest in the world. During the Industrial Revolution, many inventors designed new tin creations. Tinware was often sold by traveling salesmen called Yankee Peddlers.
Tin was used to create cake pans, pie plates, serving trays, baking sheets, cookie cutters, canisters, kitchen utensils, measuring cups, plates and mugs, gelatin molds, and even housewares like lanterns and candle holders.
In the 20 th century, aluminum and plastic became a more affordable material for kitchenware.
In 1970, there was an annual production of 12 to 13 million tons of tinplate – 90% of which was used to manufacture packaging like tin cans.
If you were a tinsmith, what would you make out of tin? Could you sell your tinware creation? If so, to who and how would it benefit them?
Tinware from the Collection
These tinware items are part of the Carroll County Farm Museum's collection. They have been donated throughout the years from members of the community. We rotate these items and many others on display in the Farmhouse.
Tin Punch Pie Plate Craft
Supplies
Aluminum Disposable Pie Plates
Push Pins
Scrap cardboard (old cereal or cracker boxes would be perfect)
Tape – masking or painters tape is best, but regular gift-wrapping tape will work Templates (Page 4 of this document)*
Embellishments – ribbon, lace (optional)
Instructions
1. Print the templates*, and cut them out leaving a ½ inch border around each picture.
2. Tape the template of your choice to the center bottom of your pie plate. You will be removing the template at the end, so only use a little bit of tape so it is easier to remove later.
4. Use the push pin to punch holes around the lines of the picture. You want the holes to be close together, but there should be space in between the holes – about the width of a pencil tip.
3. Sit your pie plate on top of a couple of pieces of card board. This is to protect the surface underneath when you start punching the tin. An old towel or newspaper would work too.
5. Remove the template and hang your tin punch creation in the window as a suncatcher. You can also glue ribbon or lace around the edge of your pie plate as added decoration.
*Note: You can also freehand a design instead of using the included templates, or combine a couple of the templates to make a unique design as well.
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Brigadier General Moses Hazen dies, February 5, 1803
On this day in history, February 5, 1803, Brigadier General Moses Hazen dies. Hazen was born to a Jewish family in Haverhill, Massachusetts, in 1733. When the French and Indian War broke out, he became a member of the local militia and embarked on a lengthy military career, fighting in numerous actions of the French and Indian War. Hazen was known for his bravery and willingness to participate in the most dangerous missions. He eventually became a lieutenant and retired from the service in 1763.
Hazen settled in the Richelieu River valley south of Montreal and went into business with another British officer, Gabriel Christie. They purchased extensive landholdings and Hazen ran the business while Christie was often away. Hazen developed the land, but went into heavy debt to accomplish his schemes and support a lavish lifestyle, building a 20 room mansion for himself. By 1770, Christie was upset with Hazen's liberal spending and sued him. The two were in and out of lawsuits for the next ten years and their property was divided.
When the American Revolution began, Hazen was in a quandary. An American invasion was coming into Canada right through his valley. He had to decide which side to favor. British Governor, Sir Guy Carleton, authorized him to raise a regiment to fight the Americans, but he met with the American General Philip Schuyler instead, and tried to persuade him not to attack Fort Saint Jean, telling him the Fort was well defended and would be difficult to take.
Other locals, however, told him the opposite and Hazen was taken prisoner. Shortly after, his captors were captured by the British who then threw him in prison in Montreal for helping the Americans. Hazen was kept in harsh conditions for two months and then captured by the Americans again when he was being transported. After this, he sided
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Brigadier General Moses Hazen dies, February 5, 1803
with the Americans permanently and joined them in the Siege of Quebec.
Hazen was sent to Philadelphia with the news of General Montgomery's death and the failure to capture Quebec. Congress made him a colonel and gave him command of the 2nd Canadian Regiment. Hazen was placed in charge of the captured Montreal for a time and his unit would fight in the battles of Staten Island, Brandywine and Germantown. In 1779, several disputes would erupt and Hazen would be involved in several court-martials and counter charges, but he was exonerated.
In June, 1781, Hazen was finally made a Brigadier General and placed under Lafayette in Virginia. His unit was involved throughout the Yorktown engagement and was involved in the pivotal taking of the redoubts around the city.
After the war, Hazen settled in upstate New York and continued in land speculation. On paper, he was a wealthy man, but he was continually involved in lawsuits over his debts. In fact, he was arrested 14 times after the war because of his debts. One of his redeeming qualities, however, was that he fought constantly for the rights of Canadian refugees in America who had been forced to leave Quebec after the war. He lobbied Congress continuously for reimbursing them (and himself) for lost property and income. Hazen passed away at Troy, New York on February 5, 1803 and Congress finally awarded a small portion of what he claimed to his estate after his death.
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Work Life Services Newsletter December 2020 Call our toll-free number 1-800-364-6352 for assistance
Control Breathing, Control Stress
You're stuck in rush-hour traffic, glancing at your car's clock every few minutes as you strain to get to work on time. You may not notice, but your breathing is shallow, your pulse rate is high and your chest feels tight. In fact, you feel this way in many stressful situations.
Sound familiar? Modern society creates more than its share of stress. It's difficult to change some situations -- but you can manage how you feel about them, experts say.
Begin with something you take for granted -- your breathing. If you're on that busy highway, pay attention to what's going on around you, but pay attention to your breathing, too. It's one of the few things you can control.
"Focusing on your breathing is one of the highly effective ways of reducing stress," says cardiologist James Rippe, M.D., author of 10 books on health and fitness, including "Healthy Heart for Dummies." "It brings you into the here and now," distracting you from your worries.
"We've become addicted to moving and thinking at hyper-speed," adds Stephan Rechtschaffen, M.D., wellness expert and author of the book Timeshifting. "When we're under stress, our breathing is short, high up in the lungs. More relaxed breathing doesn't rely on the chest wall, but rather on the abdomen."
Abdominal breathing, experts say, provides the lungs with more oxygen and is more rhythmic. It's something that opera singers and other performers have known for years: Abdominal breathing allows them to control of their breath, to sing or speak with greater power, and to help them focus on the moment.
Breathing is just the beginning. If you can adjust your breath, you can adjust other things in your life, experts say. Slow your breath down when you walk into your office or home and you'll notice that you won't jump at the first problem that hits you. When your breath is quiet, you are quiet.
Practice your breathing
Believe it or not, most of us could use a breathing lesson. Practice at home a few times when you're not under stress. Then, try putting these techniques into practice when a stressful situation occurs.
In a relaxed setting, take three really deep breaths, focusing on your exhalations. "Really let it out," says Dr. Rechtschaffen. "It may feel unnatural at first, but stick with it."
Now, begin focusing on where your breath is coming from, experts say. Here's one practice method:
* Sit on the edge of a chair, feet flat on the floor.
* Place one hand on your lower back and the other hand on your abdomen, with three fingers below your navel.
* As you breathe in, your abdomen should rise, like a balloon inflating.
* As you breathe out, your abdomen should fall, with the sensation that the balloon is losing its air.
Concentrate on your abdomen, not your chest. Practice from a few minutes to 20 minutes each day. Soon, it will come naturally.
The StayWell Company, LLC ©2020 | 1,124 | 664 | {
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To understand the difference between PCR and antigen tests, we have to understand "virus kinetics," the model used to describe the lifecycle of the virus, particularly when and for how long an individual is infectious.
The above chart plots the virus kinetics for Sars-COV2, the 2019 coronavirus. Its life cycle has three periods. First, the virus incubation period is usually the first 4 days after contracting the virus. Second, the transmissible period occurs between around days 5-11 when the virus is live and the load is high. The third period is the post-recovery period at about and after day 11 when the virus is no longer transmissible.
PCR tests detect the RNA of the virus, which exists long after a person passes the transmissible period and is extremely sensitive when diagnosing infected individuals.
However, as virus kinetics show, "infected" does not mean "infectious." Being infectious depends on the viral load. An infected individual is usually only infectious for 5-7 days when the viral load in the body is high.
Antigen tests detect infectious particles, which are present in large amounts when the person is infectious, making it less sensitive when it comes to determining if a person has COVID but is perfect for screening if a person is INFECTIOUS.
While PCR tests usually take 2 days or more to get results using a PCR machine, antigen tests show results within 30 minutes and don't require the use of special equipment. During those 2 days while an asymptomatic patient waits for PCR test results, she/he could infect many more people. Had that very patient taken an antigen test, he/she would have been removed from circulation immediately.
Because PCR tests detect RNA, PCR machines have to be re-collaborated for new mutations and variants of the virus. Antigen tests on the other hand, will for the most part detect new variants of the virus.
[link back to page about how Innova's antigen tests detect variants of the virus]
PCR tests determine if a person is infected (not necessarily infectious) and is a great diagnostic tool. Antigen tests determine if a person is infectious and is a great screening tool.
Antigen tests work best as a screening tool with frequent testing; every day or at least 3 times a week for several weeks. That way, infectious individuals can be quickly identified and removed from circulation.
With frequent antigen testing, infected individuals are removed from circulation before they can infect others. Antigen tests are a powerful tool to suppress the infectious rate without forcing people to self-isolate and entire cities to go into lockdown. With frequent antigen testing, businesses can stay open, students can go back to school, and everyone can have greater peace of mind. | 1,158 | 555 | {
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Ways to help children stay calm and happy
Break in Stop the behaviour
Breakout
Ways to Break in
Get down on the child's level, make eye contact, put a hand out, palm facing down, and say 'stop!'. Do not get too close when doing this and ensure the hand is palm down - children who have experienced or witnessed violence may feel threatened if the hand is up.
If the child is physically hurting someone and the above doesn't work say 'I need to stop you from hurting John. I am going to carry you to the corner and stay with you until you can stop hitting. I will not hurt you'. Then lift the child and carry them to somewhere quiet.
Note that many children who have had adverse experiences in the very early years have a different tolerance for closeness. They may find closeness comforting, but it also might trigger fear or anger. See if you can work out what the child's optimal closeness is and work with that.
Break out of the situation by taking the child away or doing something completely different
Ways to Breakout
1. Jumping up and down on trampolines.
2. Hanging upside down.
3. Rolling on the ground.
4. Jumping on bubble wrap to pop all of the bubbles.
5. Brushing hair.
6. Hand massage.
7. Play doh.
8. Getting a group to clap in a rhythm, creating a drum sequence using hands and slapping thighs.
9. Stomping.
10. Blowing up balloons or blowing bubbles.
11. Singing with movement - e.g. if you're happy and you know it; hokey pokey.
12. Play 'who can wrap a blanket around their body the tightest'.
Calmer Kindergartens
Build up!
When the child is calm, help the child do something in a relationship with an adult caregiver to build up coping skills
Ways to Build up
Building up emotional and behavioural regulation skills occurs in relationships. Relationships are with peers as well as with Early Childhood Professionals. It is helpful to remember that many of these children will require significant adult structure and supervision to be able to play and interact successfully with their peers.
Activities:
1. Reading a story together, getting the child to sit close and talking together about the book.
2. Helping tasks - e.g. packing up, putting things out for snacks.
3. Interactive games that involve motor coordination, e.g. clapping together, jumping together, singing in a group, blowing bubbles, lifting up a parachute and climbing underneath.
4. Rocking together gently.
Calmer Kindergartens 5. Drawing/painting together and talking about what the child is showing you.
www.berrystreet.org.au www.berrystreet.org.au | 971 | 571 | {
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Measurement I Questions and Answers - Physics Form 1 Topical Revision
Questions
1. State two factors that should be controlled in manufacturing a cylindrical container of uniform thickness, which should normally be in a standing position.
2. A butcher has a beam balance and masses 0.5 kg and 2 kg. How would he measure 1.5 kg of meat on the balance at once?
3. The number of molecules in 18cm 3 of a liquid is 6 x 10 23 . Assuming that the diameter of the molecules is equivalent to the side of a cube having the same length as the molecule. Determine the diameter of the molecule.
4. Determine the density in kg/m 3 of a solid whose mass is 40g and whose dimensions in cm are 30 x 4 x 3
5. Record as accurately as possible the masses indicated by the pointer in figure A.
6. The figure below shows the reading on a burette after 55 drops of a liquid have been used.
If the initial reading was at 0cm mark, determine the volume of one drop. (2 marks)
7. The figure below shows the change in volume of water in a measuring cylinder when an irregular solid is immersed in it.
Given that the mass of the solid is 567g, determine the density of the solid in gcm -3 . (Give your answer correct to 2 decimal places.
8. A thin wire was wound 30 times closely over a boiling tube. The total length of the windings was found to be 9.3 mm. Calculate the radius of the wire.
9.
a. Given that a kilogram of copper contains about 1025 atoms and that density of copper is about 9000kg/m 3 . Estimate the diameter of the copper atom?
b. State the assumption made in (9a) above.
10. A drop of oil of volume 1.0 x 10 -3 spreads out on clean water surface to a film of area 10cm 2 . Calculate the thickness of the film.
11. A small drop of oil has a volume of 5 x 10 -8 m 3 . When it is put on the surface of some clean water, it forms a circular film of 0.1 m 2 in area;
i. What is the size of a molecule of oil?
ii. State two assumptions you make in your calculations?
12. The density of concentrated Sulphuric acid is 1.8gcm -3 . Calculate the volume of 3.6kg of the acid.
13. 1600 cm 3 of fresh water of density 1 g/cm 3 are mixed with 1400cm 3 of seawater of density 1.25g/cm 3 . Determine the density of the mixture.
14. The figure shows a measuring cylinder which contains water initially at level A. A solid mass 11g is immersed in the water, the level rises to B.
Determine the density of the solid. (Give your answer to 1 decimal point)
Answers
1. height, base area
2. Put 0.5kg mass together with meat and balance them against the 2 kg.
3. Volume of one molecule = 18 = 3x 10 -23 cm 6x10 23
X
3
= 3x 10
-23
cm
3
-8
X = 3.11 x 10
cm
3
3
4. d= m/v=40g/ 30 x 4 x 3cm
= 0.1111 g/cm
5. 1.5 kg
9
6. Vol. of 1 drop = (
/
8. 4.1 × 10
-8
M
9.
a. 4.06 × 10 -10 m
b. That atoms are spherical and that mass is uniformly distributed on the atom and not in the nucleus.
10. 0.001mm
55
) cm
3
= 0.163cm
3
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Rhode Island is the first state to declare independence, May 4, 1776
On this day in history, May 4, 1776, Rhode Island is the first state to declare independence from Great Britain. Rhode Island had an independent streak from its very beginnings. The colony was founded by Roger Williams, a Baptist minister who was kicked out of Massachusetts for his different religious views from the majority.
Williams founded Providence Plantations in 1636 at the northern tip of Narragansett Bay on land given to him by the Narragansett tribe. In 1637, more Baptist refugees from Massachusetts, including Anne Hutchinson, founded another colony on Rhode Island at the southern tip of the bay. Today the island is called Aquidneck Island and has the cities of Newport, Middleton and Portsmouth on it.
The two colonies joined together for common defense and common interests and were granted a Royal Charter in 1663 by Charles II, officially recognizing the "Colony of Rhode Island and Providence Plantations." The colony was known for religious toleration and became an early home for Baptists, Jews, Quakers and others. Because of its proximity to the ocean, Rhode Island became a major shipping and mercantile center and a center of great wealth. Much of the colonial slave trade was handled by Rhode Island merchants.
As the American Revolution approached, Rhode Island was particularly affected by British shipping regulations and taxes, which fomented anger and rebellion in the colony. In 1769, citizens of Newport burned the HMS Liberty for enforcing anti-smuggling regulations. The Liberty had formerly been owned by John Hancock and seized by the British for alleged smuggling. In 1772, the citizens of Providence burned the British customs schooner HMS Gaspee for the same reason.
1 of 2 pages
Rhode Island is the first state to declare independence, May 4, 1776
On May 4, 1776, the Rhode Island General Assembly declared its independence from Great Britain, the first of the original 13 colonies to do so, two months before the rest declared independence on July 2. Ironically, Rhode Island would be the last of the colonies to ratify the US Constitution. Rhode Islanders were reluctant to cede sovereignty to the United States government, keeping in line with their independent streak.
Rhode Island was wealthy enough that it could possibly have survived as an independent state. The primary way for the federal government to raise funds in that time was through taxes on trade. Rhode Island's heavy dependence on shipping meant it would have paid a heavy share of these taxes. Eventually, however, Rhode Islanders realized they would pay even heavier taxes to trade with the United States as a foreign country than as a member state and she became the last of the original thirteen colonies to ratify the Constitution on May 29, 1790.
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Ben Franklin returns from Great Britain, May 5, 1775
On this day in history, May 5, 1775, Ben Franklin returns from Great Britain after having spent much of the previous two decades as a colonial agent in London. Franklin had become independently wealthy by his early 40s due to the success of his publishing business. After he retired, he devoted much of his time to scientific pursuits and to politics.
Franklin first became involved in politics in 1736 when he became the clerk for Pennsylvania's colonial assembly. He served in this position for 15 years. He served as a deputy postmaster of North America for roughly the same period. He also served on Philadelphia's City Council and as a Justice of the Peace. In 1751, Franklin was elected as a representative to the Colonial Assembly for the first time, a position he would hold for six years. He would later become the Crown's Postmaster for all of North America.
In 1757, Ben Franklin became Pennsylvania's representative to the Crown in London. This began a long career of service to the colonies in England. He would spend 18 of the next 20 years in London as an agent for Pennsylvania, Georgia, New Jersey and Massachusetts. For a short stint in the early 1760s, he would return to the colonies and serve in the Pennsylvania Assembly again and would be elected the Speaker of the House in 1764.
Franklin returned to London in late 1764 and resumed his career as agent for the colonies. Franklin disagreed with many British policies, but for the most part thought the colonists would have to submit to London's plans. As time progressed, however, his mind slowly changed and he began to realize that Parliament had no intention of being reasonable in its treatment of the colonists.
In late 1772, Franklin obtained several private letters from Thomas Hutchinson and Andrew Oliver, the governor and lieutenant-governor
1 of 2 pages
Ben Franklin returns from Great Britain, May 5, 1775
of Massachusetts, from several years earlier. In the letters, the officials recommended abridging civil liberties in Massachusetts in response to the colonists' rebellion and in order to enforce Parliament's will. Franklin privately sent the letters back to officials in Massachusetts who published them in public newspapers. Colonists were outraged and Parliament was shamed.
For his role in the affair, Ben Franklin was brought before the King's Privy Council in January, 1774. He was humiliated and removed from his position as Postmaster General. Later in the year, Parliament passed the Coercive Acts in response to the Boston Tea Party. The Coercive Acts shut down Boston Harbor and the Massachusetts Assembly until the tea was paid for. Franklin realized through all this that reconciliation with England was impossible. He left England permanently and arrived back in Philadelphia on May 5, 1775. The following day, he was informed he had been chosen to attend the Second Continental Congress as a delegate from Pennsylvania.
In Congress, Franklin would help write the Declaration of Independence and serve as America's Ambassador to France, helping secure vital aid and cooperation from the French for the war. He would later be a governor of Pennsylvania and also sign the United States Constitution.
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