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Year 2 Curriculum News September 2016
English
Maths
This term we will developing our sentence structure through punctuation, sentence openers, connectives and vocabulary. We will be writing fiction, non –fiction and poetry texts. We will be using drama and story mapping to develop our speaking and listening skills.
We will be practising our handwriting every day.
Guided Reading
Please make sure your child brings their book bag to school every day.
Please make sure you read with your child every day. You may wish to record any notes in the yellow book. Staff will read your comments.
PE Kit
Your child must bring a PE kit to school. This can be kept in a bag on their peg. Please make sure items are all clearly labelled with your child's name.
Your child must bring a change of clothes for PE, please do not come to school dressed in PE kit at the start of the day.
PE kit should contain a t-shirt, leggings or tracksuit bottoms and a pair of plimsolls or trainers. As the weather changes PE lessons will be outside as much as possible so please also include a sweat-
Attendance and Punctuality
It is very important that your child is in school on time every day or they miss valuable learning. Registration is 8.55am and learning begins at 9.00am.
Please make sure you collect your child promptly at 3.20 pm.
By the end of this half term we hope children will be able to:
- Represent and explain what happens when counting forwards and backwards in 10s and compare two-digit numbers in different contexts.
- Represent and solve addition and subtraction problems in different context using number facts, understanding place value and
Theme
Our IPC theme this term is 'People of the Past' This theme will be explored through History, Art and International Studies.
History is one big story, filled with important people who did many great things - scientists, rulers, artists, writers, explorers. By learning about these people and what they did, the children will find out more about the qualities that make someone great.
In IPC the children will also learn about the Brain; how it works , how positive thinking can help us succeed and how to keep our brain healthy.
In Science our topic is Healthy Me. We will be learning about how we keep our minds and body healthy.
Our PSHE topics are Citizenship & Rights, Rules and Responsibilities.
In Music the children will learn to play the Ocarina. They will learn how to play notes , read sheet music
Trips and Visits
We will be visiting Railway Fields this half term. | 966 | 534 | {
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Curriculum Overview for Year 4 Spring Term
English
Art & Design
Computing
Reading
Use knowledge to read 'exception' words
Read range of fiction & non-fiction Use dictionaries to check meaning Prepare poems & plays to perform Check own understanding of reading Draw inferences & make predictions Retrieve & record information from non-fiction books
Discuss reading with others
Writing
Write simple dictated sentences
Use handwriting joins appropriately
Plan to write based on familiar forms
Rehearse sentences orally for writing
Use varied rich vocabulary
Create simple settings & plot
Assess effectiveness of own and
others' writing
Grammar
Use range of conjunctions
Use perfect tense
Use range of nouns & pronouns
Use time connectives
Introduce speech punctuation
Know language of clauses
Speaking & Listening
Give structured descriptions
Participate activity in conversation
Consider & evaluate different
viewpoints
Landscape
Atmospheric skies
Internet Safety
Creating a blog
Programming an animation
Design & Technology
Biscuits - Sweet and savoury
Geography
Shelter and journeys
Number/Calculation
Know all tables to 12 x 12 Secure place value to 1000 Use negative whole numbers Round numbers to nearest 10, 100 or 1000
Use Roman numerals to 100 (C) Column addition & subtraction up to 4 digits
Multiply & divide mentally
Use standard short multiplication
Mathematics
Geometry & Measures
Compare 2-d shapes, including
quadrilaterals & triangles
Find area by counting squares
Calculate rectangle perimeters
Estimate & calculate measures
Identify acute, obtuse & right
angles
Identify symmetry
Use first quadrant coordinates
Introduce simple translations
Data
Use bar charts, pictograms & line
graphs
Fractions & decimals
Recognise tenths & hundredths
Identify equivalent fractions
Add & subtract fractions with
common denominators
Recognise common equivalents
Round decimals to whole numbers
Solve money problems
House Competition
Brainbox
Music and Drama
Beat and Rhythm
Y4 parent assembly presentation
Science
States of Matter and The Water Cycle
Sound
History
The Anglo Saxons and Vikings
Physical
Education /
Games
Rugby
Throwing, catching and coordination
Religious
Education
Islam
Easter People
PSHEE
Social Thinking | 1,230 | 542 | {
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PUBLIC HEALTH FACT SHEET
Oak Leaf Mites (Itch Mites)
What You Need to Know
What are itch mites?
Itch mites are tiny insect-like creatures that are nearly invisible to the naked eye. There are several different kinds of itch mites in the United States. Females, full of offspring, are relatively large than the males because of an extended abdomen (belly) in which the offspring, which can number up to 250, grow to adulthood. In the Independence area, residents are most likely to see the oak leaf gall mites.
Can people be bitten by itch mites?
Yes. Although the oak leaf gall mites have been reported to feed on many different insects, it is when they have become very numerous, eliminating their current food source, that they will search for alternative hosts and can accidentally bite people. Mites usually need about four hours on your body before they bite. Once the mite's regular food source is gone from the leaves, usually in late summer, the mites drop from the trees. Oak leaf gall mites are so small that they can float on the wind, and pass through window or door screens and loosely woven clothing.
How will I know if I have been bitten?
You may develop redness of the skin with small, raised, pimple-like bumps that look like chigger bites on your neck, face, arms and upper body. These bites are not usually on legs where chigger bites may be found. The itch mite swellings will begin to look like pimples after about 12 hours. The bites are very itchy and can be present for up to two weeks.
What should I do if I think I have been bitten?
- If you see brown and crusty edges on oak tree leaves, be aware that mite activity is possible. Do not sit under oak trees or on nearby lawns.
- Most bites tend to occur in the late summer into fall when the mite has built up large populations.
- If you are in an area where itch mite associated rashes are occurring, or nearby oak trees that have brown and crusty edges:
o When weather permits, keep windows shut from August through October when "mite-showers" can occur.
o Remove clothing items each day and wash them. Take a warm, soapy shower after coming indoors, especially after gardening, raking leaves or performing other outdoor activities.
o Use calamine lotions and other itch creams to reduce the itching - that at times can be intense. Scratching of the bite locations is discouraged as it can result in bacterial infections.
Can I use DEET or another insect repellent?
Since mites only bite people when they accidentally fall on them, DEET and other insect repellents may not work. However, to prevent being bitten by mosquitoes, which can carry other diseases such as West Nile virus, you should use insect repellents with DEET.
Can itch mites live in my home?
No, in order to survive, itch mites need to feed on insect larvae, which are usually found on the inside of tree leaves.
If the mites come from oak trees, should the trees be sprayed or removed?
No. Since mites feed on insect larvae (galls) that are inside the edge of leaves, tree sprays do not penetrate the galls and therefore the mites are protected. Removal of trees is not necessary because these mites may not to be a problem every year.
For more information on Itch Mites, call (816) 325-7204
For additional copies, visit our website at http://www.ci.independence.mo.us/Health/ | 1,324 | 743 | {
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Monyetla Bursary Project
Gr 12
Maths Lit
Data Handling – Part 2
Interpreting and analysing data:
* After representing data visually, it is important to interpret and analyse the data, by taking the following into account:
1. Using percentages in a table or graph is useful for comparing relationships in size, but does not give any information regarding the actual sample or population size
2. Using actual sample or population values gives an indication of the size, but not of the relationship between data categories
3. The choice of scale of the axes and the point at which the axes cross will affect the impression created by the graph
4. Graphs show trends in data more clearly than data values in a table
* The following questions should be asked when analysing and interpreting data:
1. What was the size of the sample?
2. Was the sample randomly chosen and representative?
3. What methods were used to collect the data and did the collector/recorder remain neutral and impartial?
4. Was the data collected fact of opinion?
5. How was the data organised and/or grouped?
6. Which measures of central tendency and spread were used?
* Be aware of the fact that data can be used and manipulated to favour an argument or circumstance.
* Interpretation and analysis of the data should happen at every stage of the statistical cycle.
Measures of central tendency:
A value that provides an indication of the 'middle' or 'centre' of the data.
- It gives a single value against which other values in the data set can be compared
- It is representative of the majority of values in the data set
1. Mean:
- 'average'
-
Mean =
sum of all values in data set total number of values in data set
- Only for numerical data
2. Median:
- All data values must first be arranged in ascending order
- Middle value of the ordered data set
- Only for numerical data
3. Mode:
- Data value(s) that occur(s) most frequently in a set
- If two values occur most frequently – bimodal
- For both numerical and categorical data
When to use the Mean, Median or Mode:
* Outlier – a value that is far away from most of the other values
*
Mean – best used to describe the average of a set of data that does not have an outlier
* Median – best used to describe the 'middle' value of a set of data that does have an outlier
* Mode – is usually used when the data is categorical or when asked to choose the most popular item
```
e.g. 6 : 51 : 56 : 57 : 63 : 65
```
Measures of spread:
A value that provides an indication of how 'spread out' the data is
1. Range
- indicates the distance between the highest and the lowest values
- Range = highest value – lowest value
- If the range is small, the data is clustered together, and if the range is larger, the data is more spread apart
2. Interquartile range:
IQR = Q3 – Q1
*
Quartiles divide a data set into four equal parts
- The middle quartile (Q2) is the median of the data set
- The first, or lower, quartile (Q1) indicates the first quarter of the data set
- The third, or upper, quartile (Q3) indicates the upper quarter of the data set | 1,413 | 729 | {
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@CMAT Online Safety Bulletin
2024 – 2025 Issue 2
Before you read…
The contents of this bulletin are suitable for adults (aged 18 and over only). This is because it may contain words that children and young people may not/should not be exposed to.
Are you worried about a child?
Where can I go for help?
Click the button for the CEOP Online Safety Centre
If a child is at an immediate risk of harm, call 999.
Speak to a Designated/Deputy Safeguarding Lead at your child's CMAT school (if the issue impacts your child in school):
@CMAT Online Safety Bulletin
2024 – 2025 Issue 2
Discoveries and Disclosures
Why might a child not disclose something that has happened online?
How is best to approach a discovery or disclosure?
No matter what the reporting channel, we make one thing very clear to children… We may have to share what they tell us with other trusted grown-ups. This is always so that we can help them and keep them safe.
@CMAT Online Safety Bulletin
2024 – 2025 Issue 2
Having Open and Honest Conversations…
@CMAT Online Safety Bulletin
2024 – 2025 Issue 2
Using Scenarios To Have Open and Honest Conversations…
@CMAT Online Safety Bulletin
2024 – 2025 Issue 2
Social Media Algorithms
What is an Algorithm?
Algorithms influence what we see on social media platforms and predicts what type of content we are most likely to interact with, thereby keeping us online for longer. The algorithm uses information such as who you follow, what you have searched for and what you have watched, liked or shared to determine what it thinks most interests you, to then show you this content more, for example, in the explore tab on Instagram.
What do I need to know?
Whilst there are benefits to algorithms, for example it means we tend to see content that does interest us. Unfortunately, there are negatives as well. They can lead to increased screentime as we continue to see things that interest us. Secondly, it can lead to users being shown large amounts of inappropriate content which can exacerbate negative body image or heighten access to misogyny content. It can also lead to 'echo chambers' where you are only seeing content that relates to your opinion rather than seeing a balanced viewpoint.
The Family Online Safety Institute discuss algorithms in more detail as well as tips for you to help your child, such as how to reset their algorithm: https://www.fosi.org/good-digitalparenting/how-to-talk-to-your-kids-about-socialmedia-algorithms
Vault (Secret) Apps
Have you heard of Vault Apps? They are basically secret apps that are concealed by looking like a normal, less conspicuous app. For example, one of these apps looks and works like a working calculator when opened, but when a passcode is entered, it reveals photographs, videos, documents and contacts. One way to prevent your child from using these apps is to ensure parental controls are set up so you can review all app purchases.
Mobile Phones: Do you know the risks?
We know that children having access to a smartphone can expose children to risks including:
* Excessive screen time/use, which in turn can affect their mental health and sleep pattern.
* Viewing inappropriate content
* Contact from inappropriate people/grooming
* Spending money on in-app purchases/scams
* Cyberbullying
EE launches Age Guidance
EE has launched age guidance for smartphone usage to improve children's digital wellbeing. In summary, they recommend that:
* Children under 11 should use non-smart devices
* Children aged 11-13, they advise that if smartphone is used, then parental controls should be enabled and access to social media restricted.
* Finally, for 13-16-year-olds, it is recommended that parental controls are implemented and appropriate restrictions set up.
Could you delay when your child is given a smartphone with Smartphone Free Childhood?
The premise behind this movement is that all parents/carers of a class all agree not to give their children smartphones (therefore the level of peer pressure is reduced) for a set time or until a specific age:
https://smartphonefreechildhood.co.uk/
What device?
https://www.which.co.uk/reviews/mobilephones/article/buying-a-firstmobile-phone-bestdumb-phones-and-smartphones-for-kidsaA03C3Y8aTzr
When you think it is the right time for your child to have a phone, then Which? provide an overview of some options available: | 1,951 | 943 | {
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PRINCIPAL'S NEWSLETTER
6.3.23
Thank you to everyone who supported us on World Book Day, across both sites. We saw some fabulous outfits and I enjoyed sharing the photos on class-dojo, Facebook and Twitter. Thank you also to everyone who was able to support the Stoke City Penalty shoot-out. We ensured that all of the children were able to take part at both sites and they enjoyed having the opportunity to meet 'Pottermus'! I have enjoyed seeing some lovely Maths and Writing work from pupils across both schools last week and I am hoping to be able to give out some more Principal stickers this week for wonderful work! Mrs Birchall
The week ahead...
Tuesday 7th March 2023 - 'Stay and Play' session for pre-school children at Weston Infant Academy 9.30 - 11.00am
Please remember that dogs are not allowed onto any part of the Infant or Junior sites and should not be brought onto the premises through the main school gate on Princess Drive or through the Brookwood Drive gate. Thank you for your support with this.
What are we learning?
At Weston Infant Academy...
Nursery are:
Learning the phonemes 'g' and 'o'
Drawing and labelling flowers
Going on a flower hunt and using a tally to record the flowers that they find
Singing, 'If you're happy and you know it'
Looking at their face in the mirror and drawing emotions
Reception are:
Learning the 'ai' phoneme from Angry Red A
Writing captions to show the sections from the 'Three Little Pigs' story
Building 9 and 10 through counting, ordering and making the values
Looking at job roles in the building trade
Investigating materials - Looking at things that move and things that don't
Making collages
Counting pigs and ordering them in the outdoor environment
I1 are:
Looking at the phonemes 'wh', 'ee' and 'oh'
Making their own 'That's not my...' books using the theme of toys as a stimulus
Using adjectives in their writing
Solving subtractions by finding the difference
Making instructions for a computer and writing algorithms
Drawing self-portraits
Labelling parts of a flower
I2 and I3 are:
Revisiting the phonemes 'gn' and 'kn'
Completing the story of 'The Three Little Pigs' using fronted adverbials
Learning how to edit and improve our writing
Solving addition and subtraction of 2 digit numbers where the ones add or subtract over 10
Investigating the capital cities of the United Kingdom
Looking at the Port cities visited by the Titanic
What are we learning?
I2 and I3 continued:
Learning different ways of rolling in gymnastics
Learning about the food that the passengers ate on the Titanic
At Weston Junior Academy...
Year 3 are:
Continuing to work on their piece of writing for moderation based on 'The Lost Thing' by Shaun Tan
Focusing on adjectives and speech using inverted commas e.g. "Hello!"
Learning about length and perimeter in Maths
Carrying out food-tasting in Science
Looking at land use in Weston Coyney in Geography
Year 4 are:
Focusing on their piece of writing for moderation
Looking at 'ed' sentences, expanded noun phrases, prepositional phrases and direct speech
Looking at fractions which are greater than
Counting in fractions
Looking at states of matter and heating and cooling
Learning how to do the pull shot in cricket as part of their P.E. lessons
What are we learning?
Year 5 are:
Working on their piece of writing for moderation
Focusing on including relative clauses and direct speech in their writing
Subtracting decimals in Maths
Looking at how to convert decimals, fractions and percentages
Learning 3 types of passing in basketball, in P.E. sessions
Exploring the inside of a synagogue as part of their learning about Judaism in R.E.
Discussing levers and pulleys in Science
Year 6 are:
Working on their piece of writing for moderation
Focusing on compound and complex sentences, using co-ordinating and subordinating conjunctions and using accurate punctuation ( : ; ! ? " " ' )
Finding differences and adding using time
Looking at 'The Easter Story' in R.E.
Learning about adaptation and evolution in Science
Thinking about health-related fitness in P.E.
Singing 'You've got a Friend' by Carole King
Comic Relief day will be taking place on Friday 17th March where we will be raising funds across the Weston Federation for the charity, by allowing the children to wear non-uniform for a voluntary donation of £1.00, which we will then send to the charity. You will also be able to donate through Parent Pay.
Our 'Be Weston' Values
Be Weston:
Well-being and confidence
Strength and Resilience
Empathy and Respect
Tolerance and Trust
Neighbourhood and Community
Openness and Honesty
If you have any urgent queries then please remember to phone the school offices as classdojo messages may not be responded to immediately. | 2,020 | 1,058 | {
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French
Curriculum Statement
Intent
At Cummersdale School, we believe that learning a foreign language is a necessary part of being part of a mulit-cultural society and children are taught to develop an interest in learning other languages in order to deepen their understanding of the world in a way that is enjoyable and stimulating. In our planning we actively plan links to develop their awareness of cultural differences.
We strive to embed the skills of listening, speaking, reading and writing necessary to allow children to use and apply their knowledge and understanding of their French learning in a variety of contexts and lay the foundations for future language learning, encouraging and enabling them to apply their skills to learning future languages when they transition to Secondary school, as well as developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.
We follow the Kapow French scheme of work which aims to instil a love of languages learning and an awareness of other cultures. The French curriculum has been designed to develop the confidence to communicate in French for practical purposes, using spoken and written French. The scheme supports pupils to meet the National curriculum end of Key Stage 2 attainment targets.
Implementation
The Kapow French scheme of work is designed with six strands that run throughout.
* Speaking and pronunciation
* Listening
* Reading and writing
* Grammar
* Intercultural understanding
* Language detective skills
All children are given the opportunity to communicate for practical purposes around familiar subjects. The scheme provides a balance between spoken and written french. Children begin focussing on the oral skills required in Year 3 and progress to incorporating written French in Year 4 and beyond. The key skills and vocabulary are revisited constantly in order to embed the knowledge and each time it is revisited there is an increasing complexity allowing children to build upon their existing knowledge. There are cross curricular links allowing children the opportunity to make connections and apply their language skills to other areas of learning.
Lessons incorporate a range of teaching strategies from independent tasks, paired and group work, including role play, language games and language detective work. There is a focus on developing a good understanding of French grammar rather than just learning vast amounts of French vocabulary.
Children with additional needs are included in whole class lessons and teachers support as necessary. Work is adapted where necessary to allow them to access the same work as their peers. This adaptation could be via additional teacher or teaching assistants support. Adaptive technology being used to record evaluations to reduce the need for written work, voice notes can be added to work.
We encourage children to access the app Duolingo to help support their learning at home.
Impact
French is monitored by the subject leader throughout the year by looking at the books and work evidenced on Showbie. We like to keep the learning practical where possible, with key vocabulary being recorded in books to help in later lessons.
We aim for all children to leave Cummersdale School equipped with a range of language learning skills to enable them to study French or another language with confidence in Key Stage 3. They are able to engage in purposeful dialogue in practical situations and express an opinion.
Curriculum Map | 1,392 | 636 | {
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Picture: SUPPLIED
Desert Pea Media held workshops with Ntaria school kids last week.
Singing their own song
SATRIA DYER-DARMAWAN
SCHOOL kids from Ntaria have been collaborating with the Namatjira Legacy Trust to make a hip hop song and film clip as part of a week long workshop.
Desert Pea Media (DPM) have been helping the students through intensive music making workshops, and teaching them to develop an exhibition of works, write new songs in Western Arranda and create an original children's book.
Toby Finlayson, the CEO and Creator of DPM, said their organisation have worked closely with the community and have established a relationship with them to create a conversation about social change.
members to produce western Arranda nursery rhyme songs," Mr Finlayson told the Centralian Advocate.
guist, DPM were able to translate and correctly pronounce each language section.
"It's about connection to culture, and identity and making sure that young people in the future have a strong level of awareness of cultural education to carry on their stories and ideals and morals of their community and culture.
"The feedback from the community was that it was incredibly enjoyable. It's a huge opportunity for young people to speak their voice.
"It's not often that young Indigenous people can be heard in a mainstream way and this kind of process enables people to speak a language they are fluent in which is music, and it's a really joyful and rewarding experience for the community and also for our staff," he said.
"We went out for a week about a month ago, building a relationship with the community in the school and with some local community
"Last week we took our whole production team down and delivered a community media project and that's basically a collaboration between elders, young people, young adults, service provides and DPM. We've only just finished it, it's like a funky hip hop pop song which is two thirds in Western Arranda languages.
identify the language and the words and similarities and work together with DPM staff to turn them into song lyrics.
"It's a collaborative process where young people
The project was written by both the local community and the organisation, and thanks to the help of a lin-
Mr Finlayson said creativity was inherent through first nations people, and the song was about looking after country.
A launch date for the project has not been confirmed, however, it is estimated that the songs will be made available in eight weeks.
Fracking 'no go zones' could infringe TO's rights
THE Northern Territory Government is preparing to reveal the final boundaries of its fracking "no go zones", but it could have a fight on its hands from land councils which want to maintain Traditional Owners' rights to determine what happens on their land.
The ALRA gives Traditional Owners "absolute veto" over mining activity and other development on their land.
parks, conservation areas, Indigenous Protected Areas, towns, residential and strategic assets and areas of significant cultural, environmental or tourism value.
and Aboriginal people should be able to set the direction for their community and country," Mr Higgins said.
The Gunner Government will release the finalised boundaries today.
They will cover about 48.4 per cent of the Territory's landmass.
V1 - CAVE01Z01MA
HAYLEY SORENSEN
The no go zones will also cover some land which is held under the Aboriginal Land Rights Act.
The Centralian Advocate understands land councils have expressed concern that the imposition of no go zones over freehold Aboriginal land would take the decision whether to allow or disallow fracking out of the hands of Traditional Owners.
An NT Government spokesman said the Government was confident it did have the right to impose no go zones over Aboriginal-owned land.
One of the 135 recommendations of Justice Rachel Pepper's 15 month inquiry into fracking in the NT was to rule out exploration in national
"We have always said that jobs on country is the number one priority and jobs in the bush enhance the capacity and capability of the people and the area."
Onshore gas exploration is expected to begin in the NT in July, allowing revenue to begin flowing into the NT's depleted coffers from 2023.
Opposition Leader Gary Higgins said Traditional Owners should have a say in whether to allow fracking on their land.
"The resources and energy sectors present the best opportunity to secure long term, high paying, sustainable jobs
Chief Minister Michael Gunner | 1,803 | 898 | {
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SHIPWRECK SNAPSHOT
There are around 6,000 shipwrecks around the coastline of Australia but less than half have been investigated?
Let's take a close-up look at some of the most fascinating shipwrecks around our country!
Not all shipwrecks are from the age of sailing ships – some are quite modern, and shipwrecks still happen today. In this exhibition we will see ships from the 1600s all the way through to the 1970s. Some are from the age of exploration, some are from World War I or World War II, some are immigration ships and some are cargo or trade ships, but all of them have one thing in common – they sank! The interesting things is how and why they sank, what was left behind and the stories of the people who were there.
As you move around the exhibition you will see 9 banners that tell 14 different shipwreck stories. Complete the on all of them then choose your favourite story and create your .
You don't have to go in order – move around the exhibition any way you like. You can even work in pairs or small groups. When you get home, compare stories with your friends or classmates!
A diver on the site of the Degei wreck Photo Axel Stenross Maritime
FASCINATING FACT CHALLENGE
This ship crashed into what built feature in Tasmania?
Some survivors were hung upside down from a tree!
This food was cargo and floated ashore when the ship sank.
This drained water from their…
What wartime weapon sank this ship?
This was an Australian submarine but it sank in which country?
Sea of Marmara
HOW TO MAKE YOUR SHIPWRECK SNAPSHOT
1. Choose a shipwreck story and fill out the data card and Snapshot File Sheet
2. For the Shipwreck Story card use topics like these or make up your own:
What was the ship's main job? Why was it there? What happened? Who died/survived?
How do we know about the wreck?
What was left behind?
3. Take a photo that you think captures the story. When you get home print it and glue it in the photo frame. OR scan your Snapshot File Sheet and insert your image digitally
4. Write a caption in the white area of the frame
5. Do some more research on your story and some of the people involved and write a story, make digital presentation or create a video based on your findings
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Growth Mindset
Video: Differentiation
(JO BOALER:) Allowing kids to have a growth mindset, teaching through enquirybased maths where the problems are more openended, where it's more visual and creative, we have many children who were more interested in more artistic and creative endeavors who've said I've just seen maths in a whole new way, it's so much more creative than I thought. So giving them open, more creative mathematical problems and then valuing all the different ways people think and the perspective that they have on it is really important. And you can do that with any content, it's not that you can teach some things in this beautiful, creative way but then there's other things you just have to get them to work with a textbook, you can do it with any content at all. And in our summer camp we actually taught, the kids were seventh grade mostly, and we taught them what is a course in high school in the US, so it was really Algebra 2 that we were giving them, and we told them that this is really hard stuff and sometimes they were doing things that Stanford students get wrong. But we just told them we're just going to, you know, dig into this, this is high level but that's great, it gives us more opportunity to fail and they responded fantastically. So first of all you have to have kids doing different things, you can't have no ability grouping, put them all together and everybody works on a worksheet or whatever, they have to be doing different things. So, there's two ways of doing that, one way is to give more openended work like the tasks we have on our website and other things that are like that, that kids can take to different levels. So, if you're a lower achiever at that point, you can access it, you can develop the idea, somebody who's very high achieving just might take them further. The other option is to have choices of work where you might have three different activities and you, what's really important in that scenario though is never to tell kids which they do, but to say I have three different activities, come up and look at them, choose the one you want to do, encourage everybody to go for the most challenging ones. The key thing is not that we need all kids doing the same work, but it's that we don't give kids these messages, that you're a lower achiever. I mean you can't just say these words to kids and expect change to happen. It's not up to students, I don't like this sort of idea of growth mindset that puts all the onus on the students changing, because if they're given growth mindset messages through teaching they'll develop a growth mindset, it's really about teachers' messages and, not just messages, the ways teachers teach. So, it's, it has to be ongoing really, they have to be in situations where they actually see that growth and struggle, and even failure, is good for their learning, they're not being told you are this kind of learner or that kind of learner, they're not being given grades all the time which give them these fixed messages and they, everything about their environment is growthorientated. But yeah, it has to keep going 'cause you can take kids out of that environment and give them lots of fixed messages, they'll drop back into having a fixed mindset. | 1,019 | 700 | {
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Youth Teaching Resources May 22, 2016
Close Encounters of the Jesus Kind: Conversations with Jesus (April 3-May 8)
At Home with God — John 14:23-29
Make Them One — John 17:20-26
Someone's Coming — John 14:8-17
Trinitarian Roots — John 16:12-15
Getting On in Galatia:
Paul's Angriest Letter (May 29-July 3)
You Did What? — Galatians 1:1-12
www.baptiststoday.org
Subscribe to Baptists Today to access the core Bible content for this lesson.
www.nurturingfaith.net
Find links and videos related to this lesson.
YOUTH Teaching Guide
by Jeremy Colliver
Trinitarian Roots
John 16:12-15
This youth teaching outline is designed to support The Bible Lesson by Tony Cartlege, printed in Baptists Today. You can subscribe to either the digital or print edition of Baptists Today to access the lessons. Please also ensure that each person in your class has a copy of Baptists Today so they can prepare before the lesson.
Parent Prep
Sometimes the answer is just "Because." I didn't really believe this before I became a parent, but now that I am, I see the validity in the answer. Most often I answer "Because," and maybe the same is for you, is because I have experienced the situation before but am not ready to share why I had done such a thing before. We gain wisdom through experiences that you can't gain by just talking about something. Here's the rub: how do we allow our students to experience things, when we know this will be the best way for them to learn, if we know the outcome will be painful? There will be times when you share more than "Because" and you share what happened to you and that will be enough for your student to learn. But there will be other times when you share and your student still tries it out on their own for their own experience. This is when you have to be there for your student and offer a hand up. Your presence, amongst the failure will cling to them and help form that experience for the better.
Teaching the Lesson
Fellowship
Begin your session by showing the clip "Park Scene" from Good Will Hunting. If you are unable to show the clip, summarize it to the best of your ability and then facilitate a discussion using questions like the following:
1) What is the difference between knowing the facts and experiencing the act?
2) Are facts or experiences more true? Explain your answer.
3) Can you know God and not live for God?
4) How does your faith become richer when you not only know God, but live for God as well?
Information
Transition to the next section of the session by reading John 16:12-15. Allow the students to ask any initial questions they have about the text. As you answer their questions, you may want to provide some of the information from The Bible Lesson in Baptists Today.
When the students have had an opportunity to share their initial thoughts, continue the discussion by facilitating a discussion using questions like the following:
1) Why could Jesus not explain to the disciples what was about to come of them?
2) What would come and help the disciples with the troubles that they would have?
3) What would the role of the Spirit be?
4) How would that role be together with God and Jesus?
5) How is the role/power of the Holy Spirit still as great as that of God and Jesus' power and revelation?
If your group would like to continue their discussion on this passage, share some of the insights provided in "Digging Deeper" (NF Online Adult Teaching Guide). You may want to use some questions like the following to facilitate your discussion:
1) When did the idea of the Trinity come about?
2) Why would it be an advantage for Jesus to leave the disciples?
3) How does the Spirit help us to steer clear of fads of faith?
4) How is how we live and what we say part of the work of the Holy Spirit?
5) How is the passion of Jesus and Jesus' glory intertwined?
You may also want your group to discuss "The Hardest Question" (NF Online Adult Teaching Guide): Do we follow doctrine, or Christ?
Transformation
Conclude your session by leading the group in Lectio Divina. If you have not led your group in this spiritual discipline before, there are many resources online to help you through the process. You are encouraged to pause after each reading to allow the students to reflect on the reading, but you may also want to allow the students to share aloud what they hear from the scripture. When you have completed Lectio Divina, ask the group how they are changed by listening to what the Holy Spirit has to say to them through scripture.
Close with a prayer thanking God for the relationship between God, Jesus, and the Holy Spirit and how each one impacts our life on a daily basis. | 1,839 | 1,042 | {
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Teamwork
Teamwork is a coveted skill in the workplace, teaches empathy, and increases learning capabilities. But today's tech-centric kids are often focused on their individual efforts rather than on collaboration. Teamwork is one of the most important skills children need to get ahead in the world today, according to a Pew Research Center survey.
But with these six techniques, parents can teach their children teamwork.
1. Sign Kids Up for Organized Activities
Placing your children in an extracurricular activity that involves collaboration with a group is a great way to teach them the value of teamwork—especially if the children come from a singlechild household. The key is to sign your young ones up for an activity that caters to their interests.
2. Embrace Group Socialization and Bonding
There are various games and activities that build teamwork in a group environment, but the trick is keeping the activities both fun and discreet. Let the phrase "teamwork activity" slip, and you'll likely hear groans from older kids who probably don't want to play an organized game.
Parents can organize some of these teamwork-based games intended for all age groups for play dates, birthday parties, or similar activities:
* Preschoolers. Follow the Leader
* Elementary schoolers. Scavenger Hunt
* Middle schoolers. Who Am I
* High schoolers. Egg Drop
3. Fill Screen Time with Positive Examples
Kids will often find their heroes and mentors in the TV shows they watch, so it's important to fill their allotted screen time with programs that teach important character strengths. Common Sense Media's teamwork-promoting TV guide shares an excellent round-up of shows where teamwork is "intrinsic to the story, being repeated several times in the actions of a lead character, and 'wins' over character flaws such as thinking only of oneself."
Some favorites from the guide include:
* Preschoolers (2–4). Wonder Pets, Jake and the Neverland Pirates, and Paw Patrol
* Little Kids (5–7). Phineas and Ferb and H2O: Mermaid Adventures
* Big Kids (8–9). Descendants and The Amazing Race
* Tweens (10–12). Xena: Warrior Princess
* Teens (13+). Buffy the Vampire Slayer, Scrubs, and Heroes
4. Teach Kids to Encourage Others
Teaching children to look outside of their individual bubbles and notice the needs of others builds teamwork. Encourage your kids to cheer for their fellow teammates at sports events, praise their classmates' academic accomplishments, and ask their friends about important life events.
5. Promote Unity at Home
Parents know the best teaching experiences will happen under their own roofs, so the household needs a positive emphasis on teamwork. Teach and demonstrate to your kids that a successful household thrives because of everyone's cooperation. Give your young ones household chores, ask them to help their siblings or grandparents, and praise the moments when your kids make efforts to cooperate with others.
6. Read Stories about Working Together
Children's books offer timely lessons on teamwork. Read your little ones some of these classic books that offer valuable team-building takeaways:
* Frederick. A different take on the classic Aesop fable The Ant and the Grasshopper, Frederick focuses on a field mouse who spends summer sitting on a rock by himself collecting colors and dreams while his mouse family collects food for the winter. When the food runs out, Frederick entertains the mice with stories and poems, proving everyone's role is valuable.
* Amelia Bedelia. The quirky housekeeper Amelia Bedelia constantly messes up basic chores to hilarious results—dusting the furniture by putting dust on it or changing the towels by cutting them into new shapes. It illustrates an important teamwork message: communicate properly to avoid misunderstanding.
* The Biggest Pumpkin Ever. Unbeknownst to each other, two mice are taking care of the same pumpkin—one at morning and one at night. They must agree to work together and share their ideas, turning the pumpkin into a jack-o'-lantern for Halloween.
Working on a team isn't always easy. Kids disagree and personalities clash. But it's in the team setting where kids will learn valuable problem-solving skills and build defining character traits. Practice some of these tips with your children so they can master teamwork. | 1,727 | 875 | {
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NORTHAMPTONSHIRE SCHOOL GAMES RULES 2019 / 2020 YEAR 9/10 GIRLS: Volleyball – Competition rules and guidelines
Competition Qualification
School Games County Finals:
Winter – February 2020
Competition Format & Representation
3v3
Performance Competition – Sports and events that are defined as Performance Competition will be competitive. The competitions aimed at children and young people in school who will most likely already play the sport in which they are to compete – or are sporty children who take part in a number of different sports. Participants are permitted to be members of a community sports club and/or receive coaching outside of school in this sport. The winner of the district competitions will then compete at County Finals. A school may enter any number of Performance Competitions.
Squad Information
Minimum Squad Size:
4
Maximum Squad Size:
5
Year Groups
Year 9 / Year 10
Equipment (Schools need to provide/take to competition)
2-3 Volleyballs for warm up
Competition Rules
Match ball: Match ball size/weight to be agreed by competing teams prior to competition
Court: 12m x 6.1m (Double badminton tramlines used)
Net Height: 2.15m
Format:
1) 3 v 3 Competition
Contacting the Ball:
1) Double contact not permitted; a double contact is when the play is played in two different motions and/or the ball's direction is changed by doing this.
2) Catch not permitted; a catch is classified as any ball that is caught and thrown, as opposed to a clean 'hit' off the body contact point.
3) Contact with the ball is allowed with any part of the body, however kicking is forbidden; if the ball strikes the foot when planted on the floor play will continue – a kick will result in the loss of the point.
4) If the ball hits the block, the same team still has 3 touches to get the ball back over the net.
Interruptions/delays/intervals:
1) Timeouts per set – two 30 second timeouts per team
2) Compulsory Rolling substitutions – when a team wins back the right to serve
3) Serving Team – rotates after 3 consecutive points but continues serving.
Positions on Court:
Gender
Girls
1) At the start of each rally, before the serve, players on both teams (other than the server) are required to maintain specific rotational positions in relation to team mates.
2) Players designated as back court players cannot attack the ball above the height of the net from in front of the attack line.
Net & Court Contact:
1) No player is allowed to make cross over the centre line of the court.
2) Ball 'in' – contacts the floor in the court area including the lines.
3) Ball 'out' – contacts an object/floor outside the court markings, hits the post or antennae.
4) The ball hitting the net during a serve or rally is allowed.
5) Net touch; contact with the net by a player between the antennae, during the action of playing the ball, is a fault.
6) Serving – ball hits the net and goes over, the serve is legal. Serving – ball hits the net and does not cross the line, illegal serve.
Scoring
Game: 1 set to 15(2 points clear) Or 6-8 minute games (max) – dependant on no. of entries into competition
League/Tournament Competition: Win = 5 points
Draw = 3 points
Loss = 1 point
Loss but score 50% of total score = 1 'Bonus Point'
First Aid & Emergency Procedures
Schools are responsible for the provision and administration of their own First Aid.
The Competition Organiser will brief all School Staff prior to the start of the competition, and will provide information about emergency procedures.
Withdrawing from a Competition
In the event your school has to withdraw from the Competition, you need to inform your School Sport Manager at your earliest convenience, ideally with a minimum of 48 hours' notice. Head Teachers will be notified of schools withdrawing from the competition.
Cancellation of a Competition
In the unlikely event the competition has to be cancelled the Competition Organiser will contact schools at the earliest opportunity. If you are not contacted assume the competition is taking place. | 1,852 | 901 | {
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Alignment of the New Jersey Preschool Teaching and Learning Standards of Quality With HighScope's Preschool Key Developmental Indicators
The following chart shows how items from the New Jersey Preschool Teaching and Learning Standards of Quality (January 2009) correspond to items from HighScope's Preschool Key Developmental Indicators (KDIs) (March 2010).
The educational content of HighScope preschool programs is built around 58 Key Developmental Indicators (KDIs). The KDIs are early childhood milestones that guide teachers as they plan and assess learning experiences and interact with children to support learning. Each KDI is a statement that identifies an observable child behavior reflecting knowledge and skills in the areas of approaches to learning; social and emotional development; physical development and health; language, literacy, and communication; mathematics; creative arts; science and technology; and social studies.
Social and Emotional Development
Standard 0.1: Children demonstrate self- confidence.
Standard 0.2: Children demonstrate self- direction.
Standard 0.3: Children identify and express feelings.
Standard 0.4: Children exhibit positive interactions with other children and adults.
Standard 0.5: Child exhibit pro-social behaviors.
Visual & Performing Arts
Standard 1.1: Children express themselves and develop an appreciation of creative movement and dance.
Standard 1.2: Children express themselves and develop an appreciation of music.
Standard 1.3: Children express themselves and develop an appreciation of dramatic play and storytelling.
Standard 1.4: Children express themselves and develop awareness and appreciation of the visual arts (e.g., painting, sculpting, and drawing).
Health, Safety and Physical Education
Standard 2.1: Children develop self-help skills and personal hygiene skills.
Standard 2.2: Children begin to develop the knowledge and skills necessary to make nutritious food choices.
Standard 2.3: Children begin to develop an awareness of potential hazards in the environment.
Standard 2.4: Children develop competence and confidence in gross and fine motor skills.
Standard 3.1: Children listen with understanding to environmental sounds, directions, and conversations.
Standard 3.2: Children converse effectively in their home language, English, or sign language for a variety of purposes relating to real experiences and different audiences.
Standard 3.3: Children demonstrate emergent reading skills.
Standard 3.4: Children demonstrate emergent writing skills.
Mathematics
Standard 4.1: Children demonstrate an understanding of number and numerical operations.
Standard 4.2: Children develop knowledge of spatial concepts (e.g., shapes and measurement).
Standard 4.3: Children understand patterns, relationships and classification.
Standard 4.4: Children use mathematical knowledge to represent, communicate and solve problems in their environment.
Science
Standard 5.1: Children develop inquiry skills.
Standard 5.2: Children observe and investigate matter and energy.
Standard 5.3: Children observe and investigate living things.
Standard 5.4: Children explore and investigate the Earth.
Standard 5.5: Children gain experience in using technology.
Social Studies, Family and Life Skills
Standard 6.1: Children identify unique characteristics of themselves, their family, and others.
.
Standard 6.2: Children become contributing active members of the classroom community.
Standard 6.3: Children will demonstrate knowledge of neighborhood and community.
.
Standard 6.4: Children develop an awareness of the cultures within their classroom and their community. | 1,710 | 710 | {
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5 Most Harmful Substances for Pets
Our pets are curious creatures, and it's up to us as their caregivers to make sure that their curiosity doesn't cause them harm. One of the most important ways we can do this is by being aware of what substances are harmful for our pets, and then making sure we keep those poisons far out of paw's reach.
You can't expect your dog or cat to know what's good or bad to eat, so go the route of extra vigilance and either eliminate these substances from your home or, if you can't (such as in the case of medications), keep them stocked in places where there is no possibility of your pet getting near.
Here's what the ASPCA Animal Poison Control Center lists as the top 5 most poisonous substances for pets:
1. Prescription medications. It should come as no surprise that human drugs top the list of harmful substances for animals. Different medications, however, differ in their degree of toxicity, with heart and ADHD medications being the most harmful.
2. Insecticides and other outdoor dangers. The toxins in lawn fertilizers, bug sprays, composts, and even flea and tick medication (if used above the recommended dosage) can all be very dangerous, and potentially lethal, to your pet. Other outdoor dangers include certain creatures—like some types of toads, insects, and snakes, as well as algae, certain plants, and pool cleaning supplies. Check out the ASPCA's Guide to Pet-Safe Gardening for tips on keeping your furry friend safe outdoors.
3. OTC medications. Just because they don't require a prescription doesn't mean that over-the-counter medications are any less harmful for your pet. Vitamins, diet pills, cough medicine, and pain killers can all be seriously dangerous if ingested. Together with prescription medications, these make up 25% of all calls to the ASPCA Poison Control Hotline.
4. "People" foods. We know it can be hard to say no to those begging eyes, but it's just not worth taking the risk when certain human foods can be so dangerous for pets. Severe issues—including death—can occur if your pet eats the wrong kind of people food so try to stay away from it altogether. The worst offenders include: Chocolate, alcohol, coffee, avocados, macadamia nuts, grapes, yeast, garlic, and onions/onion powder.
5. Household items. Keep pets far away from cleaning supplies, paint, drain cleaners, bleach, and the like, which can all be incredibly harmful if ingested. Remember that your pet can also come into contact with these substances after they are used (their mouths and noses are much closer to the ground than ours), so it's best to just switch to using pet-safe home products. Here's more info on green cleaning. If you think your pet may have ingested a poisonous substance, seek veterinary help immediately or call a poison control professional:
Pet Poison Helpline: (800) 213-6680
ASPCA Animal Poison Control Center: (888) 426-4435 | 1,149 | 627 | {
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Kirkham Treasures Celebrating Kirkham's Heritage
Romans
Did You Know?
Kirkham was home to a roman fort and baths located on top of Carr Hill.
Romans in Kirkham
The Romans chose Kirkham as a base to protect their fort in Ribchester from enemy invasion. At that time there lay a Roman road between the two sites via modern day Preston. This road is still visible on maps today as Watling Street.
Before the sandstone fort was built the area was used three times as a temporary Roman marching camp with forts made from turf and wood. It was also used as a signal station, where soldiers would light fires to warn of danger.
The fort was located underneath modern-day Dowbridge. While you're out walking, keep an eye out for road names such as Roman Way that give an idea as to its location. During the Roman times forts were used by infantry and cavalry as a base to house troops and gain control of the area. During the fort's lifetime it came under attack on multiple occasions but was finally abandoned once they felt the area was under sufficient control to move on.
Outside the fort was the vicus (Roman village) where many Roman artefacts have been found such as pottery, shoes, coins and the famous shield boss, discovered by Carr Brook in around 1800, which is now in the British Museum. Also outside of the fort was a Roman bath house which is now hidden beneath houses in the present-day St Michael's Road area. The baths required large amounts of water to run which was supplied by a nearby spring. There is evidence that they also housed a heated room such as a sauna or steam room in which soldiers could relax. The Romans used baths for bathing and relaxing and were common in most Roman towns and cities. They were places that people could meet to socialise and relax.
Outside of the fort across Carr Brook there was a Roman graveyard. The Romans buried their loved ones' ashes in urns outside of the fort walls so their spirits didn't disturb the living residents. Some of these urns were found during excavation.
Let's Imagine…
Can you imagine being a Roman soldier living and working in the fort? What do you think life would have been like? What might life have been like for those living outside?
Task
We need you to imagine you're a soldier or individual living in Kirkham during the Roman era. Your task is to create a postcard from them to someone living in modern day Kirkham. On the front you will need to draw a picture showing what they might have seen back then. That may be the fort, village, baths, people or surrounding area. On the back you will need to write a short postcard message telling the people of modern day Kirkham what life was like. | 999 | 564 | {
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Happy New Year! Here's to reading more wonderful books together in 2018.
In January, 6th, 7th, and 8th grade girls and their grown-ups will read Habibi, a story about Liyana, a girl whose family moves from St. Louis to Jerusalem to be near her Pakistani father's family. The language, the food, the rules - all are completely different and new for her, and present a difficult adjustment. But most challenging of all is living with the animosity between the Jews and the Pakistanis in Jerusalem. Senseless violence intrudes directly into Liyana's life when her close friend is shot and her father temporarily sent to jail. However, Liyana is determined to "write a new story," with the help of her friends and family who are trying to stop the cycle of hate.
On the following pages, you will find some suggestions for how your book club meeting might go. Feel free to use whichever of these questions and tips works for you, and substitute as you wish. The best book discussions develop organically as people listen closely and respond to each other.
Munch 'n' Chat, 20-30 minutes
As grown ups and girls arrive, allow some time for snacking and catching up. Snacks don't have to be fancy at all; it can be as simple as a picnic blanket in the backyard, or sitting around the coffee table eating popcorn and lemonade.
Ice-Breaker, 10-15 minutes
If your club has been meeting since the fall (or if this is a continuation of previous years), you probably don't have to encourage people to sit next to someone new. At this point, everyone is probably feeling quite comfortable together - the girls rushing into the house to catch up on all the latest, the grown-ups feeling like they know each other well enough to move past small talk.
There might be some clubs that are just starting out, though, and in those cases, depending on how well all the participants know each other, you might encourage people to sit so that they're not in their grown-up/girl pairs.
Once seated, everyone asks her neighbor a discussion question, like: "When's the last time you went through a change in your life?"
Give five minutes for pairs discussion. Then, give 5-10 minutes for pairs to share a bit about each other's answers. It might sounds something like, "Cassandra's schedule got switched so now she's in a different homeroom from her close friends."
Book Discussion, 30 minutes or so
These questions about Habibi might help you begin your book talk. Some groups might have time to get to all of these questions, but many groups will pick one or two questions and spend the whole meeting discussing those. Feel free to write your own discussion questions.
* What are some of the first details Liyana notices about Jerusalem?
* As she stays in Jerusalem longer, her feelings about it become complicated. What does she like about being there? What does she dislike?
* When does Jerusalem start to feel like home to Liyana? What does she do to feel comfortable there?
* What do you think about Liyana's relationship with Omer? What does she like about him?
* What do you think about Liyana's relationship with Sitti? Even though they can't talk to each other, are they able to communicate?
* Some of the language in the book is quite beautiful. (It's no wonder that Naomi Shihab Nye made a name for herself as a poet!) For example, after Liyana makes a plan to go meet her friend Omer, she says, "the afternoon puffed up lightly, joyously, a delicate pastry, a sweetened shell of hours." Were there any parts of the book that particularly caught your ear because of the way the author uses language?
Leadership Goals, 15 minutes
Participants can talk to each other in pairs or as a whole group about the idea of resilience. We use the term resilience to talk about the super important skill of believing that everything's going to be all right even when life gets hard.
What do you do when life gets hard? What are your resilience strategies? As group members share their resilience strategies, try learning from each other to see if someone else has a strategy that you'd like to try. Like Liyana, maybe you could try keeping your thoughts in a journal.
Closing, 5 minutes
Before everyone goes off their separate ways, make sure you've chosen a date for your February meeting. Happy reading!
Further Reading
If you really loved this book, and you'd like to read more books like it, here are some suggestions. If there are other books you would like to recommend, we'd love to hear them! Please share them on our Girls Leadership Book Club Facebook page, so our community can keep growing our list of great titles.
Listening for Lions by Gloria Whelan - Like Habibi, this book has beautiful language. It tells the story of a girl, Rachel, forced by tragedy to leave behind her home in Africa and the only life she's ever known. She is sent to England by a duplicitous couple, and has to bide her time before she can unravel the lies they told her and take charge of her life again.
A Tree Grows in Brooklyn by Betty Smith - Francie Nolan is coming-of-age in Brooklyn in the early 1900s. Passionate, intelligent, and poor, Francie wants more from life than she sees in her family's home. Though determined to earn something better for herself, she cannot fully leave her family behind, or the tender bonds that connect them. As a novel, this one is darn near perfect. | 1,960 | 1,170 | {
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General Assembly First Committee
Co-sponsors: Islamic Republic of Afghanistan, Republic of Angola, Republic of Armenia, Republic of Austria, People's Republic of Bangladesh, Republic of Belarus, Belize, Republic of Botswana, NEGARA Brunei Darussalam, Republic of Bulgaria, Republic of Cameroon, Canada, Republic of Chad, People's Republic of China, Republic of Colombia, Republic of the Congo, Democratic Republic of the Congo, Republic of Cyprus, Czech Republic, Dominican Republic, Arab Republic of Egypt, Federal Democratic Republic of Ethiopia, Republic of Finland, Islamic Republic of Gambia, Georgia, Hellenic Republic, Republic of Indonesia, Republic of Iraq, Republic of Kiribati, Russian Federation
Topic: Role of Science and Technology in the Context of International Security
Recognizing the benefits of technology and how important cybersecurity and AI are to society,
Acknowledging the dangers that advancements of technology pose to society,
Taking into consideration that satellites have the potential to obtain and exploit other nations' information,
Expressing concern for underdeveloped countries and their lack of access to technology,
Viewing with appreciation the effort of nations in assisting developing countries,
Fully aware of the expenses and destructive possibilities that new technologies possess, as well as their sensitive nature,
Security and Dangers of Cyber-Technology
1. Urges nations to monitor their reliance on technological advances that can improve global security;
Advancements in Artificial Intelligence
2. Calls upon nations to provide funding towards underdeveloped countries to provide access to technology regarding security globally;
3. Recommends spreading the awareness of the power of science and technology for educational purposes;
4. Strongly encourages countries to have strict policies regarding A.I. and its uses;
5. Instructs nations to take caution while using new technology;
6. Encourages the implementation of A.I. in everyday uses for development;
Development and Advancement of Technology
7. Encourages international cooperation between nations for the improvement of science and technology globally;
8. Endorses the development of technologies manufactured in one's own country;
9. Requests member states to invest in more affordable technologies for the civilians;
10. Expresses its hope that all nations share technological advances and research internationally;
11. Trusts that developed nations will support other nations in the use of technology;
Access to Technology in Developing Countries
12. Calls upon the UN to allocate funds for the advancement of science and technology in developing countries;
13. Recommends the UN to establish a program to distribute technologies to member states who need them;
14. Approves the development of technology centers to promote education;
15. Reaffirms science and technology's role in improving the health and welfare of underdeveloped countries. | 1,455 | 541 | {
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FRIENDSHIP VALUES SPECTRUM
The objective of this exercise is to help girls name and prioritize their values in healthy relationships. For additional resources, workshops for families, and professional development for educators and program staff, visit girlsleadership.org
Level: Developing
Domain: Community + Relationship Skills
Focus: Friendship values
Objective: Participants will name and prioritize their
values in healthy relationships.
Time Required: 25-30 mins
Materials: Ability to see each other or use chat function.
Frame (Ignite) - 5 mins
Ask: If you were running a job interview for the position of your best friend, what questions would you ask?
Have students popcorn responses while you scribe on the board or write them down individually and pair share.
Instruction (Chunk) - 2 mins
Say: We all have different values when it comes to what we think makes a great friendship. We're going to do a spectrum activity to see how these beliefs and values show up, and how having different values can mean needing more communication in friendships and relationships.
[continued on next page]
FRIENDSHIP VALUES SPECTRUM
Agree/Disagree Spectrum Activity (Chew) - 15 mins
Indicate that one side of the room is "Strongly agree" and the other side is "Strongly disagree." Have students move in the room along the spectrum to indicate their level of agreement with each prompt. Take a moment to pause and hear from students who answered differently after each statement. You can also have students turn and talk to those near them on the spectrum after each prompt.
Ask: Can you explain why you (agree/disagree) with this statement?
Choose ~5-7 prompts from the following:
I believe you can only have one real best friend.
I believe that true friends are people you can joke with but also trust with real stuff.
I believe that opposites attract.
I believe that true friends will call you out and be honest with you, even if it hurts to hear.
I believe that true friends would drop anything to support you when you need them, no excuses.
I believe that you have to work through conflicts with your friends to make your friendships stronger.
I believe friends should always come first before romantic relationships.
I believe you can stay friends with someone you used to date.
I believe real friendships can form online.
I believe that friends are the family you choose.
Debrief/Closure (Review) - 3 mins
Ask: Did anything surprise you that you heard from others about their friendship values?
Facilitator Notes
You can also share these prompts with students and have them rate each prompt and explain their rating, then have them join groups to discuss. Debrief together whole-group.
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As a student, you know how difficult it is to balance all of your classes and assignments with co-curricular activities, jobs, family, and friends. But it is not difficult to realize how stressful all of these activities can become. In this balancing act that we all practice, we need to incorporate practices of stress management in order to continue to be successful. Stress management is especially important for student leaders like you because you are setting an example for others.
Ways to Relax While Under Stress
Exercise— Exercising is a great way to get rid of tension. Walking the loop, or walking around your house are quick exercises that you can do at any time, not only when the Sports and Recreation Center is open.
Breathing— Breathing is more beneficial than you might think. A deep breath can help relax your muscles which in turn will allow for better blood flow, making you feel physically relaxed.
Meditation— Take a short break from whatever is making you stressed. Use that time to mentally 'decompress.' Focusing on something else can actually help you to return to your activity with a renewed concentration and fresh ideas.
How Can I Prevent Stress?
Make Lists— Make a list of all your priorities, including family and friend obligations. Begin to make decisions about how much time you are willing to dedicate to those priorities. Once you have clarified your priorities and your time, you can make a rough schedule of your time and alleviate stress brought on by multitasking and last minute papers/tests.
Sleep— As college students, it's not out of the ordinary to get four hours of sleep or to pull all-nighters to work on a paper or study for a test. But as much as we need the time to study, we would be much more productive if we were to get a more full night's sleep (seven to eight hours). When you are well rested, you have the ability to be more productive, motivated, and less stressed.
What is Stress?
Stress is our body's way of responding to demands placed upon us. Believe it or not, there are positive and negative effects of stress. Think of the end of the semester when you have mountains of work to do and all of the sudden you have an extra burst of energy. This extra energy (adrenaline) is positive stress. When you have finished working on that allnighter paper, you feel relieved and your body is
able to relax. If, however, your body is not able to return to a relaxed state, negative stress will result. Signs of negative stress are:
Increased heart rate
Muscle tension
High blood pressure
Illness
Mental and physical exhaustion
These symptoms are more commonly referred to as 'burnout.' Unfortunately, negative stress also leads to:
Lower productivity
Lack of motivation
Low self-esteem
Members of the Office of Student Engagement (OSE) staff are available to assist you with any questions you have regarding leadership issues. The OSE is open Monday through Friday 9 a.m.—5 p.m. For more information, please contact the office at 410.337.6124. | 1,174 | 661 | {
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The dusk has come and gone and no moon lights the night sky. It is clear, dark and cold. As time passes the fire slowly dies and everyone huddles closer for warmth. Soon, more wood is added and crackling flames dance again in a blazing fire. Golden sparks rise to the heavens, as do the eyes of our ancestors.
Overhead a myriad of stars blaze brilliantly in the blackness. As night wears on the chatter continues and ancient stories describe the groups of stars sliding slowly overhead only to dissolve in the mist of the west. Through time and imagination the stars are linked to stories of animals and objects, heroes and heroines.
So began many of the myths that have been perpetuated through thousands of year of human history. They became an integral and unique part of early cultures. The stories were told, retold and embellished and made more colorful with time.
Orion, the mighty hunter, strides across the southern late winter skies. In this photo, he struggles to free his legs, mired in Edmonton's light pollution dome which covers the city at night, obscuring the dimmer stars in his constellation.
Passed from generation to generation, first by mouth then in writing, they inspired others to see for themselves these wonderful entities emblazoned in the night sky. As man learned to write and record these stories, they became part of the culture's mythology and even religion . Lessons could be taught and learned from the lives of those great ones now immortalized in the sky. Different cultures saw the star-shapes through their own eyes and experiences, creating unique stories about these nightly figures so high above.
To the Greeks, Orion is a great hunter and the son of Neptune, god of the sea, and a nymph named Eurayle. His story, grown long and more interesting and in diverse versions, was probably recorded as early as the seventh or eight century B.C. To the Egyptians he is 'of Osiris,' part of Egyptian religion and worship. His rising also signalled the beginning of the new year.
Native tribes of North America also saw Orion as a great hero.
New Mexico's Tewa tribe referred to him as the hero Long Sash, a leader who led the tribe to freedom after a long march.
The Navajo referred to Orion as the First Slim One, using his setting in May to signal the planting of the crops. Other tribes had their own stories, sometimes using parts of Orion's body for different constellations and other hero stories.
To preserve the dark night sky for the enjoyment and inspiration of all
Even today the names of these stellar heroes, heroines, animals and objects haunt many aspects of our culture. Most daily newspapers carry astrology columns and almost everyone knows the 'sign' under which they were born, the constellation in which the sun resided at the time of their birth. Even NASA acknowledges the great hunter as a spacecraft, now in development and called Orion, will be used by NASA to return men to the moon in 2020 after a long hiatus.
Orion is just one example of how stars, stories, myths and cultures have intertwined throughout the ages, enriching the cultures that created and recorded them. Over the millenia, these heroes and their constellations have been celebrated
Left: A beautiful copper engraving of a map of Orion from Johann Bayer's Uranometria. Printed in 1603, it depicts the stars of the constellation overlaying an artistic rendering of the sky's great hunter.
and embodied in literature, sculpture, paintings, music and other art and technological forms.
In human terms the stars are eternal. Those we see today were loved and worshipped by our ancestors thousands of years ago. In the past, one had only to look upward through clear, dark skies to behold the source of inspiration and admire the stars.
Indeed, up to the time of mass artificial lighting, one could commune with the these gods and goddesses of the night sky or simply sit and admire their beauty as they slowly, majestically and silently drifted by. We could appreciate what our ancestors saw in the distant past, and experience a link to their thoughts and feelings as they did the same.
However, with the onslaught of mass lighting, and deepening light pollution, the stars, the source of so much inspiration over the millenia, have faded to pale imitations of their former glory. They have grown dim, as have our memories and interest and, in our brightest towns and cities, they have virtually disappeared from view.
Like gods who are no longer needed, they have left our cultures, our hearts and our thoughts, no longer an inspiration to those who would create new works in their memory. They are no longer there to awe, inspire and fill us with wonder. They have disappeared as the lights from towns and cities have increased over time..
The Earth's cultures are worse for their loss and so are we.
To preserve the dark night sky for the enjoyment and inspiration of all | 1,750 | 1,008 | {
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Connecting Theme/Enduring Understanding: Students will see how the roles of community workers fit within the theme of scarcity, because an element of choice is involved in this idea.
Essential Question: What jobs are important in our community?
SSKE1 - Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.
Connection to Literacy Standards for Social Studies and Social Studies Matrices
ELAGSEKRI1: With prompting and support, ask and answer questions about key details in a text.
ELAGSEKRI2: With prompting and support, identify the main topic (main idea) and retell key details of a text (supporting details).
ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).
ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic
Have students research community helpers they want to explore and share what they learn by making books, creating videos, building models of tools or props used by community helpers, creating games to teach classmates, or doing live presentations as community helpers. Since most kindergarteners are not strong independent readers, all of these resources include video links that can be shared with students.
* Learn more about specific community helper jobs with a videos.
* Research uniforms and tools used by community helpers with read-alouds or recorded readalouds:
Georgia Department of Education College Readiness and Talent Development Winter 2021
* Invite community helpers to visit your classroom. Have advanced students help make a list of questions before the interview to ask your visitors. Have students complete comparison charts to see what community helpers have in common with other roles or what students feel as though they have in common with your guests.
* Have students create songs about the jobs community helpers do.
* Have students create a "HELPER" acrostic poem about a community helper career. Have them share their poems with their favorite community helpers.
* Have students write thank you letters to their favorite community helpers to let them know why they appreciate them.
* Have students create a graphic organizer about different community helpers on large butcher paper (or a digital tool if your students are virtual learners). Have students think about how one community helper might connect to another community helper. Encourage students to make as many connections as they can. You may glue some graphics to posters to help students get started.
* Challenge students to create community helper riddles or puzzles and have their classmates try to solve them.
* How do community helpers work together? Challenge your students to make an illustrated book of examples. You might want to give students a few example situations to help them get started, such as how different community helpers work together at the scene of a car accident, at a community parade or event, or at a back-to-school kickoff.
* Challenge students with the following questions: "How can I help community helpers? How can I be a community helper?" Students develop creative fluency by developing lists with as many examples as they can generate. (For young students who cannot write well, using a recording tool is a great alternative.) Students can be further challenged to group the items on their list into categories that contain similar ideas. An adult may need to help with this. To build creative flexibility, help students think of more categories for which they can generate ideas to answer the target questions.
* Have students work together to build a 3-D community out of recycled materials. Challenge students to think about places where they might find community helpers and be sure to include those buildings in their community model.
Georgia Department of Education College Readiness and Talent Development Winter 2021
* Inspire your students to think about jobs that are important in our community. Challenge them to work in teams to write their own career raps.
*
* Many gifted students show an aptitude for leadership at a young age and naturally want to solve problems. Community helpers are great mentors to help young students understand the roles and values of leaders. | 1,783 | 845 | {
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Holliday Lake 2009
Holliday Lake is a 145-acre impoundment owned and operated by the Virginia Department of Conservation and Recreation. The lake is the focal point of the 250-acre Holliday Lake State Park located in the Appomattox-Buckingham State Forest. The lake is steep-sided and clear. There is a boat ramp providing anglers access to the lake as well as a hiking trail that provides bank fishing access. Warmwater fish species at Holliday Lake include largemouth bass, bluegill, redear sunfish, channel catfish, black crappie, and yellow perch. The largemouth bass fishery is managed with a 12-inch minimum length limit and five fish per day creel limit. All other species are under general statewide fishing regulations.
A spring electrofishing sample was completed by Virginia Department of Game and Inland Fisheries biologists to assess the health of the Holliday Lake fishery. The largemouth bass fishery has declined somewhat since the lake was last sampled in 2005 with fewer fish in the larger size classes. The fishery was dominated by bass less than 12 inches but there was one bass over 23 inches in the survey. Overall the density of bass in Holliday Lake remained stable but the size structure did not. More small fish, especially in the 8-11 inch range, were sampled in 2008 than in other recent survey years.
Besides largemouth bass, Holliday Lake also provides a fishery for several "panfish" species. Bluegill are present in Holliday Lake but their numbers continue to decline since the illegal introduction of yellow perch in the late 1990's. Since 1998, bluegill numbers have declined from over 700 fish/hour sampled by electrofishing to only 27 fish/hour in 2008. There are limited numbers of bluegill over eight inches present in the reservoir but most bluegill are in the 5-7 inch range. Similarly, redear sunfish numbers in our samples were nearly non-existent in 2008 with only two redear observed in our electrofishing survey. Redear have never been plentiful at Holliday Lake but there had been fish up to 10 inches in previous surveys. Black crappie are also present in limited numbers at Holliday Lake. All crappie sampled were between eight and eleven inches.
Yellow perch have become well established at Holliday Lake. The density of the species seems to have stabilized since the explosion in numbers in the early 2000's. There is now the opportunity to catch perch over 12 inches and many fish are present in the 8-10 inch range. This is a great opportunity for anglers to fish for and catch a species that is not common in Southside Virginia but the introduction has taken a toll on the other warmwater species in the lake. Bream numbers have declined the most drastically and this seems to be affecting the size distribution of largemouth bass in a domino affect. Bluegill have always been the dominant prey for largemouth bass in the system and as their numbers have declined in the past ten years, the largemouth fishery has begun to suffer. We will continue to monitor the Holliday Lake fishery and hope that the bream species can rally. Enjoy fishing for and keeping yellow perch from Holliday Lake. Perch is one of the best tasting freshwater fillets in this angler's opinion.
Holliday Lake is restricted to electric motor or paddle only to enhance the experience of this beautiful park. The lake can be reached by following state route 626 east from route 24 (north of Appomattox). Follow route 626 until the turn-off on state route 723 that will take you to the lake. Signs are posted to assist visitors in finding the state park and boat launch facility. | 1,479 | 813 | {
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Winter Wellness
Information for parents
Prepare, plan and protect this winter.
The cooler months bring colds, the flu, COVID-19 and other illnesses. That's why being prepared is the best way to protect yourself and your family.
Prepare:
Be prepared by ensuring your child has received their annual flu vaccine. This will boost their immunity against most likely circulating flu strains and help stop them getting very sick.
Who can get vaccinated?
Flu vaccination
Flu can be serious for young children. Children are most likely to catch and spread the flu and young children may become very sick.
An annual flu vaccine is recommended for everyone aged 6 months and older. Children aged six months to under five years are strongly recommended to receive a flu vaccine. Children who have never had a flu vaccination will need two doses, one month apart.
Talk to your GP or healthcare provider about free* flu and COVID-19 vaccinations for your child today as well as any possible out-of-pocket costs or private fees.
COVID-19 vaccination
COVID-19 vaccination is recommended for all people aged 5 years or older to protect against COVID-19. Some children six months to five years who have complex or multiple medical conditions that increase their risk of getting very sick from COVID-19 are also recommended to receive a COVID-19 vaccine.
Your child can get their flu and COVID-19 vaccines in the same appointment if eligible for COVID-19 vaccination.
Plan:
If your child is at higher risk of becoming very sick from the flu, COVID-19 or other respiratory illnesses, make a plan with your healthcare provider for when your child becomes sick.
This plan should include how your child will get tested and actions to take when they are unwell.
Plan for your children to stay at home when they are unwell.
Protect:
Protect others, especially those at risk of severe illness, by keeping your child home if they're unwell, encouraging regular hand washing, and cover coughs and sneezes.
If your child tests positive to COVID-19 or another respiratory illness, let their close contacts know to help reduce the spread.
If anyone has cold or flu-like symptoms they should:
* stay home while unwell
* not visit high-risk places like hospitals, residential aged care facilities, disability residential settings, or friends or relatives who are at risk of serious illness.
* Depending on their age, consider wearing a face mask in indoor public spaces and on public transport.
* avoid large gatherings and crowded indoor places.
If you are concerned about your child's symptoms:
* Contact your usual GP/medical practitioner
* Call HealthDirect to speak to a Registered Nurse 24/7 on 1800 022 222. They can provide advice when you're not sure what to do and may arrange for a call back from a GP.
* Visit www.tasafterhours.com to find medical options near you available on evenings, weekends and public holidays, including after hours GPs, walk-in clinics and pharmacies.
* Call the COVID@homeplus team on 1800 973 363. The team can help with getting tested, antiviral medicine for those eligible and care for higher risk people who have COVID-19, flu and other respiratory illnesses.
For more information
Public Health Hotline: 1800 671 738 health.tas.gov.au/winter-wellness | 1,450 | 676 | {
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The Preschool Structured Autism Class (SAC) is an intensive, highly structured, language-based Preschool classroom model offering intensity through the concentrated number of quality opportunities for learning engagement, in addition to the comprehensive number of program hours.
Capistrano Unified School District offers a comprehensive program utilizing Applied Behavioral Analysis strategies and evidence based practices to support each child as a unique individual.
Activities are presented through developmentally appropriate research based practices guided by the California Preschool Learning Foundations, California Preschool Curriculum Framework, Unique Learning Systems Curriculum and the Desired Results Developmental Profile (DRDP). The DRDP is a statewide accountability and progress assessment system that measures the progress of California's preschool-age children with Individualized Education Programs.
Each preschool child is provided a highly individualized and flexible program.
The Preschool SAC program is five days per week, five hours a day per school calendar.
Program Locations
Hidden Hills Elementary Ladera Ranch Elementary RH Dana ENF Elementary
Capistrano Unified School District
Student Support Services
33122 Valle Road
San Juan Capistrano, CA 92675
(949) 234-9270
Revised 2022
Capistrano Unified School District
Preschool Structured Autism Class (SAC)
Providing a structured environment to help students achieve skills in behavior, language, and social skills
Cognitive and Language Development
Sensory and Motor Skills
Adaptive Behavioral Development
* Generalization and maintenance
* Direct instruction in skill domains
* Developmental curriculum
* Attending to learn
* Imitating others
* Comprehending and using language
* 1:1 teaching
* Increasing small & large group learning
* Visual strategies and supports
* Structured teaching
* Short, planned learning opportunities
* Varied materials to teach concepts
* Alerting and calming strategies
* Range of multi-sensory experiences throughout day
* Fine motor groups
* Gross motor groups
*
Social Skills Development
* Techniques for increasing interaction and responses to peers
* Reverse mainstreaming
* Inclusive activities
* Peer tutoring
* Social stories
* Social scripts
* Role play
* Peer mediated social skills
* Toileting, hygiene, & self-help skills
* Attending
* Transitions
* Learning to learn
* Imitation
* Teaching alternative behaviors
* Reducing problem behaviors
* Routines and schedules
* Solving behaviors functionally
* Active engagement
* Least to most prompting
* Building Independence
Family Interaction
* Ongoing progress monitoring
* CUSD Parents Helping Parents Support Group
* Parent training
* Parties and special classroom events
* Home-School communication
* Homework and generalization activities
* Planned and supported transition from Pre to TK/K | 1,508 | 561 | {
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1. Assignment: Behavior in social and cultural context. I am going to use PSY 101: Introduction to Psychology course for this assignment. Psychology course in general covers all angles and aspects of human being include how we think, behave, feel, and how each people interact with other people and environment. And most of all we talk about how environment influence human life. This is a perfect course that I can integrate course subject and social justice and green/clean economy.
3. Psychology has been studied about the interaction between people and environment for many years. We live in society where our culture influences to our lives in the form of social norms, prejudice, social role, and different environmental culture. We talk about social justice and discuss how social justice impact our behavior and what's our role would be in society. We talk about how people's behavior and thoughts has been influenced by culture and how we need to do influence to that culture. All these issues are closely related to social justice and green economy.
2. I will assign three folds in relation to social justice or the green economy in this course. First, I will assign students to read articles related to sustainability issues and summarize their thoughts. Second, students will go out to the field for research about green economy or social justice in their everyday life setting. And finally, students will bring their reading materials and field research experiences to the class and discuss about it.
4. I have been used some parts already although not specifically mentioned green economy in the class. I will continue to use and add more concepts in my class and emphasize and advocate social justice and green economy.
6. My name: Young Shim, My course: Introduction to Psychology PSY 101
5. The name of this workshop: 'Green Economy and Social Justice' (MVLA GYC202)
7. Title: Behavior in social and cultural context: taking psychology with you
8. Learning outcomes:
1). How social and cultural norms regulate behavior without our being aware of it.
2). The power of culture and situation to make people behave in certain ways.
3). How people can be entrapped into violating their moral principles, How environment influences people in countless subtle ways.
5). What is the differences between green and non green life pattern.
4). How people's perceptions affect their relationships and how the social environment affects their beliefs.
9. 1) Students will better understand the concepts of social justice and green economy through reading.
2) Students will have real life experiences and be aware of the differences of green and non-green life style and their influence to our lives.
3) Students will brainstorming and learn more specific ideas regarding social justice and green economy through discussion with other students during the class.
11. I will assign students how their life style is related to the issues of social justice and green economy, and bring their example to the class for discussion.
10. Brainstorming ideas in the class discussion usually is a good way to generate critical thinking. Going field experiences for observation and come to the class with some questions and answers will also promote critical thinking about this subject.
12. 1) Read one of the following two articles and summarize contents and your own critics in 3 pages
1. Pettigrew & Tropp (2006), Reducing conflict and prejudice, Multicultural psychology.
2. Nisbett & Ross (1998), social influences on beliefs and behavior, The journal of social psychology.
2) Write three examples from your field observation and experiences related to social justice and green economy
3). Group presentation: Behavior in social and cultural context: how cultural rules that govern people's behavior, values, communication, and ways of doing business
13. Reading and summary (3 pages): 50 points 3 Examples of real life observation: 50 points Group presentation: 50 points Quiz (social psychology section): 50 points | 1,636 | 783 | {
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ANZAAB Aspects of Book Collecting
Ida Rentoul Outhwaite
Justin Healy Antiquarian Booksellers
Background: Ida Rentoul Outhwaite's first published work appeared in Australian newspapers and magazines in the very earliest years of the 20 th century and her illustrations continued to appear in them until at least 1930. She is one of Australia's best known children's book illustrators and her work is collected eagerly both here and overseas. Her first books, collaborations with her sister Annie, Mollie's Bunyip and Mollie's staircase were published in 1904 and 1906. Over a period of almost 60 years until 1958 many more books, as well as postcards, calendars, song books, sheet music and ephemera were published. Even after the publication of new works ceased, many reprints followed and there has been a lively market using reproductions of her art work in a wide variety of products including nursery room friezes, postage stamps and even porcelain. Her best works are charming, striking, highly imaginative and expertly executed. Generations of children and adults have taken great joy from them. The most desirable of her works are the rare early printed books and ephemera, the large and handsome books such as Elves and Fairies and Fairyland, and the original watercolours and pen and ink drawings. The best examples in all these categories are keenly sought and hard to find in good condition. Elves and Fairies and Fairyland, with their large tipped-in plates, many in colour, are among the most lavish and handsomely produced of all Australian children's books.
Range: The wide range of Ida Rentoul Outhwaite's work offers many options for collecting. One could concentrate on the ephemera, or the song books, or the major illustrated books, or original art work, or a period between say 1903 and 1937, first editions or reprints according to tastes and budget.
Availability: Outhwaite's books have been as susceptible to the love and attention of children as most children's books and as a result finding very good copies of the rarer items and larger books can be difficult. Fine copies are particularly uncommon.
Price-range: Minor works and modern reprints can be bought for under $100, but the rarer and more handsomely produced books fetch from the low hundreds up to several thousand dollars each and the original art works much more.
Footnote: Marcie Muir and Robert Holden's The fairy world of Ida Rentoul Outhwaite is the best reference on her work and contains much useful information and many reproductions of Outhwaite's beautiful illustrations. | 1,026 | 555 | {
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How to Use Your Pressair® Inhaler
Note: If you are using a Pressair inhaler for the first time, complete these steps:
To use the Pressair inhaler, complete these steps:
Your clinician has prescribed medication that comes in a Pressair inhaler. It important that you know how to use the Pressair device so that you can take your medication correctly and breathe better.
Important: Before using your Pressair inhaler for the first time, make sure 60 appears in the dose indicator window. This window shows the number of doses left in the inhaler. The device counts down by 1 each time you press the green button on the inhaler.
1. Tear the sealed pouch containing the inhaler at the notch, and then remove the inhaler from the pouch.
1. Press, and then release the green button on the inhaler.
Hold the inhaler with the green button facing up.
2.
2. Remove the protective cap by pressing gently on the arrows on either side of the device and pulling outward.
3. Once color window is green you can proceed. Note: If the color window is red, press and then release the green button on the inhaler again.
5. Place the mouthpiece between your lips, and then close your lips around the mouthpiece.
6. Breathe in quickly and deeply through your mouth and the inhaler. You should hear a click. Keep breathing in to be sure you have inhaled the full dose of medication.
7. Exhale. Check the color window, and verify that it is red. A red color window means that you have taken the full dose correctly. If the color window is green, repeat step 6 and step 7.
When you have inhaled the last dose in the Pressair device, the dose indicator window will show 0, and the color window will be red. The device may also lock. Your inhaler is empty.
Dispose of the empty inhaler properly. Keep the Pressair device and all medications out of the reach of children and pets.
4. Hold the inhaler away from your face, and then breathe out. Important: Do not blow into the inhaler.
8. Place the protective cap over the inhaler mouthpiece and press it until you hear a click.
Supported in part by an educational grant from GlaxoSmithKline. Supported in part by an independent education grant from Mylan Specialty L.P. and TheravanceBiopharma US, Inc. Supported in part by an independent medical education grant from Sunovion Pharmaceuticals Inc. Supported in part through an independent educational grant from Teva Pharmaceuticals. | 913 | 537 | {
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Rail Safety - Lesson Plans
Whose Choice? Activity 2 –
Curriculum for Excellence Experiences and Outcomes
I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 2-04a
I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 2-16a
1. Connecting the Learning - Explain to learners that sometimes we can make decisions quickly and clearly. At other times, we might think for longer and seek advice, particularly in a new or confusing situation. It can be difficult to know when to be confident about your own opinion when other people have different ideas! The following exercise will help you to understand your approach to making decisions.
2. Sharing the Learning Outcomes -
* I can give an example of a time when I made a bad decision that put me in danger and can explain what I would do differently in the future.
* I know that others can try and persuade me to do something that is dangerous and I know how to deal with this to keep myself safe.
* I know what type of decision maker I am and if necessary, can change this to keep myself safe.
* I can encourage others to stay safe near railways.
3. Active Learning - Ask learners to think about what kind of 'decision maker' they are. When they make a decision, what is the most important to them?
* Making sure I look good to all sides of the argument.
* Getting it over and done with as quickly as possible.
* Keeping other people happy.
Distribute Worksheet 3 'Whose choice is it?' Ask learners, when it comes to making decisions, which one of these types of character are they most like?
Mr or Miss Independent
I tend to know my own mind. I'm pretty confident and clear about what I think. I sometimes need to make sure I listen to other people and take their views on board – but I know my own limits and how to stand up for myself.
In the Mix
I can dither a bit and worry about making a decision. I know it's good to spend time weighing up the pros and cons. I need to listen to myself and trust my own inner voice.
Rail Safety - Lesson Plans
Whose Choice? Activity 3 –
The Butterfly
I'm enthusiastic and fun to be around. I like to go along with the crowd – but it can sometimes get me into trouble. Sometimes I should slow down a bit, and think before I take the plunge.
Next, you may wish to try a 'silent debate'. Ask learners to think about a time when they made:
a) A good decision
b) A bad decision
In each case, what lead to them making that decision?
What were the consequences?
Ask learners to write their responses to the questions on post-it notes, gather them in after each question and stick them onto a large sheet of paper. Alternatively, ask learners to write down their thoughts and 'post' them in a ballot box. These can then be pulled out at random and used as part of the discussion.
Ask learners to think carefully about what they might need to change about their approach to making decisions if they are to stay safe in the future.
Accidents on the railway can happen whether you're on your own, or with other people. Whether the accident is caused by an innocent mistake or the result of a deliberate act – it can lead to people being injured or killed. The following short stories are based on real life incidents which may help you to set the scene for the subsequent discussion.
Mandy's story
Mandy was playing on a bridge over the railway track when she found a metal pole and pushed it through a hole in the bridge fencing. The pole made contact with 25,000 volts of electricity in the overhead line. Mandy was badly burnt and is scarred for life.
Ed's story
Ed was with a couple of friends at a train station. He and a friend stepped off the platform to pick up something they had dropped from the track, but Ed touched the electrified line and died instantly.
Prompt questions
* Have you ever been in a potentially dangerous situation without knowing it, like Mandy?
* What did you do or say when you thought the situation might be getting dangerous?
* Has a friend ever persuaded you to do something you didn't want to do,
* and it felt dangerous?
* How did they persuade you?
* Thinking back, how might you have done things differently to stay safe?
Rail Safety - Lesson Plans
Whose Choice? Activity 3 –
4. Demonstrating Understanding - Some ideas for follow-up activities which will allow learners to demonstrate their understanding of good decision making include:
*Write a story about a person who was influenced to do something they didn't want to do. How did they feel? What did they learn?
*In small groups, create a railway safety drama performance which demonstrates good decision making.
*Using pre-cut speech bubbles, what advice would you give to a friend who was being pressured into playing by the railway when they didn't want to? Write down in the speech bubble what you would say to persuade your friend to stay safe and not take a risk.
5. Review and Recall - Re-visit each Learning Outcome in turn to determine success. Any surprises? What will learners do differently when making decisions in the future? | 1,875 | 1,114 | {
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Sequence of the Initiation Sacraments
Many dioceses are in the process of restoring the sacrament of Confirmation to its rightful place in the initiation sequence: Baptism, Confirmation, and Eucharist. This honors a very ancient tradition and reflects the sequence in which these sacraments are celebrated in the Rite of Christian Initiation of Adults (RCIA).
For much of this century many parishes have been postponing Confirmation. They thought that in junior high or high school the young people were better able to make a personal decision and an "adult commitment" to Christ and to the church. Thus, we separated Confirmation from its real roots as a sacrament of initiation into the faith community We threw it out of its historical sequence. We tried to make it stand out there by itself. There were some very positive pastoral results when we did this: more participation in faith-formation programs until a later age and a more mature experience of sacramental life.
But, there is wisdom in the ancient tradition of having the three sacraments of initiation celebrated in their traditional order: Baptism, Confirmation, and then Eucharist. In Baptism, we are immersed in the death and resurrection of Christ. In Confirmation, we are sealed with the gift of the Holy Spirit. In Eucharist, we sit with the community at the banquet of life which prepares us for the eternal banquet. Eucharist is, and should be, the ultimate peak of our sacramental life.
Now we need to reassess what we are doing with sacraments in the church. Our ancient tradition has much to teach us, as is evident from our experience with the RCIA in our parishes. The way we initiate new members into the church can also teach us how our own children should experience the sacraments of initiation.
Since the 1970s we have had two contrasting sacramental practices in our parishes. On the one hand, those becoming Catholics, including children as young as seven, celebrated all three sacraments of initiation at the Easter Vigil. On the other hand, in some parishes the children raised from infancy as Catholics were told that they wouldn't be ready for Confirmation until they were teens. Restoring the traditional sequence of Baptism, Confirmation, and Eucharist for Catholic youngsters will make us consistent in our practice.
Parishes are being asked to study this whole question and to begin preparing for the implementation of this restoration. Many people need to be brought into the discussion and the planning A parish cannot bypass its members when it attempts major changes such as this.
Parents need to be deeply involved in these discussions. Each year as the children's catechetical process begins in kindergarten and first grade level, consideration needs to be given to this issue of initiation sacraments | 1,099 | 557 | {
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How to support home learning – advice for parents / carers
These are unusual and challenging times and one of biggest challenges for many families is supporting their children's learning at home. Here are some suggestions to help:
- Remember you've always been your child's main educator – this is just an extension of that role
- You're not expected to become teachers and your children will not be learning in the same way that they do in school – be realistic about what you can do and remember whatever you achieve will be a positive
- The main way you can support your children is by spending time with them and showing you love and care as always
- You can also help to give your child a structure for each day that will help them to get used to this new situation (see the section below about routines / timetables)
- Contact the school to ask for help. If you are not sure about any of the tasks or work set or have any issues with usernames/passwords or logging into different websites email your child's teacher and we'll do our best to help. You can also use these emails for submitting work or sending us photos or messages for us to post. The email addresses for each group are:
firstname.lastname@example.org email@example.com
firstname.lastname@example.org
email@example.com
firstname.lastname@example.org
email@example.com
firstname.lastname@example.org
email@example.com
- Remember to take care of your own health and well-being. Share the load if there are two or more adults at home. Also, take a look at the links on our website at:
Health and Well-being: Parents and Carers
School Closed Parents: Where to get support during school closure
Keep to a timetable / routine wherever possible
- Create and stick to a routine, if you can - this is what children are used to. For example, eat breakfast at the same time and make sure they're dressed before starting the 'school' day – avoid staying in pyjamas!
- Involve your children in setting the timetable, where possible. It's a great opportunity for them to manage their own time better and it'll give them ownership
- Check in with your children and try to keep to the timetable, but be flexible. If a task/activity is going well or they want more time, let it extend where possible
- If you have more than one child at home, consider combining their timetables. For example, they might exercise and do maths together – see what works for your household
- An example of a possible timetable is given below:
*Designate a working space if possible, and at the end of the day have a clear cut-off to signal school time is over
*Stick the timetable up on the wall so everyone knows what they should be doing when, and tick activities off throughout the day
*Distinguish between weekdays and weekends, to separate school life and home life
*However, be flexible! If you set yourself too rigid a timetable / routine, then it's likely to be hard to achieve it all and it will cause you and your children stress. Don't feel you've failed if not everything planned for the day is done.
Make time for exercise and breaks throughout the day
*Start each morning with a PE lesson at 9am with Joe Wicks
*If you have a garden, use it regularly. If you don't, try to get out once a day as permitted by the government (households can be together outdoors but 2 metres apart from others)
*Get your children to write in a diary what they did each day – this can be a clear sign that the 'school' day has ended
Other activities to keep children engaged throughout the day
*Where you have more freedom in the timetable, make time for other activities. Add some creative time or watch a dance video from Go Noodle to get the heart-rate going
*Get your children to write postcards to their grandparents or to pen pals
*Ask grandparents to listen to your children read on FaceTime (or ask grandparents to read to younger children)
*Give them chores to do so they feel more responsible about the daily routine at home
*Ask them to help you cook and bake
*Accept that they'll probably watch more TV/spend time on their phone/play electronic games such as x box – that's ok, but you might want to set/agree some screen time limits | 1,571 | 942 | {
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1. Sustainability topics would fit perfectly in a physics 204 course (calculus based electricity and magnetism). This course teaches the fundamentals of electricity. In doing so, we discuss semiconductors, induction, energy usage, etc. These topics specifically lead to a discussion of solar cells and wind turbines (induction). Renewable energies are essential as we move towards sustainability.
2. The assignment created would focus specifically on the topic of induction. We will explore how changing the magnetic flux (the field strength, the angle of the incident field or the loop area) through a coil produces electricity.
3. This method of producing electricity is a very simple method. It requires very few materials (1. wire to make the coils and 2. a magnet) and since the materials are very basic I believe this relates to social justice (the idea of everyone having the same opportunity). I would need to point this out when discussing the lab at the beginning of class.
4. This assignment can be used in the lab (and may be a very good replacement for the current induction lab).
5. GYC201 (2015FA_CTLF-M205-300-0000024: 2015FA CTLF-M205-300 SSP 202: Green Economy & Social Justice)
6. Jennene Fields, Electricity and Magnetism, PHY204
7. Induction Lab
8.
Learning outcomes covered: Induction and Lenz's law
9. Outcomes of the assignment: they will develop design skills, data collecting and analysis, they will have hands-on experience with the topic of induction, and will have to critically think about renewable energy and sustainability.
10. Critical thinking will be in the form of designing, testing and modifying based on the collected data.
11. Electricity is used in our everyday lives. Looking at an alternative to plugging in and batteries would be very beneficial.
12. See second sheet
13. In order to receive credit for the lab, the students must demonstrate they understand how electricity is produced, the correct amount and they must answer the questions.
Lab #5: Induction Lab
Background: Light bulbs, calculators, cell phones, etc. all require electricity (usually in the form of batteries or plugging into the grid) for the device to operate. Each device is unique in the amount of voltage and current (power) required.
We recently learned about induction in class. The idea is that we can produce a renewable source of energy to power these devices.
By changing the field strength, the angle of the incident field or the loop area we can detect an induced emf. Remember…
Materials: Wire, Magnets, Digital Multimeter (DMM), clips, DataStudio
Procedure: Design a coil that produce 0.5V (+/-). You must use a wire that is 1m in length and a 1 milli-Tesla magnet. To test the voltage produced you may use the DMM to make sure you are within the required voltage range. Make as many modifications as you need to reach the required voltage.
Data Collection: Hook up your coil to the Pasco interface using the alligator clips. Click start to begin data collection. You may either move the magnet or the coil to produce the induced emf. (Make sure that you include several peaks from your data.)
Questions:
1. Do you think your design could be implemented in modern devices? (Think in terms of the size of modern devices and the output voltage required.)
2. Look up the definition of renewable/ sustainable energies. Would this electricity production fit that description?
3. Can you think of how this scenario relates to wind turbines? | 1,501 | 762 | {
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Clarity
As you revise your writing, you might encounter sentences that seem awkward, confusing, or unclear. This can be caused by a number of different factors, but often sentence clarity starts with the sentence's subject and verb. Consider the following principles as you strive to write more clearly. If you are still uncertain about the clarity of your prose, invite an outside reader to give you feedback.
Grammar Review
1. A verb is the action of a sentence, the stuff that happens.
2. A subject is the part of an independent clause which does, effects, or carries out the verb.
3. An independent clause is a group of words—including a subject and verb—that makes sense by itself.
4. A dependent clause also contains a subject and verb, though it does not make sense alone—it must connect to an independent clause for the sentence to be complete.
Look for the subjects and verbs in the following sentences:
The action of this sentence is jumping, and jumped is the verb. The frog is the one jumping, so the frog is the subject.
The frog and jumped function as the subject and verb of a dependent clause. In the independent clause, made is the action/verb, and she is who did it.
Four Questions
To ensure that your writing uses clear subjects and verbs, ask these four questions:
1. What is the action of the sentence? (What's happening?)
2. Is the action the verb? If not, change it to match.
3. Who/What is doing the action?
4. Is the doer the subject? If not, change it to match.
These questions can help you address two primary concerns that might show up in your writing: passive voice and imprecision. Both passive voice and imprecision are subjective values, depending on what you want to accomplish in your writing. However, keeping these values and the four questions in mind will allow you to notice the verbs you use and make stylistic choices more consciously.
Active Voice
Active voice is where the subject of the sentence performs the action or the verb. If the subject is not performing the action of the verb, the sentence is in passive voice, and the subject can often be unclear. Converting from passive to active voice provides more clarity and helps orient the reader.
Brigham Young University Research & Writing Center rwc.byu.edu 3340 HBLL,
Specific Verb Choice
Even if your sentence uses the active voice, it may lack a clear, specific verb. This can also be resolved by asking the four questions. Consider these sentences:
verb verb Unclear Example: David made an argument that math was better than history. Mary was clearly in disagreement.
Notice how even though the subject is the thing doing the verb, the verb itself does not emphasize the main action of the sentence. Rearrange the sentences, keeping David and Mary as the subject, but using argue and disagree as the verb.
Pronoun Reference
Even with an active subject and clear verb, sentences can still be unclear because of pronoun reference. Pronouns refer to the nearest noun. If there is more than one noun, it can be unclear which noun the pronoun should be referring to.
Unclear Example: George waved to David when he walked into the classroom.
Did George wave when George walked in the class, or did George wave when David walked into the classroom? To make sentences clear when there are multiple nouns, use the noun instead of the pronoun.
Clear Example: George waved to David when David walked into the classroom.
Another common clarity issue with pronoun reference is with demonstrative pronouns such as this, that, those, and these. Just as with other pronouns, demonstrative pronouns can only refer to the noun nearest to them. Often, demonstrative pronouns are used to refer to an entire idea, which can create unclear sentences. Consider this example:
Unclear Example: Some people text, and some people send letters. This makes me mad.
It is unclear whether people texting or people sending letters makes the speaker mad. Instead, it is more clear to specify and only use the demonstrative pronouns to refer to a specific noun.
Clear Example: Some people text, and some people send letters. Texting makes me mad.
Brigham Young University Research & Writing Center rwc.byu.edu 3340 HBLL | 1,674 | 879 | {
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Moth or Butterfly? Most moth antennae look like slender feathers; butterfly antennae are thread-like with knob-shaped tips. At rest or while nectaring, most moths hold their wings horizontally or folded tent-like across their backs. Butterflies usually hold their wings above their backs. Butterflies usually fly in the day, moths at night, but look for the hummingbird clearwing moth during the day.
Both monarchs and viceroy are distasteful to the birds that eat them. They have evolved to resemble each other, thus increasing the protection from predators for both.
Male butterflies will often gather at damp or muddy spots to drink and obtain minerals, salts and amino acids, a behavior called “puddling.” Most of these nutrients are passed to the female butterfly during mating.
Connect to Protect
The State Botanical Garden’s Connect to Protect program combines beautiful displays of native plants with educational materials to foster understanding of the role that native plants play in protecting and conserving wildlife such as butterflies and moths. Gardens across the state have been planted to provide butterflies and moths with nectar, high energy fuel for flying, and host plants, food for caterpillars. For more information on planting a garden, visit botgarden.uga.edu.
All photos, except where shown, were taken by Sandy Shauli. Text written by Linda Chafin.
Swallowtails are large, vividly colored butterflies with tail-like appendages on their hind wings. They nectar on wild and cultivated flowers in sunny clearings and flower gardens.
**Pipewine swallowtail**
- **Host plants:** pipewines, dutchman’s pipe
**Black swallowtail**
- **Host plants:** parsley, dill, fennel, queen anne’s lace
**Spicebush swallowtail**
- **Host plants:** spicebush, sassafras, red bay
**Giant swallowtail**
- **Host plants:** citrus, wafer ash, prickly ash
Several swallowtails as well as the red-spotted purple resemble pipevine swallowtails, butterflies that are distasteful to birds. This form of mimicry provides some protection from predators.
**Red-spotted purple**
- **Host plants:** deerberry, black cherry, willow, cottonwood, serviceberry
**Zebra swallowtail**
- **Host plant:** pawpaw
Sulphur butterflies are large with pale yellow or orange wings. Most have black “eyespots” on the forewings and rounded hindwings.
**Cloudless sulphur**
- **Host plants:** senna, sicklepod, partridge pea
**Sleepy orange**
- **Host plants:** sicklepod, partridge pea
Finding butterflies and moths at the State Botanical Garden
Look throughout the garden and find the blue signs with the silhouette of the eastern tiger swallowtail, Georgia’s state butterfly. If the sign indicates that it is a host plant then this plant is where female butterflies and moths lay their eggs and where caterpillars will develop.
The Rosalynn Carter Butterfly Trail® was inspired by Former First Lady Rosalynn Carter when she called on neighbors to help her provide habitat for monarch butterflies. The program, based in Plains, Ga., has expanded throughout the United States and internationally. Its goals are: to educate the general public about the importance of supporting butterfly populations; inspire everyone to plant a butterfly-friendly garden; and to increase habitat for pollinators, whether in a private garden, a neighborhood park or schoolyard. For more information, visit https://rosalynncarterbutterflytrail.org.
Butterflies and moths begin life when a female deposits an egg on a plant called a host plant. When the egg hatches, a caterpillar, called a larva, emerges and begins to eat the host plant. Caterpillars come in many shapes, colors and sizes, but all have one goal: to eat and grow as big and fast as possible. Caterpillars can grow 100 times their size, shedding their skins several times and growing a new one as they expand. When a caterpillar reaches the right size, it attaches itself to a twig or other support and enters the third stage of its life – a pupa. During this stage, butterfly caterpillars wrap themselves in a tough sack called a chrysalis. Moth caterpillars will spin a silky cocoon. The butterfly or moth may stay in the pupal stage for only a few days or for as long as a year, eventually transforming into an adult butterfly or moth. Adults emerge and spend their short lives visiting flowers to feed on nectar and searching for mates with which they will restart the cycle. | 1,732 | 965 | {
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Conserving Lakeshores
Description: Protecting your shorefront land to maintain its many values for your family and future generations.
Purpose: Conserving your land does not mean giving up landowner rights. Though we may agree that lakeshore conservation is a worthy goal, each of us holds a very personal view of what that means and how it is best achieved. There are opportunities to define your goals for protection and ensure that they are active well into the future.
How to:
Document and Communicate Your Vision. Whether the property will remain in the family, be sold at some future date, or become part of a larger preservation project, take the time to clearly state values, goals and objectives for your conservation efforts.
♦ Consider the property in its entirety as well as planning for individual goals. How might a provision for the construction of an additional cabin to accommodate future growth of the family affect storm water flow? The viewshed?
♦ Be specific and clear about what you want to achieve. Compare the statement ‘Preserve the natural beauty of the area in perpetuity’ with ‘preserve a 100ft buffer of natural native vegetation along the lakeshore’.
♦ Take the time to share your ideas with the people who will be affected by your choices early on—family members, the community, conservation groups. Their input can provided valuable insight, gain support and avoid pitfalls.
Conserving your shorefront for the long-term ensures that the efforts you make to protect, restore or enhance your lakeshore will continue into the future.
Lake Benefits
Conserving your shorefront for the long-term ensures that the efforts you make to protect, restore or enhance your lakeshore will continue into the future. As a result, wildlife habitat, water quality, and recreational uses continue to be provided for generations to come.
Lakeshore conservation benefits people of all ages who enjoy the recreational opportunities that lakes offer.
Conserving Lakeshores
Ensuring long-term shorefront quality
Making Your Plan Permanent.
1. Conservation Easements—these are voluntary legal agreements between land owners and an outside entity to regulate future development of the land while retaining ownership. There can be tax advantages associated with this type of agreement. Easements may be donated or sold.
2. Family Trusts, Deeds and Wills—it is possible to incorporate conservation goals into family trusts, wills or deeds. In most cases, these are not permanent restrictions and can altered by the future land owners.
3. Selling or Donating Land to Conservation organizations
Partnerships and Opportunities in Vermont.
Federal
- Conservation Reserve Enhancement Program (CREP)
- Agricultural Management Assistance Program (AMA)
- Conservation Reserve Program (CRP)
- Conservation Stewardship Program (CSP)
- Environmental Quality Incentives Program (EQIP)
- Partners for Fish and Wildlife Habitat Restoration program (PFW)
- Wetlands Reserve program (WRP)
- Wildlife Habitat Incentive Program (WHIP)
State
- Vermont Agricultural Buffer Program (VABP)
- Water Source Protection Loans
- Ecosystem Restoration Program
- Landowner Incentive program
- Land and Water conservation fund
- Current Use Program
Private
- The Nature Conservancy
- Vermont Land Trust
- Vermont Community Foundation
- Local Land Trusts
- Local Planning Commissions
- Local Conservation Commissions
Benefits of Conserving Your Lakeshore
- You decide how your land will be used in the future when your voice cannot be heard.
- Protects natural resources that filter air and water, reducing air and water quality alerts.
- Increases property values near greenbelts, lowers property taxes, saves tax dollars by encouraging more efficient development, and reduces the need for expensive water filtration facilities.
- Helps your community by protecting water, wildlife, and places for recreation and reflection.
- Keeps your favorite places safe from development.
- Some conservation groups are willing to purchase land if it provides large benefits to wildlife, recreation, and/or water quality. | 1,801 | 806 | {
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"You Are Peter."
Today in the Gospel reading, Jesus asked His disciples who people thought that He was. Everybody seemed to think He was someone special, but none of them knew who He really was. When Jesus asked the disciples themselves who they thought He was, Simon said that He was "the Christ, the Son of the living God!" Simon only knew this because God had put it into his mind.
When Simon had said this, Jesus said that his name would now be Peter, which means rock, and that on this rock He would build His Church. He made Simon Peter the first pope. He also said that the gates of Hell would not prevail against the Church. Jesus was assuring us that He would always protect the Church from error.
Now whenever the pope, or the bishops who are agreeing with the pope, teach anything about God, we know that they are right. Jesus gave the teaching authority to Peter, and he passed it down to the bishops through all the centuries until now. Isn't that pretty amazing?
Answers to Crossword: ACROSS: 5. Neither world? 7. on 9. he 10. give 11. rock 13. head 14. in 17. flesh 19. Jesus 21. set (or put) 22. name 23. have 24. son DOWN: 1. Peter 2. Church 3. are 4. prevail 6. do 8. not 10. God 12. keys 15. never 16. we 17. Father 18. Heaven 19. John 20. Simon 23. he
What were Peter and Jesus saying in today's Gospel reading?
Look in the mirror to find out!
28th August is the Feast Day of St Augustine, an amazing character. See if you can find out some more about him. Some of his well know quotes are -
- God loves each of us as if there were only one of us
- Faith is to believe what you do not yet see; the reward for this faith is to see what you believe
- The world is a book, and those who do not travel read only a page.
6 THINGS YOU DIDN'T KNOW ABOUT ST. AUGUSTINE
1. HE WAS FROM NORTHERN AFRICA
He was born in 354 in the small city of Thagaste (current Algeria)
2. HE GREW UP IN AN INTERFAITH HOME
His mother, St. Monica was a Christian. His father, Patricus, was a pagan
3. WAS A MANICHAEAN BEFORE CONVERTING
During his life, he explored many faiths, one of them was Manichaeism
St. Augustine, the son of St. Monica, gave up a life of sin and parties. He was baptized, became a priest, a bishop, a famous Catholic writer, founder of religious priests and one of the greatest saints that ever lived! He practiced poverty and supported the poor. He is the patron of brewers.
5. HE BECAME A CHRISTIAN IN HIS 40S
After many years of searching, Augustine finally cried out to God
6. HE IS A FATHER AND DOCTOR OF THE CHURCH
He is one of the few saints in the Catholic Church to have both titles
"Who do you say that I am?"
CROSSWORD
See how well you know what happened in today's Gospel story!
ACROSS
5. "...the gates of the _________ will not prevail..."
7. "...______ this rock I will build my Church..."
9. "Whatever you bind on earth shall ____ bound in Heaven."
10. "I will _______ you the keys of the kingdom..."
11. "On this _______ I will build my Church."
13. Jesus made Peter the ________ of the Church on earth.
14. "Whatever you loose on earth will be loosed ___ Heaven.
17. "________ and blood have not revealed this to you..."
19. _______ asked them, "Who do you say that I am?"
21. God _____ Peter in charge of His Church on earth.
22. Jesus changed Simon's _______ to Peter.
23. "Flesh and blood _______ not revealed this to you..."
24. "...You are the Christ, the ______ of the living God!"
DOWN
1. ______ said, "You are the Christ..."
2. "On this rock I will build my __________."
3. "Blessed ______ you, Simon..."
4. "...the gates of the netherworld shall not __________..."
6. "Who ____ people say that the Son of Man is?"
8. "Flesh and blood have _______ revealed this..."
10. "You are the Christ, the Son of the living _____!"
12. "I will give you the _________ to the kingdom of Heaven."
15. When will the gates of the netherworld prevail against the Church?
16. _____ belong to the Church that Jesus started.
17. The Heavenly _________ revealed to Simon who Jesus was.
18. "...the keys to the kingdom of ____________..."
19. "Blessed are you, Simon, son of _____________..."
20. Peter's name before Jesus changed it.
23. Jesus ordered the disciples to tell no one that _____ was the Christ. | 1,925 | 1,102 | {
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Comprehension in KS2
The more that you read,
the more things you will know.
The more that you learn,
the more places you’ll go.
-- Dr. Seuss
Decoding the text
- Retrieval of information is often the starting point for discussing a text. This means asking your child to pick information out of the text that they have just read e.g.
- What was the character’s name?
- What did they eat for dinner?
- What colour was the car?
Inference and Deduction
**Inference:** is an interpretation that goes beyond the literal information given.
**Deduction:** is an understanding based on the evidence given in the text.
e.g. *The fire brigade and other emergency services are called out to a distressing scene.*
We could infer that a fire has happened.
We can deduce that it must be very serious as other emergency services have been called out and ‘distressing’ tells us that something major has happened.
Using text to infer and deduce
In order to be able to infer and deduce from a text children need to be able to decode confidently. The text should not be too hard for them otherwise they will focus all their energies on trying to get a literal meaning and will miss the subtle clues given.
Why are Inference and Deduction Important?
They make reading more pleasurable!
As adults we naturally make inferences and deductions each time we read a book.
We want to read on! We do not become frustrated or reluctant to read because we can decode the text, and also read between the lines to deepen our understanding.
Suggestions for at home
- When your child chooses a book, look at the cover together. Ask your child what they can infer from the front cover – what can you tell about the genre of book and what the characters/plot might be.
- Encourage your child to relate to the characters. E.g. How do you think the character is feeling at this point? Why might they be feeling this way? How would you feel if you were in their situation?
Illustrations
- Picture books are suitable for children of all ages and can really help to develop inference and deduction skills.
- Encourage your child to answer questions about illustrations.
They saw Wilf and Wilma.
What is this person doing? Why?
Why does this man look cross? What do you think he is saying?
Does this person like sweeping the snow? What makes you think that?
Films
- Film clips can be a good tool for practising inference skills.
- What can you infer about the characters in each of the stills?
- You can do this at home simply by pausing films and asking your children questions about them.
How do you think she is feeling at this point in time? How do you know?
What do you think she will do next?
Why do you think Sully and Mike are scared?
What are they holding and why are they holding these objects?
Where do you think they are?
How are the others reacting to Gru? What clues tell you?
What can you tell about the characters who are not in the shot?
What type of genre is this film? How can you tell just from this shot?
Questioning
Asking questions about the text your child is reading encourages them to think more deeply about it.
Eventually they begin to ask themselves questions about what they have read.
Example questions
• What words give you that impression? Why?
• How do you feel about………..? Why?
• Can you explain why……………?
• At the end of the story the main character is feeling ……. Does this surprise you?
• What does this tell you about what ………..was thinking?
• Do you think this is true/untrue? Why do you think this?
• What do you think the ………… is thinking? If it were you what would you do?
Variety is the spice of life!
- Encourage your child to read a range of texts. This will allow them to develop their inference and deduction skills in both fiction and non-fiction.
- You could link non-fiction reading to your child’s topics at school e.g. the Tudors or Space.
- You could also read extracts from a children’s newspaper such as First News or the Newsround website. | 1,524 | 876 | {
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At the Confluence of Rivers, History and Nature Merge
Harpers Ferry National Historical Park protects the historic town area and surrounding natural resources lands at the confluence of the Shenandoah and Potomac rivers in West Virginia, Virginia, and Maryland. Preserved structures and landscapes in the park tell of the historic role of the town and lands in the Civil War, African American history, manufacturing, and transportation and other historic events. The natural heritage of the park is equally rich, and over 70% of the park’s 3,645 acres is covered with eastern deciduous forest. Changes in adjacent land use that may affect park resources (e.g., water quality, invasive species, deer population) are of primary concern to park management. Because of its unique location, flooding is also a major concern.
Air Quality and Climate
Air quality impacts scenic vistas
The natural landscape of Harpers Ferry National Historical Park includes major rivers, forested mountains, riparian habitats, old fields, grasslands, and agricultural lands. Panoramic views and spectacular landscape serve as context for the interpretation of historic Civil War and Civil Rights events that the park commemorates. Degraded air quality and haze from regional pollution sources cause increased ozone levels that threaten vegetation. Expanding residential development adversely affects the historic and scenic vistas in the park.
Biodiversity
Natural and anthropogenic disturbances threaten historic resources
Flooding is a natural occurrence at Harpers Ferry National Historical Park. Located at the lowest point of the confluence of the Potomac and Shenandoah rivers, flooding can have a devastating impact on historic buildings and archeological features. Gypsy moth infestations and unchecked populations of white-tailed deer have severely defoliated sections of the park’s historic Maryland Heights forest. Invasive exotic plants and acid rain threaten Civil War sites and historic geological structures such as the Stone Steps and Jefferson Rock.
Vital Signs Monitoring
Assembling the puzzle
Park vital signs monitoring is designed to inform managers of the condition of water, air, plants and animals, and the various ecological, biological, and physical processes that act on those resources. This site-specific data will provide parks the information needed for ecologically sound management of the natural resources.
In Harpers Ferry National Historical Park, data are being collected on Air Quality and Climate and Biodiversity, with reference to park specific concerns as well as understanding regional issues.
Air quality-related values, such as visibility, are highly significant for the Park. The view of the confluence of the Shenandoah and Potomac Rivers inspired Thomas Jefferson to say it is “worth a voyage across the Atlantic” and continues to inspire visitors today. The data for this vital sign category are collected regionally rather than just in Harpers Ferry Historical Park. Based upon the data that has been analyzed to date, the area often exceeds regulatory threshold values for air quality and climate vital signs, indicating that the Washington DC region has poor air quality. | 1,380 | 597 | {
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Can you think of different ways to travel on the street? There are many different ways you can use streets. You could travel by car, bike, skateboard, scooter or your own two feet!
Do you know what a bicycle is? Bicycles are human powered vehicles, typically featuring pedals, a seat, two wheels and a frame. Bicycles are used for transportation, recreation, competitive racing, courier delivery and a range of other tasks. Pumping those pedals is good for your heart and fun. Whether done fast or slow, the safest way to use your bike is for transportation.
The first thing you should do when riding your bike is to put on your bike helmet — every time you ride!
A bike helmet will provide protection for your face, head and brain in case you fall down. You can even decorate your helmet with reflective stickers or pick out one that is your favorite color.
Here is a bike maintenance and safety checklist an adult can help you do:
- Make sure your seat, handlebars and wheels fit tightly. When you are on your bicycle, stand straddling the top bar of your bike so that both feet are flat on the ground. There should be 1 to 3 inches of space between you and the top bar.
- Check and oil your chain regularly.
- Check your brakes to be sure they work well and are not sticking.
- Check your tires to make sure they have enough air and the right amount of tire pressure.
- Before you ride, you will need to check with an adult about where or when you are allowed to ride your bike. You should know how far you are allowed to go and where you are allowed to ride.
- Always ride your bike during the day. Try not to ride your bike when the sun starts to go down.
- Never ride your bike barefoot. Always wear sneakers when you are on your bike.
- No matter where you ride, you need to keep an eye out for cars and trucks. Even if you are riding on the sidewalk, a car could pull out of a driveway.
- Always stop and check for traffic in both directions when leaving your driveway, an alley, or a curb.
- Walk your bike across busy intersections using the crosswalk and following traffic signals.
- Keep an eye on the road ahead so you can be prepared for big hills and road obstacles.
- Do not wear headphones because the music can distract you from noises around you.
RESOURCES:
- https://kidshealth.org/en/kids/street-smart.html
- https://kidshealth.org/en/kids/bike-safety.html?ref=search&WT.ac=msh-k-dtop-en-search-clk
- https://www.safekids.org/safetytips/field_risks/bike?gclid=CjwKCAjwwo7cBRBwEiwAMEoXPHu5PVPlL8mCSR3M-LWsJC-XrhHrgQzepUJqfayl-HN6U_cPuKa1whoCsAoQAvD_BwE
Written by: Natalie Jones
Edited by: Connee Wheeler
Designed by: Rusty Manseau
Cartoon illustrations by: Chris Ware (© University of Kentucky School of Human Environmental Sciences) | 1,102 | 661 | {
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Regular physical activity is good for everyone’s health and people of all ages and body types can be physically active. May is National Physical Fitness and Sports Month, so it is a great time to spread the word about the benefits of becoming active.
Exercise among middle-aged and older adults in the United States is rare. Research shows that only about 10 percent of people past the age of 65 work out regularly. Despite this fact, the CDC recommends that if you’re 65 years of age or older, are generally fit and have no limiting health conditions, you need at least 150 minutes of moderate activity a week.
Continued on the back
Starting or keeping a regular exercise routine can be challenging for people at any age — and it does not get any easier as you get older. However, no matter your age or fitness level, it is never too late to benefit from moving your body, boosting your health and improving your outlook on life.
Three myths debunked about aging and being active
**Myth 1: There is no point to exercising. I am too old to start exercising.**
**Fact:** You are never too old to get moving and improve your health! Regular movement or physical activity can lower the risk of Alzheimer’s disease, dementia, heart disease, type 2 diabetes and some types of cancer. Regular movement can also help you look and feel younger, while staying independent longer.
**Myth 2: Exercise puts me at risk of falling down.**
**Fact:** Physical activity can actually lower your risk of falling and improve cognitive function. Regular activity builds strength and stamina, prevents loss of bone mass and improves balance, reducing your risk of falling.
**Myth 3: I am too weak or have too many aches and pains.**
**Fact:** Moving your body can help you manage pain. Becoming more active can energize your mood, relieve stress, help you manage symptoms of illness and pain, and improve your overall sense of well-being. Even if you are chair-bound, you can still lift weights, stretch and do chair aerobics or chair yoga.
Remaining active as an adult adds years to your life, but also life to your years. It can prevent many of the health problems that seem to come with age. However, it is important to start safely:
- Get medical clearance from your doctor before starting an exercise program.
- Consider any preexisting health conditions or concerns.
- Start slowly and focus on short-term goals.
- Listen to your body. If you are in pain, STOP.
It is never too late to benefit from exercise!
**REFERENCES:**
- https://www.cdc.gov/physicalactivity/basics/older_adults
- https://www.helpguide.org/articles/healthy-living/exercise-and-fitness-as-you-age.htm
- https://www.health.harvard.edu/staying-healthy/exercise-and-aging-can-you-walk-away-from-father-time | 1,202 | 593 | {
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It feels good to have a strong, healthy body that can do all the fun things you enjoy, such as playing with your friends. Playing sports can help you be the best version of yourself.
The week of July 16–22 (2018) is National Youth Sports Week. To participate in this week, you can run around outside, have a water balloon fight with your family or play soccer at school with your friends. Any type of play, sports, dancing or even doing push-ups counts as participating in National Youth Sports Week. If you are active every day for 60 minutes, your body will thank you!
Continued on the back
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Benefits of playing sports
Why play sports? To have fun, of course! However, participating in sports also has many other benefits:
- gives you an advantage in the classroom because play helps improve your memory and concentration
- helps you learn communication skills, as well as how to be a team player
- helps you feel better about yourself
- helps you maintain a healthy body and make new friends
- helps cut down on the pressure you may be feeling in life and put you in a better mood
Sports to try
There are many different types of sports that you can play with your friends or individually. Remember, any type of movement is good for you — so be creative!
Many sports help keep your heart healthy. Here are some you might want to try:
- Swimming
- Hiking
- Skateboarding
- Rollerblading
- Soccer
- Basketball
- Karate
- Tennis
- Track
- Cross country
- Cycling
- Game of tag
- Dancing
Activities to try
Sports help you build strong bones and muscles. Here are some activities that will help you maintain strong bones and muscles:
- Monkey bars
- Volleyball
- Tug-of-war
- Running
- Jumping rope
- Hopscotch
- Wall climbing
- Bike riding
- Rowing
- Rope or tree climbing
Safety
Safety is very important when playing sports.
- Before going outside to play sports with friends, you should always ask permission and let an adult know where you are going.
- If you ever have pain during sports or while playing, make sure to tell an adult.
- Make sure to use the correct protective equipment when playing sports, such as a helmet when riding your bike or shin guards when playing soccer.
RESOURCES:
- http://www.ncys.org/advocacy/national-sports-day.php
- https://www.cdc.gov/physicalactivity/basics/pa-health
- https://kidshealth.org/en/kids/5-sports.html?WT.ac=ctg#catfit
- https://kidshealth.org/en/kids/work-it-out.html?WT.ac=ctg#catfit
Written by: Natalie Jones
Edited by: Connee Wheeler
Designed by: Rusty Manseau
Cartoon illustrations by: Chris Ware (© University of Kentucky School of Human Environmental Sciences) | 1,506 | 746 | {
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Lesson Objectives:
1. Teach about how Saul did not fully obey God.
2. Stress the importance of obeying God (and of course, by application, that means to obey parents, too).
Preparing for the Lesson:
Read 1 Samuel 15. Plan the visual aids you want to use for this lesson. You could use the picture of King Saul from the first lesson. You could also show toys, and a small toy box and illustrate how children should pick them ALL up when their parents tell them to. For example, pick up a few and ask if that is really obeying. Then pick up a couple more and ask if they are done. Then pick up ALL the toys and tell them that is what God wants. Print the activities most suitable for your age group.
Teaching the Lesson:
Preschoolers are too young to understand the facts of this lesson in detail. A general teaching that Saul did not fully obey God is sufficient for them. There are two application pages in the activities. The one where the children are to match the toys that are the same would be for very little ones. Only older preschoolers or kindergarteners or 1st graders would understand the one where they are to circle the object if the child completely obeyed.
Songs and Prayer:
If you sing some songs about the Bible, be sure to emphasize that God wants us to obey what He commands in the Bible. During the prayer, ask God to “help us obey.”
Saul was the first king of Israel. He could have been a good king, if he would have obeyed God. But Saul did not obey. God’s prophet Samuel went to Saul and told him to heed “the voice of the words of the Lord” (1 Samuel 15:1). Heed means to listen and obey.
Samuel told Saul that God wanted Saul to destroy some wicked people called the Amalekites. Saul did not obey. He wanted to do things differently than God commanded.
Because Saul did not obey, God told Samuel He was sorry He had made Saul the king. Samuel went to see Saul. First, Saul lied and said he HAD obeyed, even though he had not. Saul only obeyed part of God’s commands, not all. God wanted Saul to obey everything He commanded, not just part of it. Samuel told Saul he knew the truth, and that Saul had NOT obeyed.
Next, Saul tried to blame someone else for his sin. He said the people were to blame, not him. Saul did not obey God and then he made excuses for not obeying. God sees everything and God knew that Saul did not love and obey like he should. Samuel told Saul, “you have rejected the word of the Lord, and the Lord has rejected you from being king over Israel” (1 Samuel 15:26). Saul’s reign as king would soon be over.
"Children obey your parents" (Colossians 3:20).
King Saul did not fully obey God. He only did part of what God told him to do. We need to obey God and our parents.
©2017, Hanna Publications. May be reproduced for home or classroom use only. Graphic by Malissa J. Sansom
When your parents tell you to pick up your toys, don’t just pick up one or two. Pick up all of your toys and put them away. Match toys:
Circle the examples of the ones who obeyed. Remember: to obey means to do EVERYTHING and not just a part.
1. Mom said, “Take off your shoes and socks.” Lois took off her shoes but decided to leave her socks on.
2. Fred’s dad told him to be in bed by 9:00. Fred got in bed a couple of minutes before 9:00 without complaining.
3. Joe is supposed to feed all of his pets each morning. He fed his dog and cat but a friend came over so Joe did not go out to the rabbit hutch to feed the rabbit.
4. Dad told Mike to sweep and mop the kitchen. Mike swept but thought it looked nice, so he did not mop.
5. Jake’s mother sent him to the store. She told him to get bread and milk. Jake bought exactly what he was told, no more and no less.
6. Mr. Jones does not attend worship on Sundays if his favorite basketball team is playing at the same time.
Word Bank
Amalekites heed listen obey
everything people
1. Samuel told Saul to ________________
"the voice of the words of the Lord."
2. Heed means to ________________ and
________________.
3. Saul was supposed to destroy some wicked
people called the ________________.
4. Saul first lied to Samuel and then he blamed
the ________________ for his sin.
5. God wants us to obey ________________
He commands and not just part of it.
Follow the directions.
God wants us to _______ everything He commands.
Color ALL the letters red.
Obey
Put a crown on top.
Color the Bible blue.
Circle the crown that is the same as this one.
John 14:15
Cut and Paste: “If you love me, keep my commandments” (John 14:15).
“If you me, love commandments keep keep”
“If you me, love my commandments commandments”
“If you me, my keep love”
The crowns can be cut out and pasted on to the smiley face. | 1,890 | 1,134 | {
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BioBus Brings Science to the Streets
A lab on wheels gives schoolchildren glimpses of the natural world.
By Thomas Vinciguerra ‘85CC, ‘86JRN, ‘90GSAS
Summer 2019
BioBus
Twenty third graders jostle for a close-up view of the tiny aquatic crustacean *Daphnia*. Adjusting microscopes, peering at monitors, and identifying body parts, they chirp about the “water fleas”:
*They’re so cute!*
Is it pregnant?
She gave birth! I saw it! One, two, three, four, five … she just had another one!
This encounter took place not in a conventional laboratory but aboard a thirty-four-foot-long Airstream trailer parked outside PS 208 on West 111th Street in Harlem. Welcome to BioBus, a community-focused mobile science lab and not-for-profit educational program founded and directed by Ben Dubin-Thaler ’00CC, ‘08GSAS. In BioBus’s two vehicles — the Airstream and a converted city bus painted orange, yellow, and blue — Dubin-Thaler’s staff of scientists cruises the metropolitan area, bringing mind-expanding glimpses of the natural world to schoolchildren.
“I can see kids’ minds changing in a forty-five-minute stay on the bus,” says the lean, bearded, forty-year-old Dubin-Thaler (“You look like a skateboarder!” cried one of his PS 208 charges). “But it’s equally important that, beyond doing science, the kids meet scientists from Columbia and other institutions. That’s how barriers fall.”
BioBus’s grassroots approach stems from Dubin-Thaler’s activist bent. “I’m trying to redefine the scientific community,” he says. “Science is for everyone. There’s no us and them. Climate change, for instance: we’ve all got to solve it.”
Dubin-Thaler was raised in Philadelphia and comes from a long line of Columbians, starting with his great-grandfather Meyer Jacobstein 1904CC, a congressman from western New York in the 1920s, and extending to his father, Jon Thaler ’67CC, ’72GSAS; his uncle Toby Thaler ’72CC; and his brother, Alex Thaler ’04CC. But Dubin-Thaler says it was Columbia’s activist culture, not family tradition, that drew him to Morningside. For him, activism meant breaking down boundaries. As a grad student in biology, he would open his lab to visitors, from University staff to “kids I’d met playing roller hockey in the park,” in an attempt to share his fascination with the widest possible audience.
Ever since high school, when he interned at a mobile-science program called the Physics Van at the University of Illinois, Dubin-Thaler had longed for a way to meld a teaching career with community service. His eureka moment came as he was completing his doctorate. “One of the things that kept me sane in graduate school was performing with an anti-consumerist political-theater group called Reverend Billy and the Church of Stop Shopping,” he recalls. In 2004, while Dubin-Thaler was briefly touring California with the group in a refurbished San Francisco city bus, one of his compatriots remarked, “Hey, this bus would make an amazing bookmobile!”
Dubin-Thaler agreed, but he had a slightly different plan.
With a chunk of his savings and some help from family and friends, he bought a used bus and had it converted into a lab. In 2007, BioBus was born. Today, through a partnership with the Zuckerman Institute, it is headquartered at the Jerome L. Greene Science Center, home of the Education Lab, where motivated BioBus students can work on long-term projects with Columbia scientists. With two vehicles and nearly thirty staff members, the BioBus program reaches thirty thousand kids each year.
These days, whenever Dubin-Thaler feels overwhelmed by the day-to-day work of keeping BioBus rolling, he’ll join a trip out to a school to “see what’s up” and connect with the kids, whose access to science education, in his view, is essential to solving problems, locally and globally. “The message is clear,” he says. “We’re all in this together.”
This article appears in the Summer 2019 print edition of Columbia Magazine with the title "Microscopes for the People."
Read more from
Thomas Vinciguerra '85CC, '86JRN, '90GSAS
Guide to school abbreviations
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CAPTIVITY DOES NOT EQUAL CONSERVATION
Dolphins and whales, also known as cetaceans, are incredibly smart, social and complex creatures. They are self-aware, meaning that when they are looking in a mirror they know they are seeing themselves reflected back. The dolphin’s brain has emotional and cognitive abilities similar to our own. According to Dr. Lori Marino, a leading researcher in whale and dolphin brain anatomy, “It may be that many cetacean species have achieved a level of social-emotional sophistication not achieved by other animals, including humans.” For too many years the captivity industry has been ignoring the scientific facts about the animals they keep hostage in their tanks. It is time we make them acknowledge the complexities, emotions and intelligence of cetaceans.
Empty the Tanks
EMPTY THE TANKS
WWW.EMPTYTHETANKS.ORG
THERE’S NO BEAUTY IN STOLEN FREEDOM
EXPLOITATION NOT EDUCATION
Although marine parks and aquariums would have you believe that their main objective is to educate the public, there is no evidence supporting they are truly educating anyone. There is no educational benefit from seeing an animal in a captive setting. The dolphins and whales in tanks are not eating, socializing, reproducing, exercising, or behaving naturally. Everything you see at a marine park or aquarium is a forced behavior. Parks and trainers give out false and misleading information during their shows and tours.
For example, visitors are told that orcas in captivity live just as long if not longer than orcas in the wild. The truth is that wild orcas live much longer than those suffering in captivity. Trainers during shows will also attempt to explain away the reason for the collapsed dorsal fin of male orcas. The reality is that 100% of captive male orcas have a collapsed dorsal fin. The lack of activity and exposure to the sun is the cause for this unnatural occurrence. These are not facts that the captivity industry wants you to know about. For more information about the truth behind the captivity of dolphins and whales please visit www.emptythetanks.org.
BLOOD IN THE WATER
Every year between September and March, in the small fishing town of Taiji off the coast of Japan, dolphins & small whales are subjected to a horrific fate. A small group of local ‘fisherman’ brutally drive entire dolphin families into a small cove. Once in the cove mothers and babies are separated, young attractive dolphins are stolen and sold into the captivity trade around the world, and the remaining family members are brutally slaughtered for human consumption.
Considering that a trained live dolphin sold internationally can fetch anywhere up to $100,000 it is undeniable that the annual Taiji dolphin hunt in Japan and the lucrative multi billion dollar captivity industry are directly linked. When you buy a ticket to a dolphin show or pay for a swim with dolphin encounter you are supporting and encouraging the Taiji atrocities to continue. You can help end the suffering of these gentle, sentient creatures by pledging to never buy a ticket to a dolphin show. Together we can be their voice. Together we are their only hope.
A MESSAGE FROM OUR FOUNDER
Empty the Tanks is not a radical movement demanding the release of all captive marine mammals into the wild. Some of these animals might be great candidates for release, but those that are not should be retired into sea pens, where they can enjoy the rest of their days in natural seawater, feeling the waves of the ocean around them. They should not be worked until their last breath is taken and then thrown out like trash and replaced.
Our Mission:
Using education and awareness to end cetacean captivity and promote ocean conservation worldwide.
WHAT YOU CAN DO TO HELP DOLPHINS & WHALES!
HERE IS WHAT YOU CAN DO TO HELP:
1. Don’t visit any marine park or aquarium that houses captive cetaceans.
2. Don’t engage in any swim with dolphin activities while on vacation or holiday.
3. Encourage friends and family to watch Blackfish, The Cove and A Fall From Freedom.
4. DONATE to Empty the Tanks www.emptythetanks.org
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MARS? - is the fourth planet from the Sun!
Extent of liquid water (blue) on Mars (billions of years). NASA/Ames Research Centre
1. WHY MARS?
Early Mars was similar to early Earth. In fact, Mars was habitable when life arose on Earth. Cumulative evidence suggests that early Mars (~ 4 billion years ago – Noachian age) had a warmer climate and denser atmosphere that could support surficial liquid water, planetwide groundwater, and provide protection from UV and cosmic radiation. Therefore, conditions on early Mars would have been hospitable for microorganisms.
2. LIPIDS
Lipid molecules compose the cell-membranes, so these molecules are fundamental to all known Earth-life. Also, lipids can resist harsh environmental conditions and be preserved over geological time-scales. A distinct group of microorganism can leave behind a distinct lipid molecule (a lipid biomarker). A lipid molecule has two main components: phosphate & glycerol “head” and fatty acid “tail”, and every microorganism has a unique fatty acid profile.
3. SALTS ON MARS
Mars is a salty planet. Various robotic and remote-sensing missions have confirmed the presence of salt deposits (e.g., chlorides, sulfates) on the ancient surfaces of Mars (4 to 3.7 billion years old). The extent of these salts indicates that there has previously been widespread liquid water on Mars. It is possible that remnants of microbial life present on early Mars would have been preserved within these salts. On Earth, crystalline salts have been found to harbour and protect microbial life for a prolonged period, possibly over millions of years.
4. DETECTION OF LIPID BIOMARKERS IN MARTIAN SALT
An experimental fluid similar to the ancient Gale crater lake on Mars that may have evaporated and deposited sulfate salts will be prepared.
Microorganisms will then be introduced to the experimental Gale-crater-fluid and evaporated under high energy radiation and low atmospheric pressure in the Mars chamber, as well as, ambient conditions. The evaporated fluid now becomes (sulfate) salt crystals with microbial cells buried inside!
The fatty acid component of the lipids will then be extracted from the experimental sulfate crystals prepared under radiative-Mars and ambient conditions.
The extracted fatty acids will be injected into the Gas Chromatograph-Mass Spectrometer (GC-MS) to test the recovery (detection) of fatty acids from both sets of samples and compare the level of degradation.
OU Mars Chamber
MSL
MSL GC-MS
GC-MS is an important tool of NASA’s Mars Science Laboratory (MSL) and ESA’s ExoMars rover to seek the ancient signs of life on Mars.
The MSL and ExoMars GC-MS simulation facilities will be used to better understand the recovery of fatty acids from our Mars-like sulfate salts and predict the best possibilities of detection of ancient life-signatures on Mars.
The present study is timely as MSL’s next stop will be the sulfate-bearing unit of the Gale crater! | 1,354 | 629 | {
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This Sunday is known as Gaudete Sunday. It is the Sunday that we light the pink candle as a sign of JOY that we have reached the mid-way point of our journey to Christmas.
Gaudete is the Latin word for Rejoice, the first word of this Sunday’s entrance antiphon. Click on the photo below to download The Kids’ Bulletin for this week. And be sure to check out The Kids’ Bulletin website for their weekly free bulletin.
Who Will Lead You to God?
The Gospel reading tells us about Simon Peter and his wife, Mary Magdalene, who were both followers of Jesus. At first people thought that Simon was the leader because he was all talking, but he was very clear when he told them that Jesus was the one who would be the body guard.
Sometimes we hear about great or important leaders in the news or from government leaders. Who are some important leaders in your life?
Do those people that you’ve thought about helping to bring you closer to God? Do they lead you to Jesus and give good examples? Or do they lead you away from God by doing bad things or making fun of God’s truth?
We can know which people will help us grow in faith by asking ourselves these questions:
- Do I know which people will help me grow in faith?
- Do I know which people will help me grow in faith?
This Sunday, December 13th, is also the feast of Saint Lucy. We do not know much about Lucy since she died more than 1,700 years ago!! She died as a martyr, which means she died because she believed in and loved God.
She has always been associated with light and is known as the patron of the blind.
In the Scandinavian countries, Norway, Sweden and Finland, they celebrate St. Lucy in a special way. Young girls dressed in white and wearing lighted wreaths on their heads lead the local festivals, which mark the beginning of the Christmas season and is meant to bring hope and light during the darkest time of the year. Click on the photo to learn how to make your own wreath crown.
The Jesse Tree
Although we are halfway through Advent, it’s not too late to check out this Advent tradition.
The Jesse tree helps us to know the events and people from the Old Testament that lead up to the birth of Jesus.
The Jesse tree gets its name from Isaiah 11:1: “A shoot shall come out of the stock of Jesse, and a branch shall grow out of his roots.” Jesse was the father of King David. Below are links to everything you wanted to know about the Jesse Tree including a link to print your own ornaments.
- The Jesse Tree (you can download a free slide show.)
- Why Christmas: Traditions and Customs
- My Jesse Tree
- Jesse Tree (video)
Click on the photo above to play the word search game online. Every time you play the grid of letters changes! | 995 | 595 | {
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There are different levels of summarization, from a thorough summarization of a main idea and supporting details to a one or two word summarization. One-Sentence Summary falls between the two extremes. Using this strategy, students summarize the main idea and vital details in one sentence. Students transform information to make it their own. This brief writing indicates the student’s level of understanding, involves the student in interacting with the content, and provides the teacher with feedback regarding student comprehension.
Adapted from: Comprehension Shouldn’t be Silent and Creating Independence Through Student-Owned Strategies
**HOT TIPS**
- To encourage brevity, provide students with an index card or sticky note.
- Complete orally, use as a journal entry, or write on a note card.
- Use to summarize, describe, sequence, compare and contrast and/or show problem -solution relationships.
- Use after presentations, videos, online research or field trips.
- Can be completed alone, in pairs or small groups.
- Combine 3-4 one-sentence summaries into a paragraph.
**BEFORE:** Activate prior knowledge, review a concept previously taught or as a pre-assessment
**DURING:** Check for understanding
**AFTER:** Closure activity at end of lesson or class period to help students synthesize and summarize concepts
**IMPLEMENTATION**
1. Explicitly teach students how to utilize the One-Sentence Summary frame, modeling how to summarize using content familiar to the student. Teach one sentence type at a time, putting the sentence template on a sentence strip or chart.
2. Read the text, then model selecting one of the sentence frames and summarizing the information. For some students, you may need to tell them which sentence frame to utilize, while other students can select their own.
3. Write summaries as a whole class; provide many examples and opportunities for practice prior to having students complete the summaries independently.
**EXAMPLE**
**Description**
A ____________ is a kind of ______________ that ______________.
**Sequence**
_____ begins with _____, continues with ____ and ends with ____.
**Compare and Contrast**
____ and ___ are similar in that both ____ but ______ while ______.
**Cause and Effect**
________________ causes _________________________.
**Problem and Solution**
_______ wanted _______ but ______ so ______________.
A fairy tale is a kind of story that is make believe; there is magic and the animals talk. Three Little Pigs begins with the pigs leaving home to seek their fortune, continues with the wolf blowing down two of the houses, and ends with the pig in the brick house living happily ever after. The Little Pigs and The True Story of the Three Little Pigs are similar in that both are about three little pigs and a wolf, but one story is from the pigs’ point of view and the other is from the wolf’s perspective. | 1,283 | 575 | {
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A few history...
Aire sur l’Adour, the former Celtic Camp, was really founded by Romans after the “Gallic Wars” in 56 before Christ. The Visigoth king Alaric 2 enacted the “Breviaire” in 506. This compendium of laws was steel used by lawyers until the 11th century. The history of the town was marked by the legend of Sainte-Quitterie. Her white marble sarcophagus in the crypt of the church of the same name attracts many visitors and especially the pilgrims on the Route of Santiago. The town still has an architectural heritage of great value because it was the seat of the bishopric during 15 centuries.
The Market Hall
It was built in 1911 in the famous Art Nouveau style, which mixes metal and glass. It was a famous dedicated place to the “foie gras” until the WW2. Nowadays, lively markets are held there on Tuesdays and Saturdays.
The Bishop’s house Court
This cozy brick house is the oldest of the town and dates back to the 14th century. The ecclesiastic justice took place here by the “Jurats”, our former municipals councilors.
The Grain Exchange
The extraordinary “Halle” is an Historical Monument since 1974. It was built in 1856 and restored during the 1990’ and in 2011 by the Municipality. Don’t miss its gorgeous wooden framework!
Zoom on… the Ste-Quitterie church
This church is a world heritage site by Unesco because it’s situated on the Route of Santiago de Compostela. It owes its named to a young Visigoth Princess beheaded in the 4th century. She indeed refused to recant her Christian faith to marry an Arian Prince. Sainte-Quitterie became a real Legend! The church was built in the 11th century by Benedictines monks. It was significantly damaged in the 11th century and especially during the French Religious War in the 16th century. The Gothic façade of the 14th century has a remarkable bell tower and a stunning tympanum.
The City Hall
The former Bishop’s palace was destroyed during the French Religious War and rebuilt in the 17th century by Lord Gilles Boultaut according to the classical style (very symmetric and geometrical). Lord Fromentières is going to decorate it with formal gardens, secretariat and an amazing orangery.
The Sainte-Quitterie fountain
There it is the martyrdom’s place of the famous Sainte-Quitterie! Something has to be know: this fountain is well known for headaches, madness and … heartbroken cures.
The Canal and the former mill
Located in the center of the town, the mill is fed by the water of the canal from the Adour. This canal is placed on the former Gallo-Roman’s walls which became medieval moats. This gives an idea of the limit of the old town.
The bullring arena
High place of bullfighting, this arena built in 1972 is open for all kind of festive events. It was the meeting place of “Aficionados” during bullfighting and “Course-Landaise” (cows game without death sentence; men try to jump over or avoid them).
The Adour bridge
Aire sur l’Adour has a very long story with its bridges since the 13th century! We don’t exactly know where was built the first one. It linked the Place of Liberté and the Street Carnot. Later, it was rebuilt in wood and then in stone.
Tourisme Aire Eugénie 05.58.71.64.70 ou 05.58.51.13.16 www.tourisme-aire-eugenie.fr
Guide of the Church Sainte Quitterie 06.77.02.43.44 ou 05.58.71.47.00 | 1,421 | 820 | {
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The first step to this puzzle is figuring out what it means. The pieces have what are called 'terminals' (two of each of four colors) and 'connection points' (circles on the pieces). The pieces are tempting to play with, but the instructions say 'Start out by figuring out what the previous answers have in common.'
CONFIRMED
PREFRONTAL CORTEX
HARMONIC
BONO
BEHOLD AND WONDER
BIRDSONG
PEONY ROOT
CONTRAIL
With a little guessing, a little luck, and maybe noticing something strange about the phrase 'Get on it', one might notice that each of these answers has the two letter string 'ON' contained in it. This isn't a whole lot to go on, but taking account of the pieces and how many 'connection point' letters are on our pieces, we have 16, which could mean two for each 'answer'.
Stripping away the common strings 'ON' from our answers, we get:
C__FIRMED
PREFR__TALCORTEX
HARM__IC
B__O
BEHOLDANDW__NDER
BIRDS__G
PE__YROOT
C__TRAIL
There are a number of ways to potentially make this jump. First, the meaning of 'ON'. BONO parses as 'B' on 'O'. Is there a 'B' connection terminal? IS there an 'O'? Does it make sense to put them together? Well, there are a few ways, one of which connects two pieces with adjacent connection points (seems like they ought to fit), another which doesn't. If they did both fit together, it would require putting a 'C' on a 'T' - can we get that from our list? If we are looking for letters adjacent to the 'ON's, then yes, we do have C on T in 'contrail'. This is a promising strategy. Faster leaps of logic could just guess that all of the words have [letter]ON[letter] without such analysis, and just trial and error could make it make sense.
The first two pieces should come together pretty easy (the ones with the double connection point). After that, if one intuits the rule that pieces only overlap on connection points, then there are limited orientation that allow the shape to 'loop' (note that each other piece has two connection points, which means they have to form a loop structure if all connection points are used). Once you have a rough ring, you might have to do some rotating 'folding' to get everything to fit right, but at that point it should be in more or less nice structured hexagonal rings with arms reaching out.
This is the form of the pieces together:
The next step is trying to decipher some message out of these seemingly random letters.
A couple things to notice, in some kind of order:
1. Noticing that just about every other letter on the thin paths has an obviously inverse orientation.
2. The instructions refer to the colored hexes as 'terminals'. 'Pathways' are also mentioned. Perhaps pathways run from terminal to terminal?
3. The yellow letters are both on 'ends'. Perhaps we can trace a path starting from yellow and ending in yellow. There are two 'routes' to do this.
4. Reading from yellow, every other letter, we get 'VACC' before a fork. Considering we have been talking about vaccines, the next letter 'wants' to be 'I'. If we follow that route, we get the message 'VACCINE CAN BECOME CU' and then we get to yellow. Running the opposite way, we have 'USE CHEMICAL SYMBOLS'
5. Those seem to be a good path. Let's try red, because they are adjacent, and their route has been limited by the yellow path. 'LUORINE IRON IODINE A' and 'INGESTION OF ANOTHER'. These don't quite make sense with the red strings.
6. Black and orange can be sorted out pretty easily at this point: Black: 'COMPOUND' and 'CALCIUM F'. Orange: 'ND NEON' and 'RE WITH'.
7. There are a limited number of ways these strings can be put together and make proper sentences. But you can start with those that make sense in some 'color order' (yellow-orange-red-black?) VACCINE CAN BECOME CURE WITH INGESTION OF ANOTHER COMPOUND. We reverse the color order for the second half of the message: CALCIUM FLUORINE IRON IODINE AND NEON USE CHEMICAL SYMBOLS.
Some guessing or a trip to google should get you what it's asking for:
Chemical symbols of CALCIUM FLUORINE IRON IODINE AND NEON;
Ca F Fe I Ne. Caffeine. Which is our answer to the puzzle.
BONUS: Caffeine is also the same shape as the structure you just assembled. You might have noticed, but you didn't have to. | 1,826 | 1,048 | {
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Controlling Spotted Lanternfly
The spotted lanternfly is a new invasive insect that can damage many trees and fruit crops. Fortunately, there are ways you can reduce the numbers of this pest if it has arrived on your land. This slideshow introduces some techniques for managing spotted lanternfly.
Strategy 1
Remove Tree of Heaven
The invasive tree Ailanthus, also called Tree of Heaven, is a preferred host of the spotted lanternfly. Removing these trees from your land, especially the female trees, can slow the spotted lanternflies’ spread.
Tree of Heaven is an invasive tree, so removing it will benefit your woods. Look for it especially along roadsides and forest edges.
You can identify female Tree of Heaven by looking for the red seed clusters that grow on them in late summer.
To control Tree of Heaven, use the “hack and squirt” method. Cut into the trunk with a hatchet, then squirt herbicide into the cuts. Wait 30 days, then cut down the tree (Caution! Cutting without herbicide will lead to many sprouts). For best results, apply herbicide in early June through mid-October.
Strategy 2
Remove Egg Masses
Adult spotted lanternflies can’t survive the winter. Only the eggs can. Scraping off lanternfly egg masses in fall or winter can reduce their numbers. Use a putty knife or old credit card to scrape off the egg masses. Double-bag the egg masses and throw them in the trash.
Photo credit: Lawrence Barringer, Pennsylvania Department of Agriculture, Bugwood.org
Photo credit: Kenneth R. Law, USDA APHIS PPQ, Bugwood.org
Strategy 3
Trap Nymphs with Adhesive Bands
Spotted lanternfly eggs hatch in May. The early forms of this insect, called nymphs or instars, travel up and down the tree trunk to feed. You can use this knowledge to trap them.
Photo credit: Lawrence Barringer, Pennsylvania Department of Agriculture, Bugwood.org
To trap spotted lanternflies, wrap an adhesive tree band around the trunks of vulnerable trees (maple, apple, walnut, and Tree of Heaven). Tree bands are available commercially. For a DIY alternative, wrap duct tape around the tree sticky side in. Coat the outside in petroleum jelly to trap the insects.
Photo credit: Lawrence Barringer, Pennsylvania Department of Agriculture, Bugwood.org
Apply bands from May through August, but especially in May and June. By July, the spotted lanternfly changes into its last immature stage. Adhesive bands are less effective against this stage, because the insect is bigger and less likely to get stuck.
Have you seen spotted lanternfly? Report it!
Spotted lanternfly is a new invasive pest, and it is spreading rapidly. Please report it right away!
New York: email@example.com
Connecticut: firstname.lastname@example.org
Massachusetts: Fill out this form.
New Jersey: email@example.com or 833-223-2840
Pennsylvania: firstname.lastname@example.org or 866-253-7189
My Woodlot
Is an educational website created to help forest landowners become active stewards of their forestland. MyWoodlot is brought to you by the Watershed Agricultural Council in partnership with
Visit mywoodlot.com and get started today | 1,387 | 689 | {
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Mimi's New Life
The sun streamed in through the window as Mrs. Giraffe drew the curtains and greeted Mimi who was just waking up in her new room.
Where am I, wondered Mimi stretching her arms. She could not see Tingu and Kiki or the bunnies Monty and Bunty in the nearby beds. And then she remembered...she was in her new home, with her new family.
She felt lonely without her friends and had been scared to sleep alone last night, in what felt like a strange bed.
"Good morning, Mimi", said Daddy Giraffe as Mimi came to the table.
"Eat some breakfast with us...here's some toast and eggs", said Mummy Giraffe, putting a plate before her.
"I don't eat bread...back home, Mrs. Deer used to make us porridge" said Mimi, pushing her plate away.
At lunch too, Mimi refused to eat any food because the Giraffes had made chapatti.
“Mrs. Deer makes rice and dal”, said Mimi. “That’s what I eat for lunch…not chapatti—I don’t like it.”
She also noticed that they used spoons and forks, which she did not know how to use--she could only eat with her hands.
The biggest worry Mimi had was the toilet.
The bathrooms were so different in Mrs. Bear’s Home! There, buckets and mugs were used for a bath. But at the Giraffe’s home, there was a funny looking tap high on the wall from which water gushed out and one stood under it to bathe. They called it a ‘shower’ and Mimi found it scary when the water burst out of it.
And Mrs. Bear’s bathroom had a pit in the floor to pee and poop into—but the Giraffe’s home had a funny sort of chair with a hole in it. Mimi found it strange to sit on it and pee.
Mimi found it all strange and confusing...her bed, her room, the food, the toilet were all so different from what she was used to and comfortable with. And the Giraffe’s house was so large...poor Mimi kept getting lost as she tried to find her way to various parts of it!
But what was most confusing for her was to have to call the Giraffes ‘Mummy’ and ‘Daddy’. I already have a mummy and daddy...or at least I had a mummy and daddy. How can I call these people the same thing? she wondered.
So, by evening, Mimi was in tears. The Giraffes found her crying bitterly. "What's the matter, Mimi?" they asked worriedly.
“Here’s a new dress that we bought for you,” said Mrs. Giraffe.
“And maybe you will feel better if you spend some time in your new toy room...don’t you like all the lovely new toys you have?” asked Mr. Giraffe.
But Mimi threw the new dress across the floor. "I don't want to stay here anymore...I don't like it", sobbed Mimi.
"But this is your home...and we are your parents," said the Giraffes.
"No, this isn't...I want to go back to Mrs. Bear's home and all my friends there! And I don't want to call you 'Mummy' and 'Daddy' because you are NOT!" sobbed Mimi.
"I now understand why you are sad," said Mr. Giraffe. "You know, Mimi, it is always difficult for everyone to move and live in a new place...because everything is new. And of course you miss Mrs. Bear and all your friends in your old home...I know you love them".
"I know you had a mummy and daddy before", said Mrs. Giraffe. "It is quite alright if you don’t feel like calling us that right now. I think in time, you might settle down here with us and be happy...just like you did at Mrs. Bear’s home. And when you do feel better about being here, perhaps you can decide to call us Mummy and Daddy then".
"We still love you and want you very much...and we believe that you are our child", said the Giraffes to Mimi.
Then, the Giraffes slowly helped Mimi settle down...they made her dal and rice for lunch and said it was fine to eat with her fingers.
...And she even learned how to use a spoon and fork!
Mrs. Giraffe helped her use the new toilet and shower, showing her how it worked. She now loved the shower; it was fun to stand under it and pretend like it was raining!
Mimi slept on a little bed in the Giraffes’ room so she no longer felt lonely and afraid at night. The Giraffes also said that they could plan a visit sometime to Mrs. Bear’s home so that Mimi could see her old friends. And so, Mimi slowly grew used to her new home and family.
"Mummy, Daddy, don't I need to go to school?" asked Mimi one day.
"Yes, of course you must," the Giraffe said, smiling at Mimi's happiness. "Just as soon as the summer holidays end, you will go to the forest school where all the children go."
Community Child & Adolescent Mental Health Service Project,
Department of Child & Adolescent Psychiatry,
National Institute of Mental Health & Neurosciences (NIMHANS)
(Institute Of National Importance)
Hosur Road, Bengaluru - 560029
Website: www.nimhans.ac.in
Email: firstname.lastname@example.org
Supported by the Dept. of Women and Child Development, Govt. of Karnataka
Design and Art work: SathishRam | 1,740 | 1,194 | {
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Save "Heartsea"
Sharjah Indian School
SAVE “HEARTSEA”
This is a story of a Ray fish whose name is “HeartSea”. According to website wild for life species “Manta Rays” has the largest brain of the entire world’s fish but they filter feed on some of smallest organisms in the oceans.
WHERE ARE THEY FOUND?
They are mostly found in the coastal water of the tropics and sub-tropics and the largest ray in the world. “Manta Ray” migrates in the worlds open waters.
WHY ARE THEY IMPORTANT?
They control plankton abundance and diversity and regulate nutrient cycling. “Reef Manta Ray” dives between the surface of the ocean and the deep sea creating a valuable ecological connection between two.
HOW ARE THEY THREATENED?
As for most marine life, plastic pollution poses another major threat to “Manta Rays” pieces of plastic less than 5mm called microplastic, poses the serious threat. This affects dangerously on their digestive tracts, reduce growth and reproductive output.
So, as to know the seriousness about marine preservation, a Ray Fish “HeartSea” and her friends here have taken an oath of requesting the human beings to stop marine pollution. Let's save “HeartSea”
Sharjah Indian School
It was a fine blue morning. The Sun was shining through Heart Sea’s blue home. It was an amazing day again as she was excited that she will be going to coastal reef side of “Arabian Sea”
“Yummy planktons for my lunch today” said Heartsea.
“Mummy-mummy”, I am ready to go. Mummy seems to be cooking. Daddy said, “oh my sweet girl what’s the plan for today. Nowadays you are becoming very adventurous. But be careful of the plastics my dear”
“Bye Dad”, smilingly & tangling
“Heartsea” began to swim towards Reefs.
A cute, cartoon-style stingray floats in the ocean, surrounded by colorful coral and seaweed. In the background, a scuba diver with a camera captures the scene.
As she reached there she saw reefs, shrubs all over, she started to eat all the shinning wrappers of plastics, she was always attracted towards those little flying things in Reefs.
But this time, it was more tempting as it was chocolate wrapper, it smelled delicious for her. She swallowed it, but alas as soon as she started eating it chocked her throat.
A stingray is swimming in the ocean, surrounded by colorful coral and seaweed. In the background, a scuba diver is exploring the underwater world.
But luckily her friend “twinkle” the star fish came there for help. She asked “What happened my dear”. But “Heartsea” could not say anything.
Twinkle took out her shell phone and called another friend “whistle”.
A stingray is swimming in the ocean, and a scuba diver is taking pictures of it. There are also some fish and coral reefs in the background.
“Whistle” the whale came swimming fast to help “HeartSea”. He took HeartSea on his back and rushed to doctor crab’s clinic.
Whale, shark and starfish in the ocean.
But in panic they forgot where the clinic is, they saw “Toto uncle”, the turtle he was reading ocean news in his coral garden “Toto uncle” guided them to clinic.
Marine Preservation
Stainy octopus the nurse saw HeartSea and friends coming towards the clinic. She called doctor crab who has just finished 3 plastic removal operations.
Dr. Crab’s Clinic
In meanwhile HeartSea’s parents reached clinic. HeartSea was operated and not only one but many plastic things were removed from her stomach. Dr.Crab gave some Reefs & Shrubs as medicines to “HeartSea”. Mummy & Daddy hugged HeartSea & took her home.
CLINIC
X RAY ROOM
Next day twinkle, whistle & HeartSea together took an oath to request human beings to stop dumping waste in their homes, because many “HeartSea” like her & other ocean creatures are suffering.
Save "Heartsea" Save "Ocean"
They have started their campaign and going everywhere “Have you seen them”. Please let’s help them & stop polluting oceans.
Thanks
Sharjah Indian School
Save "Heartsea" Save "Ocean" | 1,590 | 902 | {
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The Water Cycle
The water cycle describes where water is found on Earth and how it moves. Water can be stored in the atmosphere, on Earth’s surface, or below the ground. It can be in a liquid, solid, or gaseous state. Water moves between the places it is stored at large scales and at very small scales. Water moves naturally and because of human interaction, both of which affect where water is stored, how it moves, and how clean it is.
Liquid water can be fresh, saline (salty), or a mix (brackish). Ninety-six percent of all water is saline and stored in oceans. Places like the ocean, where water is stored, are called pools. On land, saline water is stored in saline lakes, whereas fresh water is stored in liquid form in freshwater lakes, artificial reservoirs, rivers, wetlands, and in soil as soil moisture. Deeper underground, liquid water is stored as groundwater in aquifers, within the cracks and pores of rock. The solid, frozen form of water is stored in ice sheets, glaciers, and snowpack at high elevations or near the Earth’s poles. Frozen water is also found in the soil as permafrost. Water vapor, the gaseous form of water, is stored as atmospheric moisture over the ocean and land.
As it moves, water can transform into a liquid, a solid, or a gas. The different ways in which water moves between pools are known as fluxes. Circulation mixes water in the oceans and transports water vapor in the atmosphere. Water moves between the atmosphere and the Earth’s surface through evaporation, evapotranspiration, and precipitation. Water moves across the land surface through snowmelt, runoff, and streamflow. Through infiltration and groundwater recharge, water moves into the ground. When underground, groundwater flows within aquifers and can return to the surface through springs or from natural groundwater discharge into rivers and oceans.
Humans alter the water cycle. We redirect rivers, build dams to store water, and drain water from wetlands for development. We use water from rivers, lakes, reservoirs, and groundwater aquifers. We use that water (1) to supply our homes and communities; (2) for agricultural irrigation and grazing livestock; and (3) in industrial activities like thermoelectric power generation, mining, and aquaculture. The amount of available water depends on how much water is in each pool (water quantity). Water availability also depends on when and how fast water moves (water timing), how much water is used (water use), and how clean the water is (water quality).
Human activities affect water quality. In agricultural and urban areas, irrigation and precipitation wash fertilizers and pesticides into rivers and groundwater. Power plants and factories return heated and contaminated water to rivers and lakes. Downstream from these types of sources, contaminated water can cause harmful algal blooms, spread diseases, and harm habitats. Climate change is also affecting the water cycle. It affects water quality, quantity, timing, and use. Climate change is also causing ocean acidification, sea level rise, and extreme weather. Understanding these impacts can allow progress toward sustainable water use. | 1,176 | 644 | {
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Learning tables in Year 3
In Year 3, we need to learn the 3, 4 and 8 times tables.
Today, we’re going to have a go at some activities and games you could use at home to help remember these important facts.
Today, we’re going to look at the 3 times table, but you could use the same tactics for learning the 4s or the 8s.
The first stage of learning a multiplication table is counting in steps, or multiples.
Getting active is a good way to do this, so let’s have a go!
Jumping – count jumps in your head, but say the multiples of 3 out loud
Ball games – throw or bounce the ball (with or without a partner). Count the catches or bounces in your head, but say the multiples of 3 out loud.
We can also use the digit cards. The ones we’re using have arrays on to show the groups of 3.
How can we use them?
• Muddle them up and put them in order.
Count out loud forwards and backwards along the multiples. Try it in different voices.
• Work with a partner, one person turns over some cards. Can the other person still count along, saying the missing numbers?
• Play ‘What’s the fact?’ Point to a multiple, the other person gives the fact eg. $4 \times 3 = 12$
Once you can count in the multiples of the table you’re learning, you can move on to learning the facts.
Practising the facts
- Stick/put up the multiple cards up around the room. When partner calls out a multiplication question (eg 2 x 3?), run to correct multiple and say the whole fact (2 x 3 = 6)
- Play pairs with the multiples cards and fact cards
Choose a multiplication table and work together to write it down, eg
\[
\begin{align*}
1 \times 3 &= 3 \\
2 \times 3 &= 3 \\
3 \times 3 &= 9 \\
4 \times 3 &= 9 \\
4 \times 3 &= 12 \\
5 \times 3 &= 15 \\
6 \times 3 &= 18 \\
7 \times 3 &= 21 \\
8 \times 3 &= 24 \\
9 \times 3 &= 27 \\
10 \times 3 &= 30 \\
11 \times 3 &= 33 \\
12 \times 3 &= 36
\end{align*}
\]
Write the numbers 1 to 12 on the snake (mix the numbers up so they're not in order).
One player has the multiplication table, the other has the snake.
The player with the snake goes from number, giving the multiplication facts and the answers, while the other player checks their answers are correct.
Keep going until you get to the end of the snake, then swap and play again.
You could time each player. You could also use this game for division facts - write multiples on the snake, say division fact eg 72 divided by 6 is 12; 24 divided by 6 is 4 etc
Playing card multiplication
Shuffle the pack.
King = 0, Queen = 12, Jack = 11, Ace = 1
The dealer deals each player a cards.
If the player can multiply the number by 3 and get the right answer, they keep the card. If they can’t, the cards go back at the bottom of the pile.
Keep going until all the cards have been dealt.
The one with the biggest pile wins! | 1,158 | 741 | {
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What are “Transitions” and can they be so hard?
In Early Childhood, the word “transitions” means when children have to move from one activity to another. As an adult, this might not seem like a big deal, and we wonder why it’s so hard on children. One reason it’s easier as an adult, is we know what is happening, and often we are the one who made the decision to change activities. So you might be hanging out in the living room while our child plays on the floor. You look at the clock and think, “I need to leave in half an hour”. Then you might mentally prepare for what you need to do in the next half hour. You might think, “I need to change the baby’s diaper, grab some snacks for the road, charge my phone for a few minutes, and feed the cat”. You think about what you do next, so you are prepared for the transition. After you pack some snacks, charge your phone, and feed the cat, you pick up your child from the floor where they are playing with plans to change their diaper and go to the car. Somewhere during that transition, either when you picked your child up from the living room floor, or when you were changing their diaper, or as you were putting them in a car seat, your child may have gotten upset. They might have fussed just a little, or they may have a full blown tantrum. And as a parent we might think “what is the big deal”?
One thing you can do to help your child is to talk them through transitions. Sometimes we make the mistake of assuming that because our children don’t talk, they also don’t understand. But if we talk to them as we are planning what’s going to happen next then they will learn what is happening. So if we say “I’m going to feed the kitty then we are going to go bye bye” your child will hear “bye bye” and begin to understand that it’s almost time to go. Or, if you have a box that you keep toys in, and when it’s almost time to clean up and stop playing you put the box on the living room floor next to where they are playing and say “it’s almost time to clean up” then they will learn that when the box comes out it’s soon going to be time to be done playing. If you start these routines when children are very young, even if they are too young to understand, and too young to pick up their own toys, they will start to learn the routine.
At Starpoint Children’s Services we use the Creative Curriculum. The folks at Creative Curriculum know that transition can be hard on children. If a transition is hard on one child at home, imagine a classroom of children. The curriculum plans for this through some fun activities called Mighty Minutes. For different ages they suggest transition activities that can help children manage transitions, and even make them fun. Making a transition fun for a child helps to make an everyday task, such as going to the car, a little more fun for a child. And when a child is having fun, life is easier on parents. Here is an example of Mighty Minutes. They are simple, fun activities that you can do with young children. You may have a few of your own. You may already have a few fun transition activities of your own. I’ve seen a Dad who carries their child to the car by holding them like they are flying to the car, and they make airplane noises. This is fun for the child and the parent. I’ve seen a parents at SPIN who always have their children say “hello” and “goodbye” to the fish at the front desk. I’ve seen a parent who always sits down and draws their child a picture at drop off and the child puts the picture in their cubby. Can you think of things that you can do with your child to help them through transitions? We would love to hear your ideas.
~Jody Berg
Objective 35
Explores dance and movement concepts
Related Objectives: 1, 3, 4, 5, 8, 11, 14, 15, 34, 36
What You Do
1. Sing to the tune of “Row, Row, Row Your Boat.”
2. Use the children’s ideas for movements and incorporate them into the song, e.g., bounce, dance, twist, turn, march, kick, or fly.
Bounce, bounce, bounce around
Bounce around the floor.
Bouncing, bouncing, bouncing, bouncing
More and more and more.
Fly, fly, fly around
Fly around the floor.
Flying, flying, flying, flying
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The river is lined with trees and grass, creating a peaceful and natural environment.
西へと進む
左（右側）には土塁が続く
The canal is lined with trees and grass, creating a peaceful and serene atmosphere.
特別史跡境界
The image shows a serene outdoor scene with a paved walkway in the foreground. Behind the walkway, there is a small stream or canal surrounded by lush greenery, including trees and grass. A wooden fence runs along the edge of the walkway, separating it from the natural area. In the background, there is a building with multiple windows, suggesting an urban setting. The sky above is partly cloudy, indicating a pleasant day.
The image shows a serene canal surrounded by lush greenery, with trees and grass lining both sides. The canal appears calm, reflecting the surrounding foliage. On the left side, there is a small structure with a sign, possibly indicating some form of control or monitoring equipment. The scene is bathed in natural light, suggesting a peaceful daytime setting.
The image shows a paved path with wooden railings on both sides, leading towards a building on the right side. The path is lined with trees and greenery on the left side, and there are some people visible in the distance. The sky is clear and blue.
Figure 1. The canal in the city of Naha, Okinawa, Japan.
姫路市立野里小学校
The image shows a serene, narrow canal surrounded by lush greenery and trees. The canal is bordered by a grassy bank on one side and a paved path with a low concrete barrier on the other. The scene is bathed in natural light, suggesting a peaceful daytime setting.
東海道
昭和八年三月
大森
坊主竹青
興津
THE HISTORIC SITE OF HIMEJI CASTLE
The chart above describes the layout of the area inside the "Nakabori", or middle moat, of Himeji Castle as it appeared in the middle of the 18th century. The main tower, or donjon, the watch towers, the residence of the castle lord, and the most important offices were set up inside another moat called "Uchibori", or inner moat. The assistant lord and most warriors lived in the district between Nakabori and Uchibori. Districts outside of Nakabori were divided into areas for townspeople, Buddhist temples and lower-ranking warriors. All of these areas were surrounded by another moat called the "Sotobori", or outer moat, and an earthen wall.
The warriors' residence inside Nakabori was torn down during the Meiji Era (1868-1912) so that the site could be used by the national army. The main part of Himeji Castle, comprising the donjon, watch towers and the lord's residence escaped damage from an air raid on Himeji during World War I. After the war, the main tower (donjon) was designated as a national treasure and the unique architectural structures attached to it were specified as important cultural items.
The southern part of the Nakabori moat and earthen wall were torn down to make way for the construction of Route 2, but the rest of the moat and wall are preserved as they were. The area between the Nakabori moat and earthen wall, which stretches 4,800 meters, has been named as a special historic site and an historic park is currently under construction here.
The path is lined with trees and a wooden fence on one side, providing shade and a peaceful atmosphere.
The image shows a serene, tree-lined path next to a canal. The trees are lush and green, providing shade over the path. On the right side of the path, there are houses with traditional Japanese architecture, featuring tiled roofs. A person can be seen walking along the path, adding a sense of scale and activity to the scene. The overall atmosphere is peaceful and inviting, suggesting a quiet residential area or a park-like setting.
The image shows a serene canal with calm water reflecting the surrounding greenery and trees. The path alongside the canal is lined with grass and small plants, leading towards a white building in the background. The scene is peaceful and picturesque, suggesting a quiet, possibly rural or suburban setting.
①の船場川からの入水
Fish in the river.
The canal is lined with trees and grass, providing a peaceful and natural setting for walking or cycling. | 1,526 | 928 | {
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ABSTRACT
The building stock of the dense center of Ahmedabad, India is comprised primarily of the pol house, a house type built for more than 300 years in this city. The houses are two to four stories in height with a small court open to the sky and party walls on either side. This paper discusses the thermal behavior, occupancy patterns and "operation" of a typical pol house through the seasonal cycles of hot-dry, hot-humid, and temperate-dry which characterize Ahmedabad.
1. INTRODUCTION
The city of Ahmedabad is located at $23.5^\circ$ NL, inland from the Arabian Sea in the Indian state of the Gujarat (see Fig. 1). The seventh largest city in India, Ahmedabad was founded in 1411 by Ahmed Shah. The old city sits on the east bank of the Sabarmati River and was surrounded by city walls in the late 16th century (see Fig. 2). Following communal riots in 1714, and continuing through the civil disorder of the 18th century, the houses built in the city were organized in dense neighborhoods consisting of a set of dead end streets entered through a single gateway\(^1\). The residents of each neighborhood tended to belong to not only the same religion, but also the same caste or occupation group. The gate into the neighborhood could be closed for security and each house had capacity to store its own water and grains. These neighborhoods are called "pols" after the Sanskrit *pratoli* meaning gate or entry\(^2\) and the houses in such neighborhoods are popularly known as "pol houses". The old city of Ahmedabad houses all religions and Hindus, Muslims and Jains all live in pol houses.
Fig. 1 Map of India.
Fig. 2 Map of Ahmedabad.
2. CHARACTERISTICS OF A POL HOUSE
Pol houses typically sit with minimal frontage on the neighborhood street, which is itself quite narrow (see Fig. 3). Side walls of the house tend to be shared with the house next door and the house occupies the entire plot of land. The resulting environment in these neighborhoods is quite dense. In 1971 the population reached 225,000 people per square mile within the walled city with some areas having a greater density than Hong Kong.
Pol house construction is generally based on a structure of wooden posts and beams with infill walls of brick. The brick walls are not exposed to weather, but rather are plastered on the interior and exterior (see Fig. 4). The street facade is heavily treated with wooden structural and decorative elements, including carved columns, brackets, window shutters and balconies. The ootla, or entrance platform, is generally a plinth with a row of columns which marks the limits of the house on the street. This space is used for sitting outside and often for washing dishes and clothes if water is supplied through a tap in the street. In Hindu households the ootla is also an important site for religious activities.
The interior rooms tend not to be designated as "living room", "dining room" or "bedroom", but rather to be very flexible in their use (see Fig. 6). Easily movable furniture and bedding allow migration from room to room as necessary for changing family composition or to find comfort during seasonal changes. Exceptions are the bethak or reception space (the first room near the entrance used for visitors to the house), the kitchen, the storage rooms for drinking water and grains and the puja room for prayers.
In the dense urban fabric, the open spaces of the house take on increasing importance. The courtyard, known as a chowk, is the primary element of the house (see Figs. 5 and 6). All other rooms are built around the chowk and it is this space which provides the connection between inside and outside for much of the house, functioning as a light well and a ventilating shaft. In most pol houses the chowk is small, an opening of 60 to 100 square feet (6 to 10 square meters) moving vertically from the ground floor through the roof. "The court in a house ...[is], according to traditional Indian tenents of planning, presided over by Lord Brahma. Being open to the sky, these spaces infuse in individuals ... the consciousness of nature, as well as bringing the occupants into daily contact with the supernatural and the mythical."
Fig. 5 The chowk of the Vasso Haveli showing the access to the underground water tank
A water tank is usually located beneath the floor of the chowk, although recently these have fallen out of use as city water has been made available. The parasal is the veranda space around the court, one of the most utilized spaces in the courtyard. It is used for socializing and for shade.
3. THE CLIMATE OF AHMEDABAD
Ahmedabad has one of the most interesting and uncomfortable climates imaginable. Unlike North America and Western Europe, the Indian sub-continent faces a pattern of rainfall controlled by the southwest monsoon that arrives each May or June. The rains last for three months, then the dry season returns for the next nine months. Coupled with the annual cycle of solar radiation, the monsoon defines the seasons. In Ahmedabad three major seasons are generally recognized: the hot-dry "summer", the hot-humid monsoon and a temperate-dry "winter" (see Fig. 7). | 2,017 | 1,124 | {
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1) settlement account A for receiving funds from Ukrainian government authorities
2) budget account B for administering borrowed or loaned funds.
3) current account C is used as a savings account
4) deposit account D is intended for use by non-commercial entities.
5) loan account E to make payments that are allowed in the account holder’s charter.
II. Discuss the text with your groupmates.
III. Give synonyms to the emphasized words.
2.4. ODESSA, UKRAINE
After reading the text given below give the description of your own city’s location, industry and tourism.
Odessa, Ukraine’s fifth largest city, with a population of 1.1 million, has been called Ukraine’s “southern window to Europe”. Historically, Odessa’s location on the Black Sea; its proximity to Moldova, Romania, and Bulgaria; and its role as a major port have exposed it to the wider world and made it more receptive to foreign business. Not surprisingly, the Odessa region attracts almost 13% of all foreign investment in Ukraine, and has the second-highest level of foreign investment of any region in the country after Kiev, according to the Ukrainian Ministry of Foreign Economic Relations.
The Odessa region is the location of four Black Sea ports, which are open year-round. These include the ports of Odessa and Yuzhniy in the city itself; and Belgorod-Dnestrovsk, beyond Ilichevsk. The Port of Odessa is one of Ukraine’s main points for the export of chemicals and metals. Container traffic into the port is also increasing substantially. A number of Western firms are involved in port modernization projects in the Odessa region.
LOCAL INDUSTRY
Local industry has suffered since the breakup of the Soviet market, with total output falling 70% from 1990. There are a number of notable exceptions to this overall decline, however.
ODESSKABEL, a local manufacturer of fiber optic cables, has been approached by a number of Western firms with investment offers, but so far has maintained its autonomy and increased international sales. The region is also home to the Black Sea Shipping Company (BLASCO), one of Ukraine’s most important shipping companies, but also one of its most troubled enterprises. U.S. and other Western companies have also found opportunities in the Odessa region. CERES International of Wilmington, North Carolina has been providing stevedore services at the container port for several years. An American-Ukrainian joint venture, INTERWINDOWS, is evaluating the production of more energy-efficient building | 1,167 | 531 | {
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What is a Teen Science Café? An informal opportunity for teens to learn about science, connect with scientists and have fun with other teens interested in science. Teen Science Cafés are designed by teens, for teens!
Teen Science Cafés increase teens’ awareness and understanding of how science, technology, engineering and mathematics (STEM) affect their lives now and will continue to do so in the future.
What should teens walk away with? A new understanding of how the basic science they learn in school applies to solving real life challenges, and a broader perspective about who scientists and engineers are and what they do.
What are the key elements of a Teen Science Café?
- A comfortable inviting space
- A warm welcome! Social time with friends and scientists
- Scientists who share stories and encourage questions
- Stimulating group conversation
- Interactive hands-on activity
- Teen leaders
What does an effective Teen Science Café look like?
There is no ‘one right way’ to run a successful Teen Science Café!
Examples of favorite past Teen Cafes include:
- Using zombies as a theme for teaching about neuroscience or infectious disease
- Examining specimens before, during or after a scientist’s presentation
- Visiting a research laboratory or facility
- Examining forensic evidence to solve a case
- Running through a group simulation of a clinical trial
Using a hands-on computer exercise to explore cyber-security
Note: Although hands-on activities and tangible physical objects often add to the Teen Café experience, the most essential ingredient of a successful teen café is great conversation! Some of our best Teen Science Cafés have involved only minimal materials, sometimes just pen and paper or nothing at all.
Preparation Worksheet for Teen Café Speakers
What is the most humorous thing that has ever happened to you in your work?
If there was a TV show about your work what would it be called?
What excites you about your work?
What analogies or common references describe your work?
What materials in the lab or field help make your work more tangible?
What initially sparked your interest in your field of study?
Teen Café Activity Development
Use the space below to brainstorm 2-3 ideas for potential science café activities. Note: activities do not have to be materials intensive or elaborate to be engaging. Some of our best science café activities are the simplest!
Double-check that your activity ideas are: Fun, Engaging (for teens!), Interesting, Age-Appropriate, and Feasible in the space and time available.
Option #1
| Introduction/“Hook” | Activity | Wrap Up |
|---------------------|----------|---------|
Option #2
| Introduction/“Hook” | Activity | Wrap Up |
|---------------------|----------|---------|
Option #3 (optional)
| Introduction/“Hook” | Activity | Wrap Up |
|---------------------|----------|---------|
| | | |
|---|---|---|
| | | | | 1,417 | 592 | {
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Communication, Facilitation, and Listening Skills
In order to be an effective support person, communication is very important. The first step to effective communication is being a good listener. Remember that all human beings want to express themselves, and feel heard and understood. Listening in itself can lead to de-escalation and a sense of relief.
**Listening Skills**
“We were given two ears but only one mouth. This is because God knew that listening was twice as hard as talking.”
1- **Make the time to listen**
Everyone is busy. Make sure you set up a time to meet when you have the time to meet. It is always clear when someone is in a rush, even if they are not watching the clock.
2- **Listen without interference.**
Things that get in the way of listening:
- You just don’t care.
- Turning off the speaker and paying attention to internal distractions.
- Letting a remark of the speaker develop a prejudice which puts a stop to further listening
- Boredom - remember, we hear four times faster than we speak
- Competitive listening; developing your own rebuttal or listening mainly to find an opening to state what you have to say.
- Allowing personal characteristics of the speaker or poor delivery prevent understanding
3- **What is active listening?**
- It’s a communication skills that involves both the speaker and the listener
- The receiver tries to understand what feelings, thoughts and beliefs are being communicated and accepts it as the person’s own
- The listener feeds back only what they believe the sender’s message meant. It involves feedback and verification that the listener correctly understood what the sender’s message meant.
- The active listener avoids getting stuck in another person’s helpless feelings.
4- **In active listening you will:**
- Listen for the content of the message
- Listen for the feelings of the speaker
- Listen without making judgment
- Respond to the feelings of the speaker
- Note the speaker’s cues, both verbal and non-verbal
• Generally, ask open-ended questions—these are questions that cannot be answered by yes or no. (who-what-where-when-how) However...
• Close ended questions have their place (when getting off track, getting necessary info, etc.)
• Don’t ask “why” directly (implies judgement)
• Reflect back to the speaker what you think you are hearing (don’t worry about getting it right. It’s important to show you are trying)
5- Active Listening Techniques
Encouraging, Restating, Reflecting Summarizing
**Encouraging**
• The purpose is to convey interest and keep the person talking.
• To do this don’t agree or disagree. Use noncommittal words in a positive tone of voice (“I see…” “What did you say then?”)
**Reflecting**
• The purpose is to show that you are listening and understand what they are saying.
• To do this restate the other’s basic feeling.
• “You feel that…” “This made you angry…”
• Again, you may not have it exactly right, but this shows you are listening and making an attempt at understanding
**Restating**
• The purpose is to show that you are listening and understanding
• To do this, restate the other’s basic ideas using your own words
• “In other words, you are saying…”
**Summarizing**
• The purpose is to pull important ideas, facts, etc. together, to establish a basis for further discussion and to review progress.
• To do this restate, reflect, and summarize major ideas and feelings.
• “If I understand you, you are feeling…”
6- When the emotion is directed at YOU...
• Hearing out the speaker diffuses the situation.
• Listening to the feelings, rather than jumping to defend yourself, diffuses the situation.
• It may be easier to get angry at you than to deal with underlying anger about other issues
Non-verbal Communication
Communication is 55% body language, 38% tone, and 7% words.
Be aware of:
1- Behaviors that indicate you are in a rush, have a limited amount of time, etc.
(looking at your watch, tapping your fingers, etc.)
If you don’t have much time, or have to leave at a specific time, say that right from the beginning. This way, the other person won’t take it personally when you say you have to go.
2- Behaviors that indicate boredom or not caring (no eye contact, etc)
Practice:
Behaviors that indicate you are listening:
SOLER method:
S- Squarely face the person rather than sitting kitty-corner
O- Open posture (no arms crossed, etc)
L- Lean toward the person
E- Use eye contact
R- Relax. Rigid posture indicates you are not comfortable. If you are not comfortable, the other person won’t be able to stay comfortable.
3- No note taking!! If you feel you need to remember something that was said, just ask the person.
Be aware of the speaker’s body language. It will help you to better reflect their emotions. What is the speaker telling you through:
- Posture
- Breathing changes
- Eye movements
- Facial expressions
- Hand movements
- Hesitancies
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1. * To double the period of a pendulum, by what factor does its length need to be changed?
2. If a spring-mass system has its mass halved and its spring constant tripled, by how much does the spring’s period change?
3. * A pendulum has a period of 0.72 seconds on the earth (use 9.8). On planet Zorg it has a period of 0.55 seconds. What is the acceleration due to gravity on Zorg?
4. Use the pictures of the pendulum and spring-mass system shown at the left. Fill in the table, deciding at which position (or positions) the conditions exist. The first one is done for you. The pendulum and spring do not stop.
(Notice that at the equilibrium position (B or E) there is no restoring force. That’s why they will eventually come to rest there. So if there is no restoring force, there is no acceleration.)
| | Pendulum | Spring |
|------------------|----------|--------|
| PE = max | A, C | D, F |
| PE = min | | |
| KE = max | | |
| v = max | | |
| acc = max | | |
| F = max | | |
| x = max | | |
Graph A: Amplitude: ________
Period: __________
Spring ____ Pendulum ____
Graph B: Amplitude: ________
Period: __________
Spring ____ Pendulum ____
Graph C: Amplitude: ________
Period: __________
Spring ____ Pendulum ____
5. A. Find the amplitude and period for each of the graphs above, writing beneath the graph.
B. * Which graph has an amplitude different than the others?
C. * Which spring has an amplitude different than the others?
D. Which pendulum an amplitude different than the others?
E. Using this same logic, decide which graph belongs to which pendulum or spring.
(Study Help available)
6. A pulse wave of amplitude “A” is sent down a slinky from the left. The reflected wave is shown on the right side of the slinky.
A. Is the right side of the slinky fixed or unfixed?
B. What will be the amplitude of the slinky when the waves cross?
C. Is this constructive or destructive interference?
7. A pulse wave of amplitude “A” is sent down a different slinky from the left. The reflected wave is shown on the right side of the slinky.
A. Is the right side of the slinky fixed or unfixed?
B. What will be the amplitude of the slinky when the pulses cross?
C. Is this constructive or destructive interference?
8. A 200g mass is on a spring with a spring constant of 15 N/m. It is stretched 20 cm from its relaxed position and released.
A. What is its amplitude?
B. What is its period?
C. What is the maximum force of the spring (F = -kx)?
D. What is the maximum acceleration of the mass?
E. * Remembering that the potential energy due to a spring is \( \frac{1}{2}kx^2 \), calculate the maximum velocity of the mass as it passes the equilibrium position.
9. How long is a pendulum that vibrates 3 times per second?
1. Solve for \( \ell \) first and you see \( f \) is proportional to \( T^2 \), so \( \ell \) must be mult by 4.
3. solve for \( \ell \) first. Then you can solve for g on Zorg.
5B. Graph A
5C. Pendulum A
8E. 1.73 m/s | 1,608 | 796 | {
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Establishing Family Safety Rules
Tip—Develop in your children the habit of safety.
The vast majority of parents want their children to be happy and safe. Although some children seem to be born more cautious than others, all children can be taught to consider safety.
“Playing or working safely involves thinking about safety when you are about to do something new or dangerous,” says Elizabeth Crary, parent educator and author of *Pick Up Your Socks . . . and Other Skills Growing Children Need!*.
Crary recommends playing the “What might happen if . . .?” game with your children. For example, if you were making a salad together, ask your child, “What might happen if I tried to talk on the phone at the same time as chopping carrots?” “Right – I could be distracted and cut my finger.”
Or, “What might happen if I ran out into the road after the ball? Could a car see me soon enough to stop?” Or, “What might happen if you turned the hot water faucet on all the way?”
Asking these kinds of questions from time to time helps your children think about possible danger in different situations. It helps them to get in the habit of thinking about safety.
Tools – Another excellent way to teach children about safety is to establish family safety rules. These are standing rules you set down for your children and review frequently each year. Crary offers a collection of common safety rules in her book—outlined below. She invites parents to adopt or adapt any that fit with your particular value system.
Sample Safety Rules:
1) Always wear your seat belt.
2) Don’t go anywhere or with anyone without checking with a parent or sitter first.
3) If you get lost, meet me (parent) at the entrance gate or door where you came in.
4) If you get lost, ask a clerk for help. If you can’t find one, ask a Mom with small children for help.
5) Know your first and last name. your parents’ first and last names.
6) Don’t climb on tree branches smaller than your wrist.
7) Hold sharp objects with points or blades pointed away from you as you walk.
8) When working with appliances (mixers, blenders) or machinery (shop machines, office printers, etc.) tie long hair back.
9) Don’t poke anything into an electric socket, toaster, etc.
10) In case of fire, leave the house safely and meet at __________.
11) Don’t walk or run while drinking or eating food. Always sit down to eat and drink.
12) Answer the door only when a grownup is home.
13) If you answer the phone when you are alone, say your mom/dad can’t come to the phone right now. Don’t say your parents are not home.
You’ll find more practical tips you can use right now in *Pick Up Your Socks . . . and Other Skills Growing Children Need!* by Elizabeth Crary, M.S.
Copyright Parenting Press, www.ParentingPress.com, reprinted by permission | 1,099 | 621 | {
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1. **School Principal**
School buses are among the safest ways of travelling to and from school. Good habits and practices help to keep them safe for everyone on and around the bus.
Bus services benefit the entire school community and it is important that we recognise the value of the service and what we can all do to have them operate safely, effectively and fairly.
As the School Principal, I support the rights of all students to feel safe on their journeys to and from school. I support the efforts of all parties – operators, bus drivers, staff, parents and students to ensure the safe use of public transport services, and I endorse the Code of Behaviour outlined below and believe that it is consistent with and complements our School’s Code of Behaviour.
| Principal’s Name | Mr David McNeill | Principal’s Signature | Date | / / |
|------------------|------------------|----------------------|------|------|
| Name of School | North West Christian School | Telephone | 64372705 |
2. **Bus Operator/Driver**
As the Driver/Operator, I understand it is important that I retain the confidence and support of the School Community and staff while delivering student transport services.
I, and anyone who drives for me will always:
a. Respect all passengers and their property;
b. Operate the bus in a safe and appropriate fashion at all times;
c. Behave and communicate in a professional and courteous manner towards all;
d. Administer the rules governing travel on my buses fairly, consistently and impartially.
| Operator Name | NWCS | Operator Signature | Date | / / |
|---------------|------|--------------------|------|------|
| Name of Service | North West Christian School | Telephone | 64372705 |
In the interests of safety, we agree to the following Code of Behaviour whilst travelling on buses:
3. **Students agree to:**
- Board and leave the bus in an orderly manner;
- If directed by the driver, occupy a particular seat;
- Seat belts will be worn when fitted;
- Sit properly on the seat;
- Respect bus property and the property of others by not marking or damaging it;
- Accept the driver is in charge and obey his or her instructions;
- Place bag/s under the seat or in the storage areas provided;
- Behave safely at all times;
- Try to have the correct fare when purchasing tickets;
- Wait until the bus has moved off before attempting to cross the road.
**Students agree not to:**
- Physically or verbally harass other passengers, or the driver;
- Create unnecessary noise;
- Move about whilst the bus is in motion;
- Extend any part of my body out of the windows;
- Throw any object either inside, or outside the bus;
- Eat or drink whilst on the bus;
- Distract the bus driver from his or her duties;
- Carry illegal, oversize and/or dangerous objects;
- Obstruct the aisle, doors or emergency exits;
- Stand on or put feet on the seat;
- Cross the road in front of the bus.
4. **Parents agree to:**
- Deliver and collect my child/children on the same side of the road/highway as to which he or she boards/disembarks the bus.
**Parents agree not to:**
- Park on the opposite side of the road/highway to which the bus stops and wait there for my child to cross the road.
I understand and agree to the abovementioned rules and conditions. I also understand that failure to comply may result in my child/children being suspended from travelling on the bus. If my child/children are suspended I (the parent/guardian) will be responsible for transporting my child to and from school at my own cost. My child/children also understand and agree to the rules and conditions.
| Parent/Guardian Name | Parent/Guardian Signature | Date |
|----------------------|---------------------------|------|
| | | |
| Address | Telephone |
|---------|-----------|
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1. The hormone glucagon is synthesized from the ————
(a) Pancreas. (b) Hypothalamus.
(c) Adrenal gland. (d) Pituitary.
2. Acid protease secreted into the stomach is ————
(a) Trypsin (b) Pepsin.
(c) Chymotrypsin. (d) Enteropeptidase.
3. ———— is used for the synthesis of hormones involved in regulation of basal metabolic rate in adults.
(a) Iron. (b) Zinc.
(c) Iodine. (d) Fluoride.
4. Urea cycle takes place primarily in the ————
(a) Small intestine. (b) Liver.
(c) Kidneys. (d) Large intestine.
5. The daily dietary requirement of Vitamin E for men is ————
(a) 50mg. (b) 15mg.
(c) 60mg. (d) 100mg.
6. Name the disease caused by Vitamin B₃ deficiency.
7. Fatty acid biosynthesis begins with ————
8. Name the disease in young children associated with Vitamin D deficiency.
9. Lack of ———— in the diet causes goitre.
10. Name two glucogenic amino acids.
Section B
Answer any seven questions.
Each question carries 2 marks.
11. What is deamination reaction?
12. Name two hormones secreted by pancreas.
13. Mention the cellular localization of palmitic acid degradation and ATP yield in the process.
14. Write down the sources and any two biological function of vitamin C.
15. Give the biological role of copper.
16. Write any two functions of phospholipids.
17. Define ketogenic amino acid. Give one example.
18. What is the function of the hormone thyroxine?
19. Enumerate the differences between macro minerals and trace minerals.
20. Write down one biochemical reaction in which NADP is involved.
(7 × 2 = 14 marks)
Section C
Answer any four questions.
Each question carries 5 marks.
21. Write briefly on urea cycle.
22. Briefly explain the importance of macro minerals with examples.
23. How are vitamins classified?
24. Briefly explain absorption of lipids from small intestine.
25. Give an account on the proteolytic enzymes of the digestive tract.
26. Outline β-oxidation scheme.
(4 × 5 = 20 marks)
Section D
Answer any two questions.
Each question carries 10 marks.
27. Describe the cytoplasmic system of fatty acid biosynthesis.
28. Elaborate cholesterol biosynthesis.
29. Detail: (a) classification of proteins based on catabolism; (b) absorption of amino acids from intestine.
30. Write down one biochemical reaction from metabolism which involves: (a) TPP; (b) FMN; (c) NAD; (d) PLP; (e) Biotin.
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Measurement
Selected National Curriculum Programme of Study Statements
Pupils should be taught to:
- measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
- add and subtract amounts of money to give change, using both £ and p in practical contexts
- tell and write the time from an analogue clock, and 12 and 24-hour clock
The Big Ideas
Developing benchmarks to support estimation skills is important as pupils become confident in their use of standard measures. The height of a door frame, for example, is approximately 2 metres, and a bag of sugar weighs approximately 1 kilogram.
Mastery Check
Please note that the following columns provide indicative examples of the sorts of tasks and questions that provide evidence for mastery and mastery with greater depth of the selected programme of study statements. Pupils may be able to carry out certain procedures and answer questions like the ones outlined but the teacher will need to check that pupils really understand the idea by asking questions such as ‘Why?’, ‘What happens if …?’, and checking that pupils can use the procedures or skills to solve a variety of problems.
| Mastery | Mastery with Greater Depth |
|---------|----------------------------|
| I have 2 m of ribbon. How many 60 cm lengths can I cut from it? | A crocodile is 3 times as long as a pig. An elephant is 1.2 m longer than the crocodile. The elephant is 4.2 m long. How long is the pig? |
| How long is the crayon? | Ahmed’s ruler is broken. Explain how he can still use it to measure things in the classroom. |
| Find the total length of route A. Find the total length of route B. How much longer is route A than route B? | What is the difference in length between the pen and the pencil? |
### Mastery
Match the two clocks that show the same time.
- Clock 1: 3:45
- Clock 2: 13:20
### Mastery with Greater Depth
These clocks have only one hand, but can you suggest a time that each could be showing?
A: 10:30
B: 9:00
C: 11:15
Explain your reasoning.
### Mastery
What is the mass of flour on the scales?
I need $\frac{3}{4}$ kg of flour to make a cake. How much more flour do I need to add to the scales?
### Mastery with Greater Depth
6 toy cars balance 2 dolls. 4 dolls balance 1 toy robot.
If the robot weighs 3 kg, what does each toy car weigh?
| Mastery | Mastery with Greater Depth |
|---------|----------------------------|
| There is a tea urn and a teapot. The bottles next to them show their capacity. How much more water does the urn hold than the teapot? | These lemonade bottles each have a capacity of 2 litres. One of them is $\frac{3}{4}$ full, and one of them contains $\frac{3}{4}$ of a litre of water. Which is which? How much water is in the bottle which is $\frac{3}{4}$ full? What fraction of the bottle is full in the bottle which contains $\frac{3}{4}$ of a litre? |
| £2-60 + □ = £5-00 | Sophie and Ravi have saved some money. Altogether they have saved £35. Sophie has saved £4 more than Ravi. How much have they each saved? |
| If I buy a sandwich for £2-20 and a drink for 90p, how much change do I get from £5? | Sam and Tom share this money equally. Divide the coins into two equal groups. Could three friends share the money equally? Explain your reasoning. |
| Ellie buys 2 pencils. She pays with a £2 coin and gets 70p change. How much did each pencil cost? | | | 1,500 | 831 | {
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Your team is building an off-the-grid home in the American Southwest, so all resources (water and electricity) will come from the environment. These homes are specially designed to collect and reuse water. You will need to create a process that filters enough water to reuse in the toilet.
**Did You Know?**
Sources of drinking water on Earth include rain, groundwater, lakes, rivers, and springs. Off-the-grid homes—even the ones in the driest deserts—don’t have to be as efficient as NASA space missions because they can get more water from these sources.
| Criteria | Constraints |
|----------|-------------|
| Must filter water from each source:
- bathroom sink
- shower | You can use two Filter Bases. |
| Must produce:
- greywater for use in toilet | |
Your team is designing a process for reusing water on Mars. This process needs to reuse as much water as possible and still produce enough water for the plants in the greenhouse.
**Did You Know?**
Most of the surface of Mars is almost completely dry. There are reservoirs of ice in the north and south polar regions and under the surface near the poles.
| Criteria | Constraints |
|----------|-------------|
| Must filter water from each source:
• laundry
• shower
• space toilet | You can use two Filter Bases. |
| Must produce:
• greywater for watering edible plants | |
Your team is living on a boat. You will have to filter and reuse as much water as you can on-board, or you’ll risk polluting the surrounding waters.
Did You Know?
Ocean water is not usable to sailors on most ships. The Navy is working with NASA to improve its ability to use and reuse ocean water for human activities.
| Criteria | Constraints |
|----------|-------------|
| Must filter water from each source:
- bathroom sink
- laundry
- shower | You can use two Filter Bases. |
| Must produce:
- greywater for toilet | |
Your team is creating a process for reusing water for the International Space Station. You need to reuse all the water you use on board. The next shipment of freshwater won’t arrive for another 3 months!
**Did You Know?**
A space toilet is different from a toilet on Earth because solid waste is disposed of separately, while liquid waste is collected for reuse.
| Criteria | Constraints |
|----------|-------------|
| Must filter water from each source:
• bathroom sink
• laundry
• shower
• space toilet | You can use two Filter Bases. |
| Must produce:
• greywater
• pure water | |
Extreme Environment: _______________________
The goal is to produce:
_________ cups of greywater ___________ cups of pure water
How will you order your water samples and Filter Bases? Consider these questions when planning your water reuse process:
Which water sample(s) should go into the first filter?
Which water sample(s) should go into the second filter?
Which materials should be used in the first filter?
Which materials should be used in the second filter?
Draw a detailed plan of your group’s water reuse process. Make sure to label the locations in your drawing and the materials you would like to use in your filter(s).
Record the results of your water reuse process here. If you only used one filter, record the results in the first column. If you used a second filter, record the results after filtering the water a second time in the second column.
| Test | Water Quality (After Filter 1) | Final Water Quality (After Filter 2) |
|------|---------------------------------|-------------------------------------|
| | Clarity | Color | pH | Optional | Clarity | Color | pH | Optional |
| 1 | | | | | | | | |
| 2 | | | | | | | | |
| 3 | | | | | | | | |
Does the final water sample meet the water quality goal?
How can you improve your process? | 1,937 | 856 | {
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Healthy Rialto was established in 2008, as a Healthy Communities Initiative designed to enrich and empower the lives of the people in the community. Specifically by providing innovative and proactive solutions to everyone that has the desire to get fit stay healthy and supporting safe and healthy environments where people live, work, learn and play. Initiatives like Healthy Rialto work to create equity amongst those communities/populations to address the underlying disparities by providing educational services, community events, and opportunities to enrich lives and experiences. With improved knowledge and resources these communities are empowered. Thereby creating community champions that work from within and a multi-generational impact to improving long-term health outcomes.
Rialto Certified Farmers’ Market
EVERY WEDNESDAY 10 AM - 1 PM
The Rialto Certified Farmers’ Market is dedicated to supporting farmers and community development projects designed to serve and address health related issues; such as food insecurity, food access, and poor nutrition giving residents an opportunity to buy fresh food at prices that are normally lower than supermarkets. In 2019, the Supplemental Nutritional Assistance Program (SNAP) / Electronic Benefit Transfer card was introduced, providing EBT cardholders the option to use their SNAP benefits to purchase fresh fruits and vegetables and as of June 2020, funded by the Ecology Center Market Match grant, all SNAP/EBT purchases will be matched dollar-for-dollar. Having the availability of SNAP/EBT at the Rialto Certified Farmers’ Market allows the City of Rialto to join forces with California Department of Social Services providing fruits and vegetables to families looking for healthier food choices. Also in partnership with the Rialto Certified Farmers’ Market the San Bernardino County Aging and Adult Services passes out $20.00 Senior Farmers’ Market Nutrition Program (SFMNP) vouchers to seniors who are at least 60 years old and have household incomes of not more than 185% of the federal poverty income guidelines, as well as OmniTrans Bus Passes.
Demographics
Total Population
107,041
Median Household Income
$4,962
Health Statistics
Obesity: 43.4%
Diabetes: 13.9%
Heart Disease: 4.4%
Physical Activity: 28.6%
Long-Term Goals
Sustained Economic Growth in the City of Rialto
Serving All Income Levels
Reducing the Prevalence of Obesity & Chronic Disease
Nourishing Communities with Affordable Health Food Options
EAT WELL, BE WELL Nutrition Class
EMPOWERING COMMUNITY CHAMPIONS
Funded by Kaiser Permanente and in collaboration with iHelpIE Senior Services, Healthy Rialto sponsored a nutrition/lifestyle education class for low-income families and seniors. Over the span of 6-weeks, the class emphasized Healthy Eating and Active Living awareness by providing educational tools, tips for improving dietary habits, and plant-based food diet and promotion of Kaiser’s Healthy Plate towards reducing the prevalence of obesity and chronic disease such as diabetes, hypertension, and high cholesterol. Additional nutrition class topics included the benefits to reading the nutrition facts label, how to eat on a budget, emphasis on physical activity, establishing personal goals (short-term/long-term) towards individual behavior change, and promotion of locally available healthy food options at the Rialto Certified Farmers’ Market.
EMPOWERED PEOPLE, EMPOWER PEOPLE
ACHIEVING SUSTAINABILITY
The social determinants of health encompass aspects, such as socioeconomic status, community environment, and access to resources, that impact our quality of life. The City of Rialto works to improve these disparities through community interventions such as the Healthy Eating and Active Living initiative, the Rialto Certified Farmers’ Market, and the Eat Well Be Well Nutrition Class. Thereby, promoting community health, wellness, and wholeness through education, resources, and activities. Providing innovative and proactive solutions to to reduce disparity and increase equity amongst communities of all income levels.
Contributing Randall Lewis Health Policy Fellow
Jonquile Williams, MPM Candidate
Loma Linda University School of Public Health
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The Creator and Coyote
A Ute Mountain Ute Tale
2006
Produced by
Utah State Office of Education
and
San Juan School District Media Center
For more information, visit
www.schools.utah.gov/curr/indianed.
To purchase copies, call
435-678-1229
Cultural Note
Coyote is a trickster. He tries to trick the people, but they already know what he is capable of doing and how far he will go to get his way. He has a bag full of tricks.
This story should only be told during the winter months.
Glossary
apagai - languages
kumánuch - other Indian people
‘Noochew’ - Ute
núchiu - people
Sinawaf - Creator
yogwówuch - coyote
Reading Suggestions
• Have you tried learning another language? Get involved. What does your school or community offer? Try learning American Sign Language.
• This story is about being responsible. Brainstorm a list of what responsibility means to you. Begin “Responsibility is....”
• Responsible citizens work hard and follow directions. Write in a journal about what you will do to be more responsible.
The Creator turned back to the Coyote. “You are irresponsible,” he said, shaking his finger at him. “From this time on, you are doomed to wander the earth on all fours as a night prowler.”
The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. For more information about this project, contact Shirlee Silversmith at (801) 538-7838.
The booklets are available on a CD from the USOE. You may print the booklets off the CD, free of charge, for educational purposes. If you would like to purchase printed copies of the booklets, contact San Juan School District Media Center at (435) 678-1229.
“Those you let escape will forever war with the Utes,” the Creator said, looking toward the distant hills. “They will be a thorn in the side of the chosen ones. The Utes, however, will always remain the mightiest and most valiant of heart.”
2006
Utah State Office of Education
San Juan School District Media Center
“I tried to catch them,” Coyote whined, hanging his head, “but they scared me. They spoke in strange tongues which I could not understand.”
In the days even before the ancient times, only Sinawaf, the Creator, and Yogwówuch, Coyote, lived on the earth. They had come out of the light so long ago that no one remembered when or how.
The Creator wanted to form more people on the earth, so he gave Coyote a bag of sticks and said, “Carry these over the far hills to the valleys beyond. This is a great responsibility. You must not open the bag for any reason until you reach the sacred grounds.”
“What am I carrying?” asked Coyote.
“I will say no more,” the Creator answered. “Now be about your task.”
Coyote returned to the Creator. “I have finished my task,” he said, but he could not look the Creator in the eyes.
“I know,” the Creator said, searching his face. “You do not understand the terrible thing you have done.”
Worried about what he had done, Coyote tramped to the sacred valley and dumped out the few remaining people.
Coyote was young and foolish and very, very curious. As soon as he walked over the first hill, out of sight from the Creator, he stopped. “It won’t hurt to peek inside the bag,” he thought.
As he loosened the string, people rushed for the opening of the bag and burst out. They yelled in strange languages of every kind.
Coyote tried to catch the people, but they ran away in many different directions.
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A Suburban Surprise!
Who would have thought that you could find such a beautiful bush walk right next to a bustling shopping centre?
Kepa Bush is a perfect place for outdoor adventures with children without needing to drive out to a regional park. The looping forested track provides some welcome shade in the summer months and includes surprising views from the lookouts and a stream that flows down to a creek.
Print and laminate the fabulous Leaf Bingo and Beaut Bugs resources from www.otataralandcare.org.nz/lets-explore that are great for exploring the bush with kids.
Activity Ideas
• Look for invertebrates e.g. ants, hoppers, millipedes and earwigs under old logs. Bring a container and magnifier to help you take a closer look at what you find. The Life-Size Guide books by Andrew Crowe are easy for children to use.
• Search for cicada exoskeletons on the tree trunks and check out YouTube “Cicada Life Cycle”.
• Sit quietly on one of the lookout benches – how many different sounds can you hear?
• Use a colour wheel to see how many different colours you can match on your walk.
• Look for tiny caterpillars that nibble holes under heart-shaped Kawakawa leaves. Kawakawa is safe to eat and is used medicinally – what do the leaves smell and taste like?
• Search for interesting leaves on the forest floor including spiky rimu and ‘skeleton’ mahoe. Hold both ends of a rimu branch and use it to comb your hair!
Top Tips + Facilities
• To access the reserve, park at Eastridge Shopping Centre then turn right onto Kepa Road.
• In theory it takes 30 mins to walk around the main loop track but I’d allow at least an hour for exploration with children. You could walk along the central track and one half of the main loop.
• Take insect repellent to avoid being bitten by mosquitos along the stream.
• Pack a suitable container for collecting feathers, dead leaves and other treasures you might find along the way. Remember to return any living animals you find back to their forest homes.
Nearest toilets in Eastridge Shopping Centre
Sarah Robinson © www.littleferns.co.nz
Which Plants and Animals Did You Spot Today?
Kawakawa
Mahoe Leaf Skeleton
Silver Fern (lower side of the frond)
Smiley Tree Fern Stump (on Thatcher St track)
Fantail
Spider Web
Cicada Exoskeleton
Puriri Caterpillar Hole
I Also Spotted: ____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Which colours did you find on your walk today?
Follow Little Ferns on Facebook
I’m always adding resources and activity ideas and would love to see photos of your trip to the Kepa Bush Reserve if you’d like to share them 😊
Sarah Robinson © www.littleferns.co.nz | 1,281 | 596 | {
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Licking River Blue Water Trail
January 10, 2023
Licking River Blue Water Trail Overview
- 122-mile stream corridor
- Starts on Stoner Creek in Paris and proceeds through Bourbon, Harrison, Pendleton, Campbell, and Kenton counties to the confluence with the Ohio River
- Hidden treasure in our backyard
Why Conduct a Blue Water Trail Study
• Importance and value of outdoor recreation and tourism
➢ Visitors to Kentucky spent nearly $7.7 billion (2021)
➢ Generated $808 million in state and local tax revenues (2021)
➢ Supports 83,100 jobs (2021)
• Adventure Tourism - tourist activity that includes physical activity, a cultural exchange, or activities in nature
• Scenic waterways, bourbon distilleries both long-gone and currently operating, battlefields, parks and greenways, historic sites
• Economic development
Natural Resources
- 50 freshwater mussel species with 11 considered threatened or endangered
- Outstanding State Resource Waters
- Wide variety of wildlife photographed
Human Environment
- Cultural and historic resources (Indian mounds, Revolutionary War battlefields and Civil War forts and battlefields, distilleries and mills)
- Water hazards – low head dams, barge traffic, limited access for emergency response
County Specific Information
Thoughts on Types of Recreation by County
- Bourbon
- Kayaking/canoeing
- Tubing
- Small creek fishing
- Harrison County
- Fishing
- Recreational boating
- Floating festivals (Floatchella)
- Flat water kayaking/canoeing
- Pendleton
- Kayaking
- Fishing
- Kenton/Campbell
- Boating
- Flat water kayaking/canoeing
Identifying Recommendations
• Improve key access areas for continuity of trail
• Signs and markers at access points
• Warning signs before dams and potential hazards
• Education
• Promote awareness - website, social media, county specific brochures, story map
• Continue to coordinate with Ohio River Way/Consider applying to become a National Water Trail
Next Steps
• Promote the Licking River Blue Water Trail
• Expand blue water trail planning to other branches of the Licking River (go from 5 counties to include a total of 20 counties)
• Improve access and signage
• Seek funding – Identify grant opportunities and other resources to implement trail plan recommendations
Questions | 1,207 | 513 | {
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## Adventure Club Term Two
Open to participants aged 6 – 17 years. 12.30pm – 5.30pm
Inner West and Sutherland
### Saturday, 4 May 2019
**Symbio Wildlife Park**
Today we’ll visit all of the animals at Symbio, including tigers, crocodiles and monkeys.
- **Activity cost**: $15
- **Participants should bring**: lunch, water, sunblock, shoes and a hat.
### Saturday, 11 May 2019
**Music day**
Today we will learn musical instruments and play in a band!
- **Activity cost**: free
- **Participants should bring**: afternoon tea and water.
### Saturday, 18 May 2019
**Picnic in the park**
Today we’ll enjoy a lovely picnic in the park.
- **Activity cost**: free
- **Participants should bring**: lunch, water, sunblock and a hat.
### Saturday, 25 May 2019
**Lego day**
Today we’ll have loads of fun building and making constructions with lego blocks.
- **Activity cost**: free
- **Participants should bring**: afternoon tea and water.
### Saturday, 1 June 2019
**Horse riding at Kurnell**
This is one of our favourite activities. Today we’ll head to Kurnell and learn to ride horses.
- **Activity cost**: $10
- **Participants should bring**: afternoon tea, water, sunblock and a hat.
### Saturday, 8 June 2019
**Long Weekend**
No Adventure Club today.
### Saturday, 15 June 2019
**Guest visitors**
Today we will have some guests visit us from the Emergency Services. This could be the SES, Fire & Rescue or the Rural Fire Service.
- **Activity cost**: free
- **Participants should bring**: afternoon tea, water, sunblock and a hat.
### Saturday, 22 June 2019
**Winter art program**
Today we’ll have fun painting all of the leaves that have fallen off trees and we’ll make pictures with them.
- **Activity cost**: free
- **Participants should bring**: afternoon tea, water, sunblock and a hat.
### Saturday, 29 June 2019
**Bush walk - last day of Term 2**
Today we will have fun exploring our local bush and enjoy a nice bushwalk. We’ll finish up with a picnic.
- **Activity cost**: free
- **Participants should bring**: picnic lunch, plenty of water, sunblock, walking shoes and a hat.
---
Start the conversation today
**Inner West** Angelica Cortes T 0411 473 293 E email@example.com
**Sutherland** Bridget Clark T 0411 395 011 E firstname.lastname@example.org
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Example Problem: Mr.p drops a medicine ball from a height of 2.0 m above the ground. (a) What is the velocity of the ball right before it strikes the ground? (b) How long did the ball fall?
Knowns: $\Delta y = -2.0 \text{ m}$, $a_y = -9.8 \text{ m/s}^2$, $v_{iy} = 0$, $v_{fy} = ?$, $\Delta t = ?$
Common mistake: The final velocity of the medicine ball is not zero. *After* the ball strikes the ground it’s final velocity is zero, however, it isn’t in free-fall anymore the moment it touches the ground.
Common mistake: Forgetting that the displacement is negative. It is negative because the ball is going down and down is negative. Or you could look at it this way: $\Delta y = y_f - y_i = 0 - 2 = -2.0 \text{ m}$
We know we can use the UAM equations because the acceleration is constant.
$$v_{fy}^2 = v_{iy}^2 + 2a_y\Delta y = 0^2 + (2)(-9.81)(-2) \Rightarrow v_{fy} = \sqrt{(2)(-9.81)(-2)} = \pm 6.26418 \approx -6.3 \frac{\text{m}}{\text{s}}$$
An equivalent answer would be 6.3 m/s down. However, please do not get overzealous and write -6.3 m/s down because, -6.3 m/s down = 6.3 m/s up, which is wrong.
Common mistake: Many of you will get $v_{fy} = +6.26418 \text{ m/s}$ because that is what your calculator says. Please be smarter than your calculator and remember, whenever you take the square root, that the answer could be positive or negative.
$$v_{fy} = v_{iy} + a_y\Delta t \Rightarrow -6.26418 = 0 + (-9.81)\Delta t \Rightarrow \Delta t = \frac{-6.26418}{-9.81} = 0.638551 \approx 0.64 \text{ sec}$$
Possibly useful definitions:
Parallax (noun): the effect whereby the position or direction of an object appears to differ when viewed from different positions, e.g., through the viewfinder and the lens of a camera.
Eschew (verb): deliberately avoid using; abstain from.
Perspicacious (adjective): having or showing an ability to notice and understand things that are difficult or not obvious.
Overzealous (adjective): too zealous in attitude or behavior.
Zealous (adjective): having or showing zeal.
Zeal (noun): great energy or enthusiasm in pursuit of a cause or an objective. | 1,056 | 621 | {
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Attempt all questions.
1. Describe the mechanism of water vapour permeation in hydrophilic non porous coatings. [2]
2. Differentiate between air permeability and air porosity. [1]
3. A typical yarn is tested on a pendulum lever machine. The metal strip connecting the pulley and the upper is inextensible. Now the metal strip is replaced with a material which has a tensile behavior similar to that of yarn. Describe the results obtained with the new setup. [3]
4. How is Sweating Guarded Hotplate Method closer to real situations than other test methods? [2]
5. A bone dry viscose fabric sample is exposed to an atmosphere of gradually increasing R.H. After reaching 80 R.H., the relative humidity is gradually reduced to 0%. Plot the regain vs R.H. curve for the process. [2]
6. Standard error of mean decreases with increasing sample size. Does it mean that the variability in population is dependent on sample size? [2]
7. The 99% limits of confidence interval for a population whose mean is M are ± L. What does it indicate? [2]
8. A strand of roving is being tested for mass unevenness in a capacitance based tester. Plot the curves showing the variation for the strand when the cut length is
a) 10 mm and b) 1 m [2]
Comment on the following statements:
9. Twist variations in a uniform yarn would show up in evenness testing by capacitance based testers. [1]
10. Fabrics with high porosity tend to have high permeability as well. [1]
11. RH of atmosphere may increase due to sudden drop in temperature even if absolute humidity remains constant. [2]
12. Standard error of mean decreases with increasing sample size. Does it mean that the variability in population is dependent on sample size? [2]
13. The 99% limits of confidence interval for a population whose mean is M are ± L. What does it indicate? [2]
14. A strand of roving is being tested for mass unevenness in a capacitance based tester. Plot the curves showing the variation for the strand when the cut length is
a) 10 mm and b) 1 m [2]
Briefly describe the effect of following parameters on abrasion of a fabric
Fibre length, fibre diameter, twist in yarn
Choose the correct alternative:
6. The best indicator of variability among samples with a large range of means is
CV, SD, Variance, range
7. Classify the following machines in CRL, CRT or CRE:
Pendulum lever, pressley fibre bundle tester, Stelometer, Instron, machine based on inclined plane principle
8. The rate of loading (change in force with unit distance traversed) will not change with the following machine if the gauge length (sample length) is increased (neglect weak link effect)
CRL based, CRE based, CRT based
9. The time to break a specimen will increase with following machines if gauge length (sample length) is increased (neglect weak link effect, all other parameters are unchanged)
CRL based, CRE based, CRT based
Complete the following sentences:
a) Periodic variations of cyclic nature in textile materials may arise due to -
b) In context of statistical analysis, F-table is consulted when
c) In context of statistical analysis, t-table is consulted when
d) Spectrograms generate a plot of __________ vs _______________. | 1,494 | 727 | {
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Embroidery & 3D Forms Using Nature’s Symmetry
Project Pack 24
Fast Fun Symmetry art
Here is a fun warm up project that has unexpected results & is quick to make.
Use inspirations in nature, changing seasons, like flowers, trees, animals, butterflies, fruit & vegetables....make half of the image in paint & fold it over- you will have a fully symmetrical, colourful creation instantly!
You can let it dry & build shapes of colour bit by bit...
You can turn them into familiar things, if they take the form of something, you can give them that form in an outline:
Experiment with paints if you have them- do you have acrylic or watercolour, they spread differently. Be quick, before they dry, to fold it for the best colour on both sides.
Each experiment will be a surprise & may turn into something you don't expect. Do as many as you can, don't hesitate! Enjoy the process & play with colour.
Symmetry in Nature: The Seasons
Look for symmetry in images of nature, throughout the year - you will find so many! You can look at images based on the seasons in books or online, out on a walk or you can look through the window & see what you can find. You can use these to begin or find your own.
WINTER
SPRING
Butterfly, Dandelion, Leaf
SUMMER
Swan
1. Draw a large oval shape for the body.
2. Add a smaller oval shape for the head.
3. Draw a long, curved neck connecting the head to the body.
4. Sketch the wings and tail feathers.
5. Add details like eyes and beak.
Flowers
1. Draw a circle for the center of the flower.
2. Add petals around the circle.
3. Sketch additional petals for more detail.
4. Draw leaves and stems to complete the flower.
AUTUMN
1. **Oak Leaf**
- Cut along the solid line and fold on the dotted line.
2. **Pine Cone**
- Cut out the pine cone.
3. **Mushroom**
- Cut out the mushroom.
Where possible, you can half (fold or cut) things you find in nature, that are small, & place on a page, drawing it's symmetrical other side next to it.
Or you can draw by looking. You can use a ruler to draw in an angular way. Experiment. Everything we try in art is a beautiful exploration.
What can we make in Textiles with these designs?
Embroidering
3D Structures
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Hair Photobleaching
alanac, based on your genetics and other factors, your hair is less likely to lighten with sun exposure.
What is hair photobleaching?
Basking in the warmth of a sunny day is one way to lighten your mood and your hair. Photobleaching is what happens when hair color lightens after long exposure to the sun.
Of people with results like yours:
51% do not experience hair photobleaching.
49% experience hair photobleaching.
Solar-powered styling
For some people, frequent sun exposure can lighten their hair color. This happens when high-energy ultraviolet rays from the sun break down the hair’s pigment molecules, altering its color. While certain hair types are more susceptible to photobleaching than others, it’s important to keep in mind that all hair types are sensitive to the damaging effects of ultraviolet light on hair growth and hair strength. As such, reducing the amount of time spent in the sun is important for overall hair health. And while we may not know exactly why certain hair types are more sensitive to photobleaching, 23andMe scientists identified 48 genetic markers associated with the trait.
Scientific Details
For this analysis, we used survey responses and genetic data from more than 340,000 23andMe research participants of European descent. We identified 48 genetic markers that were associated with hair photobleaching. We used these markers together with non-genetic factors, specifically age and sex, to create a statistical model that predicts the likelihood of experiencing hair photobleaching. The full statistical model used to calculate your result (which includes genetics, age, and sex) has an AUC value of 0.61. For comparison, models including genetics alone or demographics alone (age and sex) have an AUC value of 0.58.
Read More:
Dario MF et al. (2015). “Effects of solar radiation on hair and photoprotection.” J Photochem Photobiol B. 153:240-6.
Furlotte NA et al. (2015). “23andMe White Paper 23-12: Estimating complex phenotype prevalence using predictive models.” 23andMe White Paper 23-12.
Lu Z et al. (2009). “Profiling the response of human hair follicles to ultraviolet radiation.” J Invest Dermatol 129(7):1790-804.
Santos Nogueira AC et al. (2004). “Hair color changes and protein damage caused by ultraviolet radiation.” J Photochem Photobiol B. 74(2-3):109-17.
Keep in mind that these results from 23andMe research are preliminary and are meant for informational purposes only. | 1,116 | 557 | {
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A woman wearing sunglasses and a white coat holds a child in her arms. The child is wearing a hat with ear flaps.
A young man stands on a rocky shoreline, gazing out at the vast expanse of water before him. The sky above is a clear blue with scattered clouds, and the sunlight reflects off the calm surface of the water. In the distance, small islands or landmasses can be seen, adding to the serene and expansive view.
The museum is housed in a traditional sod house, which was originally built by the Danish missionary Hans Egede in 1728. The museum itself was established in 1953 and has since been moved to its current location in 1960. It is open from May to September and admission is free. The museum's collection includes artifacts from the Viking Age, as well as items related to the history of Greenland and the Inuit people.
The Inuit Circumpolar Council (ICC) is an international organization representing the Inuit people of the Arctic. It was established in 1972 and has its headquarters in Nuuk, Greenland. The ICC works to protect the rights of Inuit peoples and promote their cultural identity. It also advocates for the conservation of the Arctic environment and the sustainable use of natural resources. The ICC has over 30 member organizations from across the Arctic region, including Canada, Greenland, Norway, Russia, and the United States. The ICC is a member of the Arctic Council, which is a forum for cooperation among the eight Arctic states and indigenous peoples.
The drumming is a way to connect with the land and the people, and it’s a way to honor the ancestors. It’s a way to connect with the spirit world and to communicate with the spirits. The drumming is a way to express gratitude and to show respect for the land and the people. It’s a way to honor the ancestors and to show appreciation for their teachings and wisdom. The drumming is a way to connect with the spirit world and to communicate with the spirits. It’s a way to express gratitude and to show respect for the land and the people. It’s a way to honor the ancestors and to show appreciation for their teachings and wisdom.
Sápmi
The image shows a close-up of a plant with a cluster of bright orange berries. The berries are round and appear to be grouped together, forming a small, dense fruit. The plant has a thin stem supporting the berries, and there are some green leaves visible in the background. The background is slightly out of focus, emphasizing the berries in the foreground.
A young girl is sitting on a rocky surface, smiling at the camera. In front of her are three buckets filled with wild berries. The buckets vary in size and color: one large white bucket, one medium-sized white bucket, and one small blue bucket. The berries appear to be a mix of red and orange hues, suggesting they might be a type of wild strawberry or similar fruit. The background shows a natural, outdoor setting with rocks and some greenery.
A woman is sitting on the ground in a grassy area, picking berries. She has a bucket filled with berries next to her. The background shows a body of water and some hills.
A child drives an ATV on a beach, with another child sitting in the back. In the background, there is a group of people gathered near a fire. The sky is overcast, and the water appears calm.
The sun rises over a snowy landscape, casting a warm glow over the scene.
Two young children sit on a sandy beach, one wearing a blue jacket and the other in an orange and gray jacket. They appear to be looking at something in the water below them.
A family enjoys a meal together, highlighting the importance of community and shared experiences in their lives.
Children playing on the beach at Cape Henlopen State Park, Delaware.
The aurora borealis, also known as the northern lights, is a natural light display in the night sky caused by the collision of charged particles from the sun with atoms and molecules in Earth's atmosphere. This phenomenon is most commonly observed in high-latitude regions such as the Arctic and Antarctic. The colors of the aurora can vary widely, including shades of green, red, blue, and purple, depending on the type of gas involved in the collision. The aurora is a stunning sight that has captivated humans for centuries and continues to be a subject of scientific study and public fascination.
firstname.lastname@example.org
The Arctic is a region of extreme cold and ice, with temperatures that can drop to -40°C (-40°F) or lower. The region is home to a unique ecosystem, including polar bears, walruses, and seals. The Arctic is also a critical area for climate change research, as it is one of the fastest-warming regions on Earth.
Sled dog team in Svalbard, Norway.
Icebergs on the shore of the Arctic Ocean, Svalbard, Norway.
The town of Uummannaq, Greenland.
Inukshuk overlooking the town of Tuktoyaktuk, Northwest Territories, Canada.
Sunset over the Arctic Ocean, taken from the deck of the RRS James Clark Ross. | 1,878 | 1,097 | {
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Built on what was once the site of an old medieval tower house, probably at the end of the 14th century, the Aguirre Palace is one of the buildings with the longest history in the municipality of Deba. Originally, it belonged to the lineage of the Ibarrazabal, who were related to the Aguirres and later formed part of the lineages of Arizmendi and Otaola, all of whom are present on the coat of arms of limestone masonry extracted from the mountains of the Basque Coast UNESCO Global Geopark.
It was the residence of Don Fernando de Aguirre, one of Philip II's secretaries, who was entrusted by the king with special responsibilities or commissions. In the palace, he attended to the manufacture and payment of arms intended for the Spanish soldiers and which were produced in several towns situated in Upper and Lower Deba as well as in some nearby towns in the province of Biscay and later exported from the port of Deba.
In 1861, the palace was purchased by Leopoldo Augusto Cueto, the Marquis of Valmar. It was at that time that the palace was graced with the presence of the most important political and cultural personages of the time and thus became a major focus of interest of the Spanish romantic and post-romantic movement. Personages such as his brother-in-law, Angel de Saavedra (Duke of Rivas), the Brothers Valeriano and Gustavo Adolfo Bécquer, and Juan Valera or Jose Zorrilla were just a few of the famous visitors who resided in or frequented the summer residence of the Marquis of Valmar.
Another interesting episode in the history of the Aguirre palace took place during the last Carlist War when, at the beginning of January 1875, the building was converted into Charles VII Royal Barracks.
For a few days, the palace was occupied by the pretender to the throne, Carlos Maria of Bourbon and East Austria. On the 6th of January, Don Carlos drew up a manifesto which has gone down in history as the "Manifesto de Deba" and which was signed in the drawing room that is known today as the "drawing room of mirrors". It was in this room that Don Carlos held a reception for the people of Deba and also celebrated the hand kissing ceremony.
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Bildbearbeitungsprogramme
Bildbearbeitung & Co
Clublokal, 06. September 2022
A series of photographs depicting a person carrying buckets on their shoulders, with water splashing around them. The images vary in color and lighting, showcasing different artistic interpretations of the same scene.
Marcel Dysli
Beni Glauser
A woman carries two buckets on her shoulders, splashing water as she walks across a flat, sandy landscape under a clear blue sky.
Barbara Graber
A woman carries buckets of water on her head, splashing water as she walks.
Daniel Gyger
A fisherman carries buckets of water on his shoulders, splashing water as he walks along the beach.
Richard Kunz
Lavender is a popular flower that is often used in perfumes and essential oils. It has a sweet, floral scent and is known for its calming properties. Lavender is also used in aromatherapy to help reduce stress and anxiety.
A woman carries two buckets of water on her shoulders, splashing water as she walks.
Fredy Nydegger
Raymond Sollberger
The water is not just a resource to be managed, but also a symbol of life and resilience. It is a constant reminder of our interconnectedness with nature and the importance of preserving its purity and availability for future generations.
As we continue to face the challenges of climate change and increasing water scarcity, it is crucial that we recognize the value of water and take action to protect it. This can be done through various means such as conserving water, reducing pollution, and promoting sustainable practices in agriculture and industry.
In conclusion, water is a precious resource that deserves our utmost attention and care. By recognizing its importance and taking steps to protect it, we can ensure a sustainable future for ourselves and the planet.
Florian Specker
A woman carries buckets of water on her head, symbolizing the daily struggle for clean water in many parts of the world.
Stephan Wondrak
A woman carrying two large sacks on her shoulders.
The salt fields of Vietnam are a unique and fascinating place to visit, offering a glimpse into the traditional way of life in this part of the world. The process of harvesting salt is both labor-intensive and beautiful, with workers carefully collecting the salt from the shallow pools and transporting it to the processing plants. The salt fields are located in the Mekong Delta region, which is known for its rich agricultural land and diverse wildlife. Visitors can take guided tours of the salt fields and learn about the history and culture of the area. The salt fields are also a popular spot for photography, with stunning views of the vast expanse of water and the dramatic sky. Overall, a visit to the salt fields of Vietnam is a must for anyone interested in experiencing the beauty and diversity of this fascinating country.
Jürg Schlichting
The water is flowing from the buckets, creating a dynamic and visually striking scene. The person appears to be carrying the buckets on their shoulders, suggesting they might be engaged in some form of labor or work that involves water. The background features a clear sky with some clouds, indicating a calm and serene environment. The overall composition of the image conveys a sense of movement and fluidity, with the water splashing out of the buckets adding a dramatic element to the scene. | 1,292 | 851 | {
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And, the only keys that work differently from the keyboard than they do from program memory are:
\[ \text{RTN}, \ A \ \text{thru} \ E, \ GTO, \ R/S \]
These instructions control program execution and should be studied carefully.
**Looking at a Program**
Earlier, you may recall, you learned that five functions/operations are accessible in two different ways. You can press \( 9 \ \frac{1}{x} \) or \( A \); \( f \ \sqrt{x} \) or \( B \); and so on. The five keys \( A \ \text{thru} \ E \) are used to control program execution. Each key is defined by the program it controls. Default programs for \( \frac{1}{x}, \ \sqrt{x}, \ y^x, \ \ln x, \ \text{and} \ \log x \) are automatically stored in program memory for these five keys when the calculator is switched ON. This is for your convenience when doing manual calculation, so that you can use these common functions and operations (indicated in white above the \( A \ \text{thru} \ E \) keys) by pressing one key instead of two; e.g., \( A \) instead of \( g \ \frac{1}{x} \). But the \( A \ \text{thru} \ E \) keys can be redefined by any program you choose. The short program you wrote in the introduction is an example of how this is done. You redefined the \( A \) key to calculate the cube of a number.
**Program Memory**
Now let’s use these default programs to find out a little more about the program memory of the HP-65. Switch the calculator OFF and then ON again. The \( A \ \text{thru} \ E \) keys are now defined by the default programs. Next, slide the mode switch to W/PRGM (write program). You should see the following display:
\[ 00 \ 00 \quad \text{Top of Memory Marker} \]
Whenever you see this display, you know that you are at the top of memory. The HP-65 program memory consists of 100 usable steps and a top of memory marker. The following drawing is a graphic representation of program memory. Notice that the top of memory marker does occupy a step (not one of your 100), but that no keys may be stored there. The other steps can store one and sometimes two keystrokes.
**Program Pointer**
When a program is run, the calculator executes each step sequentially downward by means of a program “pointer.” | 968 | 553 | {
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PHOTO BOOTH
PHOTO BOOTH
WOW!
BOOM!
POW!
BAM!
The 2019-2020 school year was a challenging one for many students, teachers, and parents alike. With the COVID-19 pandemic disrupting traditional learning environments, educators had to quickly adapt to new teaching methods and technologies. Despite these challenges, there were still many positive developments in education during this time.
One significant change was the increased use of online learning platforms. Many schools and districts turned to digital tools to continue providing educational opportunities to students who could not attend in-person classes. This shift towards remote learning allowed for greater flexibility in scheduling and access to resources, but also required additional training for both teachers and students.
Another notable development was the rise of personalized learning approaches. As technology became more integrated into classrooms, educators began to focus on tailoring instruction to meet individual student needs. This approach emphasizes individualized support and feedback, which can help students achieve their full potential.
In addition to these technological advancements, there was also an increased emphasis on social-emotional learning (SEL). With so much uncertainty surrounding the pandemic, it was important for schools to prioritize the mental health and well-being of their students. SEL programs aim to develop skills such as empathy, self-awareness, and conflict resolution, all of which are crucial for navigating life's challenges.
Overall, while the 2019-2020 school year presented numerous obstacles, it also showcased the resilience and adaptability of our education system. As we move forward, it will be essential to build upon these successes and continue innovating in order to provide the best possible learning experiences for all students.
The most important thing is to be honest and open with your partner about your feelings, needs, and boundaries. Communication is key in any relationship, so make sure to listen actively and respond thoughtfully. If you're struggling to express yourself, consider seeking help from a therapist or counselor who can provide guidance and support.
Remember, every relationship is unique, and what works for one couple may not work for another. It's essential to find what works best for you and your partner and to be willing to adapt and grow together.
YEAH!
Airplane with contrail | 987 | 639 | {
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**Portneuf River Water Trail**
**Beginner Floats**
**Concrete Channel Access Prohibited**
**Do's**
- Wear a personal flotation device
- Use sun protection
- Bring a water bottle
- Make a plan and tell someone what you are doing and where you are going
**Don't's**
- Walk in the river if the water is moving quickly and more than 2 feet deep
- Bring glass bottles on the river
- Bring electronic devices that are not waterproof
**Legend**
- Portneuf River and tributaries
- Railroads
- Streets
- Greenway trails
- Public land
- Idaho State University
- Downtown
- Public river access
- River rapids (Class I)
- Bridge
- Drinking fountain
- Public restroom
- Playground
- Picnic tables
- Covered pavilion
- Parking
- Golf course
**Beginner Floats**
**Beginner Skill Level**
Family friendly. These floats are located entirely within the flood control levees. One small rapid is located above Taysom Rotary Park.
**Taysom Rotary Park to Centennial & Rainey Parks**
Length: 0.6 miles
Recommended Craft: tubes, kayaks, canoes
**Cheyenne Bridge to Taysom Rotary Park or Centennial & Rainey Parks**
Length: 2.3 or 2.9 miles
Recommended Craft: tubes, kayaks, canoes
**River Flows North**
FLOW RATE
The size of rapids varies with river flow.
Float at your own risk.
| River flow (Cubic feet per second) | Float rate (Miles per hour) |
|-----------------------------------|-----------------------------|
| 50 | 0.25 - 0.5 |
| 100 | 1.5 - 2.5 |
| 250 | 2.0 - 3.0 |
*Text “13075500” to email@example.com for real time data on river flow.
*Float time will be faster with a paddle.
*The river is slower downstream of Taysom Rotary Park.
RESPECT PRIVATE PROPERTY
*The Portneuf River is open to the public, but much of the adjacent land is private property.
*You may only enter and exit the river from public land or at public rights of way next to bridges.
INTERMEDIATE FLOATS
Intermediate Skill Level
Maneuvering skills required. These floats have numerous small rapids as well as low overhanging branches.
Edson Fichter to Cheyenne Bridge
Length: 0.4 miles
Recommended Craft: tubes, kayaks, canoes
Portneuf Road to Edson Fichter
Length: 5.0 miles
Recommended Craft: kayaks, canoes
For more information visit: https://river.pocatello.us | 1,360 | 596 | {
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Dad’s Role in Supporting Breastfeeding
Be a learner. Learn all you can about breastfeeding before your baby is born. Help mom remember the things you learned. Remind her that she makes more milk by feeding more often. Discourage the use of water or formula supplements as this will decrease her milk supply. Check to see if she and the baby are positioned correctly. Help to make her comfortable. Bring her a glass of water or juice as she will be thirsty when breastfeeding. What a good father you are!
Be a coach. Mom needs encouragement at first so if things don’t get off to a good start, be positive. You’ll be a hero forever. Get help for mom if breastfeeding is not going well.
Be patient. It takes time to learn a new process. Don’t expect mom and baby to be able to master breastfeeding at first. Don’t be quick to offer a bottle of formula because mom is tired, you want to help, or you are worried how much the baby is really getting. Your intentions are good, but this causes mom’s milk supply to decrease. Instead, help mom and baby in other ways.
Your baby is getting enough breastmilk if he or she:
- has 3 or more stools each day (a stool after every feeding is ideal for the first month; then stooling may slow down),
- has 5 or more very wet diapers a day,
- is steadily gaining weight.
Be a protector. Protect mom and baby from being overwhelmed by visitors and well-meaning relatives. Protect her from people who may upset her. Protect mom and baby from anything in your life that is overwhelming or negative. That’s one reason dads are so important!
Be a helper. Giving birth is a major life event. Mom needs help getting back into the swing of things. Help with housework and cooking OR find someone who can help. Entertain and care for older children so mom can focus on the new baby.
Be a friend. Mom needs love and support more now than at any time in her life. Be there for her! Entertain her, comfort her, love her. She will think you are wonderful!
Be a father. Hold and love your new baby. Change his diaper, bathe him, play with him, take him for a walk, sing and talk to him. You are so special to your new baby. Look at how your baby’s face lights up when you come into the room!
Be a part of the breastfeeding process. Bring your baby to mom when he is hungry. Sometimes, sit and relax with mom and baby while mom breastfeeds. Tell them how much you love them. Tell mom what a good mother she is and what a wonderful thing she is doing for your child. Think about what a wonderful thing you are doing in supporting breastfeeding!
Be a breastfeeding advocate. Tell all your friends and relatives how wonderful breastfeeding is and how wonderful your wife is to care for your child in such a special way.
Be proud of your efforts. You are being a man. You are protecting and supporting mom and baby. How special you are! How loved you are! What a wonderful father you are!
Resource Numbers
Texas Lactation Support Hotline
1-800-514-MOMS
www.dshs.state.tx.us/wichd/bf/bf1.shtm
La Leche League Hotline
1-800-525-3243
www.lalecheleague.org
Family Health Services Information & Referral Line
1-800-422-2956
www.dshs.state.tx.us/mch/babylove.shtm
This institution is an equal-opportunity provider.
© 2006 Department of State Health Services, Nutrition Services Section. All rights reserved.
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Task 9a. What popular British sports can you see in the pictures? Describe them.
Task 9b. What other popular British sports do you know? The names of David Beckham, Lennox Lewis, Lewis Hamilton, Wayne Rooney are known all over the world. In what sports are they famous?
Task 10a. Learn the words in the box. Read the text.
soccer sporting event sailing athletics grass hockey horse-racing competition
The British are a sporting nation. Like everyone else they love football - in fact, they invented it. Most British towns and cities have a football team. Every year each team plays in the Association Football (or soccer) competition. There are plenty of amateur and professional soccer clubs all over Britain. The two best teams play in the Cup Final at Wembley Stadium in London. It’s one of the biggest sporting events of the year.
The main spectator sport in British life is horse-racing. The Derby is perhaps the most famous single sporting event in the whole world.
Cricket is a typically British game. It’s a summer game. Cricket is long and slow, but it can be exciting if you understand what is going on. To many Englishmen cricket is both a game and a standard of behaviour. If a man says “It’s not cricket”, it means that something is unfair. Today, the expression is used mostly by older generation or jokingly.
Tennis is another popular game in Britain. Every summer, in June, the biggest international tennis tournament takes place at Wimbledon, a suburb of London.
Many British people who live near the sea, a lake or a river enjoy sailing. They also like to play golf and grass hockey. Various forms of athletics such as running, jumping, swimming, boxing are also very popular. Winter is a good season of hunting and fishing.
Task 10b. Answer the questions.
1. What is another word for “football” in Britain?
2. Where does the Cup Final take place?
3. How is horse-racing called?
4. What is the typical English sport?
5. What other sports are popular in Britain?
Task 11. Listen to the people discussing their favourite sports to play and watch. Answer the questions.
1. What sport does he like to watch?
a) swimming
b) soccer
2. What sport does he like to play?
a) football
b) rugby and tennis
3. What is her favourite sport to watch?
a) ice-hockey
b) skiing
4. He doesn’t like ….
a) to talk about sports
b) to play badminton
5. When he was in England, he ….
a) played football
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C. The Not So Great Things About Credit
Even though credit benefits a lot of people, credit can also be harmful. Remember that everything you buy with credit has to be repaid with interest at some time in the future. That time in the future is specific, not just anytime you want to pay it back; there are deadlines. Not using credit correctly can cause a situation in which debts get too big and out of control.
**Overspending**—using more money than you should
**Bankruptcy**—a situation in which a person or business is legally declared as not able to pay back debts
**Forgiving**—cancelling all or some of the debt
**Credit report**—a summary of the person’s credit history, usually used to evaluate a person’s credit standing
Because you have to pay interest for using the money you borrowed, what you owe (your debts) could pile up faster than you can repay them. **Overspending** can put borrowers in a position where they can hardly keep up with the payments. When they don’t pay what they owe on time, it can result in a loss of valuable properties such as the house and the car. So if you use your credit card and you don’t pay the money back on time and in full, then you can get in big financial trouble. Failing to pay loans can destroy the borrower’s good reputation. There are many times when spending too much and managing credit poorly causes a breakdown in family relationships. In some countries, failure to pay back loans is punishable by jail time. In many countries, a person with unmanageable debt might be forced to declare **bankruptcy**.
Bankruptcy is when a person or a business is no longer able to repay the debt he or she owes. Bankruptcy offers an individual or a business a chance to start fresh by **forgiving** the debts that can’t be repaid. In the United States, bankruptcy can only be granted by a judge in a state or federal court; you have to go to court to get approval to declare bankruptcy.
Although bankruptcy wipes away most debts, declaring a bankruptcy has long lasting bad effects. Since bankruptcy will be reported in your **credit report**, it could keep you from getting new loans, or it may increase the interest rates that you will need to pay to get a loan. Filing a bankruptcy involves a complicated and expensive process which will take time away from school,
work, and family. Also, bankruptcy can interfere with getting a new or different job. Employers can investigate credit reports before making job offers. A bankruptcy on your credit report may push the employers to offer the job opportunities to other possible employees who have shown greater responsibility with managing their personal finances. | 1,042 | 553 | {
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Sometimes we can strengthen our new core beliefs more quickly if we practice new behaviors or make changes consistent with our new core beliefs. For example, Vic wanted to believe that he was acceptable, regardless of how well he did something. He noticed that he felt badly when he “failed” at something or didn’t do a task perfectly. It made sense to Vic that he should be able to feel acceptable about doing a task at work or home less than perfectly. However, he was not so sure he shouldn’t feel guilty and unacceptable whenever he exploded in anger at his wife, Judy. He did not want to behave in this way, and he knew that his anger was a problem, because his angry explosions were destructive to his marriage and his self-esteem. Vic knew that if he could positively change his angry behavior, he would begin to see himself as more acceptable. More importantly, he was certain that changing it would improve his relationship with Judy.
Vic set a goal to change his behavior when he was angry. He wanted to stay in control of his behavior and not use threatening behaviors or words. Instead, he wanted to stay connected with Judy and talk through disagreements in a respectful way. This meant that he wanted to listen more to Judy even when they disagreed, and also express his views assertively without putting her down. Because he tended to be perfectionistic, Vic learned to use rating scales to reduce his perfectionism. For example, his therapist taught Vic to rate his anger at work and at home on an “anger control” scale. The following scale shows how Vic rated his anger control in a conversation with Judy.
In the conversation, Vic became irritated and raised his voice several times. He even pounded the table with his fist once. But he did not criticize Judy, leave the house, or behave in any way she considered threatening. He stayed on topic and took one three-minute timeout to cool down when his anger started to feel out of control.
Before learning to rate his experiences, Vic would have judged the conversation as an anger control “failure,” because he was not perfectly in control all the time. Evaluating this experience as a “failure” would have discouraged Vic and perhaps added to his hopelessness about learning to control his angry behavior. Using the scale shifted Vic’s perspective. He was able to see that he was not a failure: He was 75% successful instead of 0% successful. Even though he was very angry, he did not explode, withdraw, or hurt Judy. He listened to what she had to say, and also talked to her about what was important to him. Even when his anger built up, he was able to return to the conversation after a three-minute timeout. For these reasons, he and Judy considered his efforts worthwhile, even though he showed less than perfect control. Recognizing his partial success showed Vic that he was making progress and helped him feel good about what he was doing well.
Rating your experiences on a scale may be equally helpful in your life. If you have changes you are trying to make, or experiences that you tend to discount or see as “failures” if they are not perfect, try rating them on a scale. See what difference it makes if you focus on the partial positive aspects of the experience, instead of looking solely at the negative aspects.
**REMINDERS**
Use a scale to rate experiences you tend to see in “all-or-nothing” or “success-or-failure” terms. Also use a scale to track your progress in changing a behavior or mood. Notice how it feels to look at the positive portion of the scale. Try to give yourself credit for any progress represented on the scale.
EXERCISE: Rating Behaviors on a Scale instead of in All-or-Nothing Terms
On Worksheet 12.8, identify some of your own behaviors related to your new core belief. For example, if you are trying to develop a new core belief that you are lovable, you might rate your social behavior or things you do that you think would make you lovable. If you are trying to develop a new core belief that “I am a worthwhile person,” you could focus on behaviors that you think demonstrate your worth. Choose behaviors that you tend to evaluate in all-or-nothing terms. For each scale, describe the situation and write what behavior you are rating. Notice how it feels to rate your behavior on a scale instead of evaluating yourself in all-or-nothing terms. After you have rated several behaviors on these scales, summarize what you have learned at the bottom of Worksheet 12.8. For example, Vic wrote, “I am acceptable even when I have partial successes, because these are steps in the right direction. My efforts to improve myself are a sign of acceptability, even though I am less than perfect.”
WORKSHEET 12.8. Rating Behaviors on a Scale
Situation:
Behavior I am rating:
0% 25% 50% 75% 100%
Situation:
Behavior I am rating:
0% 25% 50% 75% 100%
Situation:
Behavior I am rating:
0% 25% 50% 75% 100%
Situation:
Behavior I am rating:
0% 25% 50% 75% 100%
Situation:
Behavior I am rating:
0% 25% 50% 75% 100%
Situation:
Behavior I am rating:
0% 25% 50% 75% 100%
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March 24, 2012
Ref: A REQUEST OF FINANCIAL HELP TO BUILD A NURSERY SCHOOL IN MBAMBA-BAY, TANZANIA
Dear Sir/Madam
Hanga Abbey is an African Benedictine Missionary Community founded officially in 1957. It is located southern part of Tanzania – East Africa. The Abbey members live a family life of Priests and Brothers as Monks. At present there are 126 Monks. The Monks practice the Motto of: ORA et LABORA.”
Apart from living the life of Prayer, the monks are involved in social activities. Some of the activities are for the Abbey’s self-reliance and some are totally for service to people around the Abbey and elsewhere. The following are the major activities:
- The Abbey offers education through teaching and running schools such as: Pre and Primary school, two Secondary schools and a Vocational Training School.
- The Abbey through its farm, teach many people how to raise animals and cultivate crops as a basic activity for their self-reliance.
- The Abbey supplies domestic water to three big villages (to more than 12 thousand people).
- The Abbey also runs a dispensary which has 40 beds; it cares as well maternity cases and dental problems.
- The Monks of Hanga Abbey runs a Printing Press belongs to the Episcopal Conference of Tanzania in Tabora Region, it is in mid-west of the country.
Looking back to all these services, the Monks of Hanga Abbey have been invited to different places in the country and outside, so that they perform such services for them. The Mbamba-Bay people being among those asking the Abbey Monks to help them, at first, they offered to Hanga Abbey a beautiful piece of beach land. The offer was accompanied with a request to build a Nursery School for their small children. The area has a Primary School but no Nursery School whereby children can get the first exposure of modern education. Having no Nursery School, that means, the children just start the primary education for the first time when they are 6-7 years old.
Things needed for the Nursery School are: two classrooms with teachers’ office, a dinning room, kitchen with its store; water reservoir and toilets for the students and for the staff. The children will also need a prepared recreational area.
After the above explanations, I humbly take the opportunity to extend the above mention request to you for your kind consideration so that you help us help the children in need of a Nursery school in Mbamba-Bay.
Enclosed, pleased find a copy with the list and costs for the items needed for building of the Nursery School.
Thanking you in advance,
Br. Kizito Ndunguru, O.S.B.
Project Coordinator
This project has been endorsed by the Abbot of Hanga Abbey,
Abbot Thadei Mhagama, O.S.B.
ST. MAURUS’ ABBEY HANGA
P.o. BOX 217, Songea, Tanzania, East Africa
Tel/Fax 00255 252 600997 | 1,238 | 635 | {
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Story #260 (Tape #8, Summer 1970) Narrator: Ibrahim Gürsoy
Location: Çamlıdere, a kaza of Ankara Province
Date: July 1970
The Carpenter and the Silversmith
(Narrator: What can we tell you? We are not educated, and if we do know a few things, we cannot remember what it was.
Ahmet Uysal: We do not want anything from educated people.
There were also other passing comments not caught in translation.)
Once there was and once there was not, once there were a silversmith and a carpenter in the city [sic] of Azerbaijan. These two were on very good terms and visited each other informally. But one day a drought started in their city and life became very difficult. They wondered where they could go and finally decided to go to the land of Rum [Anatolia]. These two men knew Bible knowledge. They dressed as Rum people [i.e., as Christian Greeks].
The carpenter made idols of wood which the silversmith decorated with metal. They sold these and set up a business in these things.
In Istanbul they went to the church of Aya Sofia and there saw an idol made of gold. It was a magnificently beautiful idol. They wondered how they could steal that idol. They thought it would be good capital for them. They tried to find a way of stealing it. They worked day and night in a spiritual state of mind - i.e., worked hard to look spiritual. The (other) priests who saw them there had great respect for them. One day the Kaiser, the Byzantine Emperor, gave a banquet on the Çirpici Çayırı.* The banquet was to last for three days. The priests came and told the silversmith and the carpenter of this banquet and invited them to go there
*Çirpici Çayırı -- grassy meadow, literally, is a park along the Golden Horn, a fashionable place for holiday promenading.
They said that they would have nothing to do with the Emperor's banquet. Their only object was to worship in the church and to reach God. The other priests took leave of them and went to the banquet while they remained in the church. When everyone was gone, the silversmith and the carpenter stole the idol and took it and buried it somewhere and later returned to the church and kept at their usual work and worship. When the priests returned from the banquet three days later, they saw that the idol was missing. They said, "Our idol is missing. I wonder where it has gone?"
The two friends said to the priest, "You have forgotten your spiritual duties and have gone to take pleasure and so the idol took leave of you. We believe that one day it will return in great anger. When it does return, nobody will be able to stand its fury, and so we do not want to stay here longer. We fear the anger of the idol."
They left the church. Then they dug up the idol and took it. Finally one day they reached Azerbaijan. They agreed to store the golden idol in the shop of the silversmith and then come there and cut off a piece of it whenever they needed money. But the silversmith, in whose shop the was being kept, thought to himself, "This idol was not given me after being weighed. I can tell the carpenter one day that it is finished."
The carpenter came one day after that and said, "Let us sell some more of that golden idol. I have run out of money."
"The idol is finished," said the silversmith.
The carpenter knew that the silversmith was lying and that the was not used up. But he said, "Well, let us hope God will give us another one," and left the shop. The carpenter was thinking of a plan to get even with the silversmith. He went into the forest and caught two bear cubs.
He had a deep cellar dug in his back yard. He built a statue exactly in the likeness of the silversmith and put it against the wall in the bottom of the cellar and tied the bear cubs near by. He trained the bear cubs to come and get their food from where the statue was. He then hid the bear cubs in a room and, just like old times, he invited the silversmith to his house. As they were on very familiar terms, the silversmith brought along his two children. They ate and drank together, and then the silversmith said, "I must go to my shop. See that my children get home safely."
"All right," said the carpenter.
When the silversmith had gone, the carpenter hid the children in a room--locked them in. When the silversmith reached home, he waited for his children, but they had not come. He went out and began to walk toward the carpenter's house hoping to meet the children on the way. When he could not find them, he wondered if they had taken a different road, and so he returned by way of another road. He was very angry with his carpenter friend, who had not kept his word. The children were lost. He went to the court and sued the carpenter.
The judge said to the carpenter, "What did you do with this man's children?"
The carpenter explained "Sir, his two children were turned into bear cubs and they are at home in my house. Such things do happen.
The judge said, "I am surprised. How can human beings turn into animals? Let me go and take a look
[One sentence unintelligible at this point]
The judge and the two men went to look at the bear cubs. When the cubs saw the silversmith, they ran to him. "It is amazing! They ran to none of us but to the silversmith. There must be your children," the carpenter said to the silversmith.
The judge gave the verdict: "Death for the silversmith [or, the case is ended]. They are your children."
After the judge had gone, the silversmith begged the carpenter, "Please do not ridicule me before the public in this way. The idol is with me, intact. Return my children and you may have the idol as it is.
He went and brought the idol and took the children back to the carpenter. | 1,865 | 1,327 | {
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(一) Heat (共25分)
1. **Heat flow** is the rate of heat energy transfer through a given surface, per unit surface and per unit second. What is the relationship between heat flow, temperature, and thermal conductivity? (10分)
2. Along a metal bar, the temperature is $T(x) = x^2$ at distance $x$ in cm along the bar, and that the heat flow is 100 J/s at $x = 200$ cm, what is the constant of proportionality. (15分)
(二) Rotation (共25分)
1. What is parallel axis theorem? (10分)
2. 若地球對自轉軸的轉動慣量為$kMR^2$, 其中$M$為地球質量、$R$為地球半徑。由於潮汐對海岸的摩擦作用，地球自轉的速度逐漸減小，每1000萬年周期增加400秒，求潮汐對地球的平均力矩多大？(8分) 地球動能的減小相當於摩擦消耗多大的功率？(7分)
(三) Simple harmonic motion and friction (共25分)
A block of mass $m$ rests on an incline which makes an angle $\theta$ with the horizontal plane (see the right figure). There is friction between the block and the surface. The static friction coefficient $\mu_s$ is larger than the kinetic friction coefficient, $\mu_k$. The block is attached to a “massless” spring of spring constant $k$. In the absence of any forces on the spring, its (relaxed) length would be $l$.
(1) We pull on the block and extend the spring till its length is $l+x$. What is the maximum extension, $x_{\text{max}}$, of the spring for which the block will remain stationary when released? (5分)
(2) In this position, show a free body diagram for the block. Indicated all forces that act on the block and give their magnitude. (5分)
In the following three questions, use the symbol $x_{\text{max}}$.
(3) In this position, the block is then gently touched at time $t=0$. It starts moving. For what value of $x$ will the block reach its maximum speed? (5分)
(4) As the block moves, the spring will get shorter. At some point in time, $t_1$, the extension is $x$. How much work was done by (i) gravity, (ii) the spring force, and (iii) by the friction between $t=0$ and $t_1$. (5分)
(5) As the block moves up-hill, the spring gets shorter. What is a necessary requirement for the spring to become at least as short as its relaxed length $l$? (5分)
(四) Magnetic field (共25分)
1. What is Biot-Savart law (10分)
2. Two wires, both of length $L$, are formed into a circle and a square, and each carries current $i$. Show that the square produces a greater magnetic field at its center than the circle produces at its center. (15分) | 997 | 697 | {
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Conserving Alberta’s Wetlands
Good for my land, good for my business
Revolving Land Purchase Program
The Revolving Land Purchase (RLP) program enables Ducks Unlimited Canada (DUC) to have a greater impact on the landscape by stretching dollars earmarked for conservation further. Through this program, DUC purchases a piece of land, restores its wetlands and grasslands, and then makes it available to potential land buyers on the real estate market after placing a conservation easement (CE) on the title. The RLP program is an ideal fit and opportunity for cattlemen.
Finding the right land for RLP
Science helps DUC select land properties that are the right fit for the RLP program. The most desirable properties are within high capability waterfowl production areas that are offered for sale. Land that is the best fit for the program contains existing wetlands and uplands and presents opportunities for further restoration work as a result of past drainage practices.
Existing DUC-owned land that no longer fits within DUC’s retention criteria (e.g. low wetland density, proximity to areas of high breeding waterfowl populations, and/or the quality of habitat and cost of maintaining the habitat) are also sold under the RLP program. Proceeds from these land sales go back into DUC programs, including the RLP program, to fund further conservation work.
Conservation Easements
A conservation easement (CE) on a property is a legal agreement between DUC and the landowner that ensures restored and existing wetland habitat remains intact. A CE protects the land’s natural features and supports the growth of native plants and wildlife. In short, the intent of a CE is to keep the land in perennial cover suitable for waterfowl nesting in perpetuity.
A CE agreement allows for compatible agricultural land uses such as haying and grazing.
Under the terms of the agreement, the landowner commits to conserving the natural integrity of the site by limiting the amount and type of development that can occur on it. Breaking, cultivating or converting wetlands or uplands for alternative uses are not permitted.
Partners in the field
DUC has wetland conservation and restoration programs designed to benefit all landowners, whether your interests are in cattle, crops, grazing or recreational use. A conversation with a DUC conservation specialist can open the door to ideas and incentives that can make your land more productive, sustainable and diverse for generations to come.
Let’s talk
For more information about wetland conservation and restoration, contact:
1 866 479 3825
www.ducks.ca | 1,087 | 526 | {
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Equivalent fractions represent the same portion of a whole.
For example, if I have half a pizza, I would have eaten the same amount if I said:
\[
\frac{1}{2} \quad \text{or} \quad \frac{2}{4} \quad \text{or} \quad \frac{4}{8}
\]
All these fractions are equivalent because they represent the same amount!
A nice way to remember and represent equivalent fractions is a fraction wall:
Here, we can see that:
\[
\frac{1}{2} \times 2 = \frac{2}{4} \quad \frac{1}{2} \times 3 = \frac{3}{6} \quad \frac{1}{3} \times 4 = \frac{4}{12}
\]
To work out an equivalent fraction we need to apply the same calculation to the numerator and the denominator. We either multiply or divide:
\[
\frac{1}{3} \times 2 = \frac{2}{6} \quad \frac{5}{10} \div 5 = \frac{1}{2}
\]
To simplify a fraction is to express it in its simplest form. When we simplify fractions, we find an equivalent fraction by dividing the numerator and denominator by a common factor of the two.
To leave the fraction in its simplest form, we divide using the highest common factor between the numerator and the denominator.
For example if we wanted to simplify \(\frac{9}{27}\) we would have to think of the common factors of 9 and 27.
The common factors (numbers we can divide 9 and 27 by) are 1, 3 and 9.
Their highest common factor is 9. So we divide the numerator and denominator by 9.
\[
\frac{9}{27} \div 9 = \frac{1}{3}
\]
If we look at the filled lines of this bar diagram we can see the fraction \(\frac{1}{3}\) being represented. If, instead, we also take the dashed lines into account, we can see the fraction \(\frac{9}{27}\) being represented!
\(\frac{9}{27}\) and \(\frac{1}{3}\) are equivalent fractions because they represent the same portion, but \(\frac{1}{3}\) is the simplest way of expressing that portion!
Let's see this in action...
There were 32 chocolates squares in a chocolate bar. I shared some of it with my friends and now there are only 20 chocolate squares left. What is this portion in its simplest form?
The fraction representing the amount of chocolate left is \(\frac{20}{32}\).
To simplify, we need to find the highest common factor of 20 and 32.
20 and 32 can be divided by 2 and 4. The highest factor is 4, so we need to divide the numerator and denominator by 4 to find the simplest form.
\[
\frac{20}{32} \div 4 = \frac{5}{8}
\]
We can see that this is correct by looking at our diagram, because there are 5 of the 8 columns of chocolate left!
⚠️ Watch out!
Make sure you remember to apply the same calculation to both the numerator and the denominator, otherwise the fractions will not be equal!
\[
\frac{3}{7} \neq \frac{3}{21} \quad \frac{3}{7} \times 3 = \frac{9}{21}
\]
Let's take a look at a different example:
Sophia is trying to find a fraction that is equivalent to \(\frac{5}{7}\).
Which of the following fractions is equivalent to her fraction?
\[
\frac{15}{21}, \quad \frac{20}{30}, \quad \frac{21}{28}, \quad \frac{12}{28}, \quad \frac{25}{45}
\]
We need to find a fraction that is equivalent to \(\frac{5}{7}\). It will not be a simplified fraction, because \(\frac{5}{7}\) is already the simplest form to express this amount.
We need to form another fraction by multiplying the numerator and denominator of \(\frac{5}{7}\). Remember, in order for the fraction to be equivalent, the numerator and denominator must be multiplied by the same number!
\[
\frac{5}{7} \times 3 = \frac{15}{21}
\]
\(\frac{15}{21}\) is the only answer that is equivalent to \(\frac{5}{7}\) and is therefore Sophia's correct answer.
💡 Tips!
- To work out equivalent fractions, multiply or divide the numerator and denominator by the same number.
- Use fraction walls to help you work out and memorise some equivalent fractions.
- Simplify a fraction by finding the highest common factor of the numerator and denominator. | 1,727 | 1,046 | {
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We are excited to fall into learning and end 2024 with a Bang! The next few months are going to go by so fast and before we know it, we will be ushering in a new year! We are so excited to have Ms. Alycia and Ms. Jessie as co-leads for a fresh start to the Mustangs classroom! With that being said, let’s talk about all the fun learning we will have this year!
One of our main goals in the Mustang classroom is getting your child ready for the Pre-K class! In the next few months, we be encourage your child to be more independent from going potty on his/her own, practice using scissors, proper hand-washing skills, and assigning classroom jobs! We will continue to practice tracing and memorizing his/her name in hopes that he/she needs minimal help by the end of year.
Our curriculum for the rest of the year is going to be FALL-tastic, starting with our Back-To-School unit! As we start to welcome new friends, we will talk about ourselves: our school, our classroom and our friends. When we learn about our friends, we will learn how important it is that every friend reacts differently to social interactions. We will continue to discuss how using manners with friends, family and teachers can be helpful but most importantly kind! We will also learn how to express ourselves in a positive way by helping our students recognize their emotions and use their words to communicate their feelings in a respectful way. We will focus on the importance of social and emotional development by helping them regulate their emotions with their peers and prepare for kindergarten!
In the Mustangs classroom we practice teamwork between friends and teachers, just like when we learn about our community helpers! We will be discovering new facts about community helpers, like police and firefighters. We will learn how to dial 9-1-1 when we have an emergency and learn how to stop, drop and roll. We will discuss fire safety and stranger danger to make sure our students know how to stay safe, who to tell and how to respond. We will talk about how strangers are someone we don’t know but also that there are “safe strangers” like teachers, doctors or police. We will ensure your child is knowledgeable and prepared for any situations if they were to occur.
If there’s any reason to celebrate, it’s the holidays! RHA will have their annual Halloween parade, where your child can wear his/her own Halloween costumes to show the entire school! For our Halloween STEAM group activity, we will be making “not so spooky ghosts”, where we will combine a baking soda filled balloon to a water bottle filled with vinegar and watch our ghosts grow from the chemical reaction. As the weather cools down, we will learn about how the weather correlates with the seasons and discuss the holidays that follow, like Thanksgiving and Christmas. Holiday traditions are so special that they have either been passed on from generation to generation or families have made their own! Be prepared to gather your family recipes and traditions for your kiddos to share with the class. We will also discover other holidays and traditions from Around the world to learn about the importance of diversity!
These next few months will be full of excitement all while your child is still learning about their colors, shapes and numbers every week. We can’t wait to continue to watch them learn and develop as we take on the rest of the year! | 1,153 | 685 | {
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SLHAP: Simultaneous Learning of Hierarchy and Primitives
Anahita Mohseni-Kabir, Changshuo Li, Victoria Wu, Daniel Miller, Benjamin Hylak, Sonia Chernova, Dmitry Berenson, Candace Sidner, and Charles Rich
Worcester Polytechnic Institute
100 Institute Rd, Worcester, MA 01609
firstname.lastname@example.org
In robot learning from demonstration (LfD), a human teaches a robot how to perform a task by executing the task himself. In a simple task such as the tire rotation shown in the accompanying video,\footnote{https://youtu.be/GXjoybXFD70} this involves learning at two levels: the robot needs to learn the motion primitives and also how these primitives are combined into a hierarchy of steps to achieve the complete task. These two kinds of LfD have traditionally been studied separately. The contribution of this work is a novel human-robot interaction paradigm, called SLHAP (for simultaneous learning of hierarchy and primitives), in which these two kinds of LfD are interleaved in a way that is natural for a human teacher.
We have implemented a SLHAP proof of concept system in which an autonomous robot learns from a human teacher through a mixture of narration, in which the human speaks the name of a primitive when he executes it, and dialogue, in which the human answers the robot’s questions about how to group primitives into subtasks. The human’s motions are also tracked using a Vicon motion capture system.
**Learning Task Hierarchy**
The robot uses the techniques described in [2] to interactively learn a hierarchical task network (HTN) for a simple form of tire rotation. The robot asks the human questions based on two heuristics that group actions that (1) use the same object, e.g., picking up and then hanging a tire, or (2) are repeated on multiple objects of the same type, e.g., unscrewing the nuts on three studs of a hub. The human is also asked to provide a name for each new subtask, so that it can be used later in the interaction.
**Learning Primitives**
Learning task primitives is a two-step process. First, the section of motion data corresponding to each primitive action is identified using the techniques described in [3]. Second, the task space region (TSR) motion planning constraints defining each primitive action are learned from the motion data using the techniques described in [1].
In the first learning step, the human narrations provide a very rough estimate of the beginning and end of each primitive action, which is then refined using motif-based pattern recognition. The most representative instance of each type of primitive action is passed to the TSR learning step.
Learning the TSR constraints for a primitive is more powerful than learning an abstracted motion trajectory, because the TSR constraints allows the action to be used in more varied contexts, such as with different obstacles.
**Limitations of Proof of Concept System**
- Speech recognition and understanding is not general-purpose: we use a push-to-talk button operated off-screen and a predefined grammar for the human utterances.
- Movement of the robot base is not autonomous; base is controlled by offscreen joystick.
- Learning primitives is not real-time; the primitives that the robot executed in the video were previously learned offline from similar motion capture data in which each primitive was demonstrated in isolation.
- Four (of eight total) primitive action types were not learned by demonstration; however, these actions (picking up and putting down a tire or a nut) do not need TSR learning, because they are only constrained at their endpoints.
This work is supported in part by the Office of Naval Research under grant N00014-13-1-0735.
**References**
[1] Changshuo Li and Dmitry Berenson. “Learning Object Orientation Constraints and Guiding Constraints for Narrow Passages from One Demonstration”. In: Int. Symp. on Experimental Robotics. 2016.
[2] Anahita Mohseni-Kabir et al. “Interactive Hierarchical Task Learning from a Single Demonstration”. In: Proc. ACM/IEEE Int. Conf. on Human-Robot Interaction. 2015.
[3] Anahita Mohseni-Kabir et al. “What’s in a Primitive? Identifying Reusable Motion Trajectories in Narrated Demonstrations”. In: IEEE Int. Symp. on Robot and Human Interactive Communication. 2016. | 1,927 | 912 | {
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Pele’s Hair and Reticulite
On the Big Island of Hawaii, Kilauea is generally rated as the most active volcano on Earth. Its individual vents vary in their status, but notable of recent was Pu’u O’o which produced basaltic lava continuously between 1983 and 2018. Its various fountaining phases were remarkable for their production of large amounts of Pele’s Hair. These delicate strands of basaltic glass are drawn out by the wind from airborne droplets of very liquid lava ejected during a mildly explosive fountaining eruption.
A walk across the Kau Desert, on the southern slopes of Kilauea, revealed, in 1989, huge amounts of Pele’s Hair, which had survived in the desert conditions, probably from phases of the fountaining events during 1986. Most of this could be described as fine needles better than as hair, but the golden lustre made the piles of needles caught in the grooves of ropey lava truly impressive.
In the following year, 1990, a group on a field trip to Hawaii stopped on the Chain of Craters Road where it crosses spectacular lavas with adjacent pahoehoe and aa flows both then less than 18 years old. Close inspection of the ground revealed yet again unusual quantities of Pele’s Hair, probably from the same 1986 eruption. Much of this was in its typically very fine form that is truly hair-like, and some strands were half a metre long.
ABOVE: Golden needles and fibres of Pele’s Hair on the young pahoehoe lava in the Kau Desert.
ABOVE LEFT: The well-known site with fresh pahoehoe and aa lavas that was also the prime reticulite locality beside the Chain of Craters Road.
LEFT: Pele’s Hair, including some with droplets of black glass drawn out into golden fibres, and the scale given by the type-written label.
Then along with the Pele’s Hair, some of the group found fragments of reticulite. This is a foam of volcanic glass that solidified in mid-air before its contained gases had escaped. And within the brief interlude of solidification, most of the very thin walls between the vesicles had collapsed, leaving only filaments of glass along the triple junctions between bubbles. The end result is a rigid 3-D lattice of glass fibres with a bulk porosity of about 98%, giving it the lowest density of any rock. It is extremely fragile, is easily crushed in the fingers, and would not survive intact for long on the windswept slopes of Kilauea.
A few small samples were collected and preserved in the usual film canisters. Then back home in Nottingham, using microscopes in his hospital laboratory, one piece of reticulite was photographed, at great magnification and with great difficulty, by Phil Small, who is sadly no longer with us. Phil’s splendid photographs have a certain rarity value, and show an extreme example of what nature can produce with basaltic glass.
Tony Waltham (www.geophotos.co.uk)
A shorter version of this report appeared in Mercian Geologist, v.19, pp.74–75, 2017. | 1,246 | 671 | {
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Characteristics of the Matavén River Basin
The Matavén River, located in Vichada Department, is a small tributary of the Orinoco that originates in the low plain forests of the transitional Amazon biome and stretches 630 km in length. It is the least transformed of all sub-basins with only 1,173 ha (1%) of the basin impacted by human activities. The Matavén basin is dominated by tropical rainforests, but also includes other ecosystem types such as flooded forests and flooded savannas. The main threat to the basin is growing exploitation of natural resources through activities such as hunting and overfishing.
The Matavén has the best health in the Orinoco
The Matavén River Basin received an overall A grade (87%), the highest of all the sub-basins within the Colombian portion of Orinoco River Basin. Of the eight indicators assessed, all were excellent (>80%) except for human nutrition (53%) which despite its moderate score was still the best score for this indicator in the Orinoco River Basin. Perfect scores were achieved for risk to water quality, water supply and demand, natural land cover, and mining in sensitive ecosystems. Though this basin receives exceptional grades, there are major data gaps need to be filled. Currently IDEAM’s National Network Monitoring has not water quality monitoring sites for the river. Additionally, no biodiversity data was available for this version of the report card, making this is a priority area of research for future report cards.
What do the scores mean?
- **A**: 80–100%
- **B**: 60–80%
- **C**: 40–60%
- **D**: 20–40%
- **F**: 0–20%
- **no data**
Matavén communities establish Jungle Reserve to safeguard their future
The expansive Matavén Jungle Indigenous Reserve covers 1,051,320 ha and is mostly inhabited by indigenous people from the Cubeo, Curripaco, Piapoco, Piaroa, Puinave, and Sikuani ethnic groups. The livelihoods of the indigenous peoples of this reserve are subsistence hunting and fishing as well as gathering plants for medicine. Since they rely on the jungle for these resources, they are working hard to protect it.
In 2003, these groups came together to form the Matavén Jungle Indigenous Reserve, where they joined together their individual reserves to safeguard their culture and traditions, and to protect the “Heart of Health” of the Matavén Jungle. In addition to joining their reserves, they formed a legal organization (ACATISEMA), to represent them as they work with external organizations to protect the biodiversity of this region.
The Matavén sub-basin supports many species like jaguars.
A need to know more
The extensive biological diversity found in the basin demands significant investments in biodiversity assessments and monitoring to supplement important yet fragmented biodiversity records. Additionally, information is needed on the state of river-related cultural values, and water quality data in order to include these indicators in subsequent report cards.
VALUES
- BIODIVERSITY
- WATER
- PEOPLE & CULTURE
FUTURE INDICATORS
- MAMMAL RICHNESS
- FLORA RICHNESS
- FISH RICHNESS
- RIVER DOLPHINS
- WATER QUALITY INDEX
- INDIGENOUS AREAS | 1,485 | 694 | {
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What is X-CGD?
X-linked Chronic Granulomatous Disease
A rare and life-threatening inherited immune disorder
X-CGD is caused by a change or mutation in the CYBB gene, which provides instructions for making a protein that helps some immune system cells to function normally.
White blood cells called phagocytes target, eat and kill foreign invaders such as bacteria and fungi.
X-CGD prevents the production of a chemical needed to attack these invaders, leading to increased risk of bacterial and fungal infections.
How is X-CGD inherited?
X-linked recessive inheritance
X-CGD is inherited in an X-linked pattern, which means that X-CGD usually only affects boys.
Carriers of the mutation have sometimes been shown to have mild symptoms, similar to those of X-CGD.
Approximately between 1 in every 100,000–400,000 baby boys born will have X-CGD.
How does X-CGD affect the body?
Boys with X-CGD are vulnerable to infection and excessive inflammation. Some may develop masses of immune cells (granulomas) that form at sites of infection or inflammation.
Symptoms may include:
- Frequent & difficult to treat lung infections (e.g. pneumonia)
- Inflammatory bowel disease (digestive problems, stomach pain, diarrhea)
- Inflammation of genitourinary tract (kidneys and bladder)
- Skin infections (e.g. skin abscesses)
- Liver and/or brain abscesses
For more information about X-CGD and its management, please consult your healthcare provider.
**Useful terms**
**Genes**
Small sections of DNA that contain the instructions for individual characteristics, like eye and hair colour, and how to make proteins, the functional building blocks of the cell. Proteins are responsible for making sure that the cells in the body function properly.
**CYBB gene**
A small section of DNA that provides instructions to make a protein that helps some immune system cells to function normally.
**Mutation**
A change in the structure of a gene or group of genes. Such changes can be passed on from parent to child. Many mutations cause no harm but others can cause genetic disorders, such as X-CGD.
**Phagocytes**
Cells that protect the body by ingesting harmful foreign invaders, like bacteria and fungi and dead or dying cells.
**Immune disorder**
A dysfunction of the immune system.
**Granulomas**
Masses of immune cells that form at sites of infection or inflammation.
**Infection**
The invasion and multiplication of microorganisms, such as bacteria, viruses and fungi, which may cause symptoms or harmful effects within the body.
**Immune system**
Defends the body against foreign invaders, such as bacteria, viruses and fungi.
**X-linked recessive inheritance**
A form of inheritance where the disease usually affects only males.
**White blood cells (lymphocytes/leukocytes)**
A type of blood cell that plays an important role in the immune system’s response to infection. White blood cells are formed in the bone marrow.
---
**References**
- van den Berg et al., PLoS One. 2009;4(4):e5234
- Genetics Home Reference [Internet]. Bethesda (MD): The Library Published: April 19, 2021. Available from https://ghr.nlm.nih.gov/primer/inheritance/inheritancepatterns
orchard-tx.eu
CGD-GLB-001-EMA
May 2021 | 1,556 | 707 | {
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Course Description
Grades: 10-12
Prerequisite: Pass Earth Science or Agriculture Earth Science with a B or better. Must be currently enrolled in Interated Math 1 or above. Freshmen may enroll in Biology with written permission from their 8th grade science instructor.
The student will explore the basics of life on earth from a cellular level to a study of complex living systems. Topics covered include: cell physiology, metabolism, photosynthesis, genetics, evolution, plant and animal taxonomy, plant and animal physiology, and ecology. Laboratory work, including dissections, will be an intricate part of the course. This is a college preparatory class that meets Sutter High’s science requirement. This course meets at least one of the California State University and University of California “A-G” requirements.
Course Objectives
Biology is a general science class dealing with the study of living things. This yearlong laboratory course covers important aspects and principles of cell structure and function, genetics, evolution, organic diversity, ecology, physiology and botany.
Contact Me
Mrs. Ernst
Phone: (530) 822-5161 ext. 232
Email: email@example.com
https://www.sutterhuskies.com/
Grade Weighting
| Category | Weight |
|-------------------|--------|
| Quiz | 25 % |
| Test, Research Paper, Binders | 35 % |
| Assignments | 5 % |
| Lab | 25 % |
| Attendance | 10 % |
*Official grade will be posted in Aeries.*
“All our dreams can come true, if we have the courage to pursue them.” – Walt Disney.
**Hints for Success**
* Always take notes. There is too much material to catch up on if you get too far behind.
* Get notes from Mrs. Ernst or a classmate if you are absent.
* Watch the videos, study vocabulary words, read the chapters, and use the helpful links on website.
* Try not to miss labs they are difficult to make up.
* Improve your test taking skills.
* Pay attention during lecture and review.
* Have a good attitude, work hard, and you will learn a lot and have fun!
**Units Covered:**
**Fall Semester:**
- Unit 1: The Study of Life
- Unit 2: The Cell
- Unit 3: Genetics
- Unit 4: History and Biological Diversity
**Spring Semester:**
- Unit 5: The Diversity of Life
- Unit 6: Ecology
- Unit 7: The Human Body
**Rules and Work Policy**
- Work will be distributed daily and is expected to be completed by the designated due date.
- Late homework and daily assignments will not be accepted and will receive a grade of zero.
- Lab reports and projects will receive a 10% deduction for each overdue day.
- If a student is absent they will have an equal number of days to make up works as days missed.
- If student is absent for a test or quiz, but present for the test/quiz review they will take the test when they return to class, unless prior arrangements are made.
- Any form of plagiarism or cheating will result in 0 points for the assignment. This includes giving someone else your work or using someones work.
- Detentions will be before school, after school, or during lunch.
**Student Expectations**
The course requires commitment and daily effort as in the traditional classroom setting. Students are expected to:
- Come to class prepared with binder, textbook, pen and paper.
- Not talk while the teacher and/or classmates are talking.
- Conduct themselves according to classroom and safety rules during labs.
- Follow ALL classroom expectations including being in their assigned seat when the bell rings, not leaving class until dismissed by the teacher, and not consuming food and beverages during class (with the exception of water).
**Teacher Communication**
Daily agendas will be posted at the beginning of class each day. You will also be communicated with regularly through class time and Google Classroom announcements. You will participate with classmates through in class discussions, lab activities, projects, and assignments. Communication is used best to collaborate about questions, projects, and develop content related skills both in and out of the classroom. | 1,873 | 878 | {
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SEABIRDS
FACT FILE
For Kids
What is a seabird?
There are nearly 350 species of seabird.
Most seabird species nest in colonies.
Seabirds, or marine birds, are birds that have adapted to life in a marine environment.
Seabirds eat fish, squid and crustaceans.
The first seabirds evolved around 100 million years ago!
YELKOUAN SHEARWATERS
Feed at sea during the day and return back to cliffs to breed/look after their young at night.
Found around the Mediterranean
They only lay one egg per year
30-38cm long
76-89cm wingspan
Conservation status: Vulnerable
BALEARIC SHEARWATERS
Similar to Yelkouan Shearwaters, feed at sea during the day and go back to the cliffs at night.
Found mostly on islands and coastal cliffs of the Balearic Islands.
33cm long
85-90cm wingspan
Conservation status: Critically Endangered
Scopoli's Shearwaters
Found on islands across the Mediterranean. The largest colony is on the rocky island of Zembra, off the coast of Tunisia.
They mainly eat small fish, but also cephalopods and crustaceans.
45-52cm in length
112-122cm wingspan
Conservation status: Least Concern
Found on islands off the Atlantic and Mediterranean coasts of Europe. Here in Malta, the islet of Filfla has the biggest colony in the Mediterranean.
Feed on small fish, squid, crustaceans and jellyfish.
14-18cm in length
36-39cm wingspan
Conservation status: Least Concern
**THREATS**
- **Plastic Pollution**
- Microplastics can bioaccumulate in the bodies of the seabirds.
- **Light and Noise Pollution**
- Disorients the birds when coming back to land.
- **Climate Change**
- Climate change disrupts the food chain leaving wildlife in danger.
- **Rat Predation**
- Human-caused litter and waste attract rats which then grow in numbers and predate the eggs/young.
- **Illegal Hunting**
- It can remove groups from the world.
- **Bycatch**
- This happens when fishers accidentally catch seabirds in their nets. In some places it is a serious problem.
HOW YOU CAN HELP!
Raise awareness about Seabirds
By taking part in this project you are showing an interest in seabird conservation. This will help educate people and show the policymakers that these birds are worth protecting! Share this with your friends!
Contact politicians
Here are some powerful people whom you could contact on Facebook about seabird protection:
- Prime Minister Robert Abela - @robertabela.mt
- Minister for Agriculture, Fisheries and Animal Rights: Anton Refalo - @anton.refalo
- Parliamentary Secretary for Fisheries, Aquaculture & Animal Rights Alicia Bugeja Said - @AliciaBugejaSaid
- Minister for the Environment, Energy & Enterprise Miriam Dalli - @drmiriamdalli
Found an injured seabird?
Contact BirdLife Malta
Working hours: (+356) 2134764 5/6
Evenings/weekends: (+356) 79255697
Pick up your litter
By picking up your litter, especially when on coastal areas and near cliffs, you will help reduce rat predation and sea pollution. Which are both threats to seabirds.
Support BirdLife Malta's nature reserves
Visiting and donating to our nature reserves will ensure these nature spaces are maintained, protected and can continue to be a safe haven for all wildlife, including the migratory birds.
Yelkouan Shearwaters (Garnija)
1. Colour-in the blank outline of the Yelkouan Shearwater using the filled-in example in the bottom left as a guide.
2. Using what you have learnt, within the speech bubble, write what you think a seabird would ask us humans to do to help protect their species.
3. As an extra optional task, we would like for you to send us a video of yourselves holding your artwork whilst speaking to the camera saying why seabirds are important to you and why it is essential that we protect them.
You can send us your art works via email to: email@example.com
Drawings by Dan Collin and Victor Falzon
Written and Designed by Lewis Collins, Giada Lampitelli
Pictures by Aron Tanti, Benjamin Metzger, BirdLife Malta, Hannah Greetham, Paulo Lago, Pep Arcos, Victor Paris | 1,860 | 965 | {
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Walk in the footprint of the Finchley Glacier
By Diana Clements, of the London Geodiversity Partnership
Did you know that East Finchley was partially covered by a glacier not that long ago (in geological terms)? At the moment we are living in a warm period between ice ages but only 450,000 years ago the most severe of the ice sheets made its way down what we now call ‘The Finchley Depression’ as a tongue of ice.
We know this because when the ice melted it left behind a mix of materials plucked from the rocks along its route to the south of England. We find this glacial till at its southerly extent in the East Finchley area, most easily seen today in Islington & St. Pancras Cemetery, on the high ground near the High Road entrance, and East Finchley Cemetery, off East End Road.
The stiff clay is easily distinguished from London Clay by lumps of white chalk that were carried along in the ice from Hertfordshire. In Coldfall Wood, off Creighton Avenue, pieces of slate and granite from as far away as Scotland have been found.
Evidence left behind
Occasionally fossils can be uncovered. These are mostly of Jurassic age (201 to 145 million years ago) and come from even further away. The most well-known fossil finds from the district were pictured by Henry Walker in 1874 and republished by Jack Whitehead in 1993. Jack describes walking along Fortis Green imagining “that my northern leg, exposed to all that ice, was colder than my southern leg”.
River Thames on the move
It is hard to imagine now that the high ground of what is now Finchley was once the low ground of an ancient tributary of the Thames flowing north to join the ancestral Thames running through the Vale of St Albans and out to the North Sea at Clacton.
Once the ice melted, all that changed and the depressed ground under the ice rose, the melt waters from the glacier eroded the surrounding soft London Clay and the Thames was pushed south into its present course through the centre of what would become London.
So next time you are out walking around the area, wrap up warm and picture the edge of the giant ice sheet that once stretched across East Finchley.
Find talks, field trips and information from the Amateur Geological Society North London at amgeosoc.wordpress.com
Woodland stream gets a health check
By Ann Bronkhorst
When the Friends of Coldfall Wood meet our focus often seems to be on water rather than on trees. In recent years Thames Water has detected and resolved many local cases of misplumbing, with visible good effects on the Coldfall stream. There are still concerns, however, so when a young scientist, Azra Gordy, contacted us about her water sampling project, we were keen to know more.
Azra wanted to assess the water quality of Coldfall stream, looking especially at evidence of conductivity, meaning chemicals and other materials dissolved in the water. Over the winter she waded into the stream many times to place sensors at points along its length and then in again to collect the readings: a chilly and slippery job.
In February we heard the good news: her preliminary findings suggest that conductivity in our stream is at a healthy low level. Conductivity, however, is only one indicator of pollution so the Friends will continue to monitor both the stream and the ever-experiencing seasons, possibly with a blocked drain. We advise against wild swimming, for now. | 1,311 | 711 | {
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Where to find advice and support:
ChildLine
📞 0800 1111
🌐 www.childline.org.uk
NSPCC
📞 0808 800 5000
🌐 www.nspcc.org.uk
Missing people
📞 116000
🌐 www.missingpeople.org
ThinkUKnow
🌐 www.thinkuknow.co.uk
CrimeStoppers
📞 0800 555 111
🌐 www.crimestoppers-uk.org
Child Exploitation and Online Protection (CEOP)
🌐 www.ceop.police.uk
NWG
🌐 www.nwgnetwork.org
Barnardo’s
📞 01752 875934
🌐 www.barnardos.org.uk/cse
Parents Against Child Exploitation (PACE)
📞 0113 240 5226
🌐 paceuk.info/
Getsafeonline
🌐 www.getsafeonline.org/
For support agencies in your area visit:
🌐 www.dc.police.uk/CSE
Reporting your concerns:
If you suspect a child or young person may be at risk, or have any information relating to child sexual exploitation, don’t wait to act on your concerns or be worried about telling someone.
Contacting the police
Emergency - 999
Non-Emergency - dc.police.uk/ClickB4UCall
WebChat - dc.police.uk/webchat
Report crime online - dc.police.uk/reportcrime
Email - firstname.lastname@example.org/
Call 101
Deaf/hard of hearing or speech impaired
999 Emergency - SMS/text number
Register for this at www.emergencysms.org.uk
18000 Emergency - textphone/Minicom
67101 Non-Emergency - SMS/text number
18001 Non-Emergency - textphone/Minicom
What is child sexual exploitation?
Child sexual exploitation (CSE) is a form of child abuse.
CSE involves offenders grooming young people and using this control to sexually abuse them. It can be part of a seemingly consensual relationship where someone pretends to be a young person’s friend, boyfriend or girlfriend and manipulates them with bribes, threats or violence. Victims are forced to have sex, or do sexual things with the offenders and/or other people.
It can happen to any child or young person from any background. It happens to young women and young men. Sexual exploitation affects thousands of children and young people every year.
Many young people who are being abused don’t view themselves as victims and so don’t ask for help.
CSE is happening now and we can all play an important role in helping to end this abuse.
Know the signs
Tackling CSE is everyone’s business and as a parent or carer, it is important to talk to children about the differences between healthy and unhealthy relationships, to highlight potential risks.
There are warning signs in children’s behaviour that may indicate that something is wrong.
- Being especially secretive; stop seeing their usual friends; have mood swings
- Develop relationships with older men and/or women
- Going missing from home and being reluctant to say where they’ve been or what they’ve been doing, staying out all night.
- Receiving messages or calls from ‘new’ contacts.
- Looking tired or unwell; sleeping at unusual hours.
- Regularly missing school.
- Displaying inappropriate sexualised behaviour.
- Receiving gifts/items they are unlikely to be able to afford themselves, such as mobile phones, iPods, jewellery; virtual gifts such as phone credits or online gaming cards.
- Sudden change in dress style or taste in music.
If you know what to look for, you can take steps to help.
Perpetrators may be:
- An adult
- Another young person (under 18)
- Male or female
- Any ethnicity
- Visible in everyday life
- Articulate, plausible, ‘savvy’
Abusers may be very clever in the way they manipulate and take advantage of the young people they exploit. In most cases, the abuser will have power of some kind over the young person. | 1,699 | 866 | {
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COLNE LOCAL NATURE RESERVE
32 hectares
Woodland, grassland & marsh
- Car park and picnic areas
- Unsurfaced path network including some boardwalk
- Forest Schools outdoor classroom (bookable)
Wivenhoe Wood is best in spring when its floor is a carpet of wild flowers. It has 16 tree species and is managed in the traditional way, by coppicing. This creates a patchwork of areas at different stages of regrowth, providing nesting habitat for Nightingales and Blackcaps.
Lower Lodge was farmed until the 1980s and now is managed as grassland. It provides cover for lizards, sometimes seen sunning themselves on fence posts and tree trunks, and for grasshoppers and crickets. Paths are cut through for walkers and offer fine views over the Colne Estuary.
Ferry Marsh is former grazing marsh with a network of brackish ditches, supporting a good population of Water Voles. Nesting birds including Reed and Sedge Warbler, and a Barn Owl patrols regularly at dusk. From the path on top of the sea wall many waders can be seen feeding along the river.
FREE PEDESTRIAN ACCESS TO ALL SITES, ALL DAY EVERY DAY
Photo Credits: D. Barnard, D. Tansley, E. Wells, I. Rose, J. Dobson, L. Cutting, M. Fremlin, M. Rickard, P. Beard, P. Douch, P. Richardson, R. Hance, R. Leavett, R. Moulson, S. Lindsell, T. Benton
Colchester Natural History Society
Colchester Natural History Society kindly secured the funding for this display and provided much of the information. The Society produces regular publications including a monthly journal and programmes of events. CNHS holds field meetings and evening talks throughout the year. New members always welcome.
www.colchesternaturalhistorysociety.org.uk
Colchester Borough Council Ranger Service
The ranger service manage and maintain these green spaces throughout Colchester. They work closely with various community groups and volunteers to achieve high standards of conservation and to provide a wide range of recreational opportunities in the local area.
www.colchester.gov.uk/parks
Key to maps
Habitats
- Grassland
- Scrub
- Ancient woodland
- Coppice woodland
- Marsh
- Hedgerow
Water bodies
- River
Site boundary
Facilities
- Parking area
- Entrance
- Footpath
- Cycle track
- Railway line
- Road
- Play area
- Picnic area | 1,060 | 535 | {
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