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Jesus Visits Jerusalem as a Boy
When Jesus was 12 years old He accompanied His parents on a trip to Jerusalem for the Passover\(^1\) celebration. While they were traveling home after the celebration, Joseph and Mary discovered that Jesus was not with them. They thought He was with friends and relatives in the caravan, but He wasn’t. No one had seen Jesus.
Joseph and Mary returned to Jerusalem to look for Jesus. After three days of searching, Jesus’ parents found Him at the Temple, discussing deep questions with the religious teachers who were impressed with His knowledge of the scriptures.
You can read the full story in Luke 2:41–50.
Footnote:
1. Passover: A Jewish festival celebrating the exodus of the Hebrews from captivity in Egypt (Exodus 12:41–42).
Illustrations by Didier Martin - Copyright © 2013 by Didier Martin
http://jacques-mylittlehouse.blogspot.com/ - www.mylittlehouse.org
Permission granted to print for personal use only. Distribution is prohibited.
parts for the frame
corners
part to glue on the back after attaching a string (see photo instruction)
Jesus Visits Jerusalem as a Boy
When Jesus was 12 years old He accompanied His parents on a trip to Jerusalem for the Passover\(^1\) celebration. While they were traveling home after the celebration, Joseph and Mary discovered that Jesus was not with them. They thought He was with friends and relatives in the caravan, but He wasn’t. No one had seen Jesus.
Joseph and Mary returned to Jerusalem to look for Jesus. After three days of searching, Jesus’ parents found Him at the Temple, discussing deep questions with the religious teachers who were impressed with His knowledge of the scriptures.
You can read the full story in Luke 2:41–50.
Footnote:
1. Passover: A Jewish festival celebrating the exodus of the Hebrews from captivity in Egypt (Exodus 12:41–42).
Illustrations by Didier Martin - Copyright © 2013 by Didier Martin
http://jacques-mylittlehouse.blogspot.com/ - www.mylittlehouse.org
Permission granted to print for personal use only. Distribution is prohibited.
parts for the frame
part to glue on the back after attaching a string (see photo instruction)
Jesus Visits Jerusalem as a Boy
When Jesus was 12 years old He accompanied His parents on a trip to Jerusalem for the Passover\(^1\) celebration. While they were traveling home after the celebration, Joseph and Mary discovered that Jesus was not with them. They thought He was with friends and relatives in the caravan, but He wasn’t. No one had seen Jesus.
Joseph and Mary returned to Jerusalem to look for Jesus. After three days of searching, Jesus’ parents found Him at the Temple, discussing deep questions with the religious teachers who were impressed with His knowledge of the scriptures.
You can read the full story in Luke 2:41–50.
Footnote:
1. Passover: A Jewish festival celebrating the exodus of the Hebrews from captivity in Egypt (Exodus 12:41–42).
Jesus Visits Jerusalem as a Boy
When Jesus was 12 years old He accompanied His parents on a trip to Jerusalem for the Passover celebration. While they were traveling home after the celebration, Joseph and Mary discovered that Jesus was not with them. They thought He was with friends and relatives in the caravan, but He wasn’t. No one had seen Jesus.
Joseph and Mary returned to Jerusalem to look for Jesus. After three days of searching, Jesus’ parents found Him at the Temple, discussing deep questions with the religious teachers who were impressed with His knowledge of the scriptures.
You can read the full story in Luke 2:41–50.
Footnote:
1. Passover: A Jewish festival celebrating the exodus of the Hebrews from captivity in Egypt (Exodus 12:41–42). | 1,558 | 809 | {
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Meet Dreadnoughtus
77 million years ago, a large, LARGE dinosaur wandered parts of planet earth. It has been named Dreadnoughtus.
Dreadnoughtus would tower over an elephant and even a T-Rex!
Scientists think Dreadnoughtus was the largest beast ever to walk on planet earth.
Dreadnoughtus was discovered by Kenneth Lacovara, PhD., of Drexel University. Because of its huge size and evidence that the large tail was used as a weapon, it was named after the massive British dreadnought battleships.
No one knows for sure what color the skin of a Dreadnoughtus might have been. Use your imagination and crayons to color these.
“With a body the size of a house, the weight of a herd of elephants, and a weaponized tail, Dreadnoughtus would have feared nothing,” Lacovara said. “That evokes to me a class of turn-of-the-last century battleships called the Dreadnoughts, which were huge, thickly clad and virtually impervious.”
A Giant Among Dinosaurs
Replace the missing words.
MOVE EAT STAND LEAVES SKULL
Dreadnoughtus had a neck that was 37-feet long. They used their long neck to reach ____________ in tree tops.
They could ____________ in one place and reach a wide area of trees. It wasn’t easy to such a large body on land, so it would want to ____________ as much as it could without moving. The long neck helped with that.
Their ____________ did not weigh much, so they could lift their head!
Big and Still Growing!
Can you unscramble the jumbled words?
The ____________ of the Dreadnoughtus found in southern Argentina revealed that the ____________ weighed as much as 12 ____________.
This Dreadnoughtus was as long as two school ____________!
Scientists believe that the discovered Dreadnoughtus was still ____________ when it ____________. We don’t know how big it might have eventually become!
Dinosaur Dot-to-Dot
On one page of the newspaper, find and circle each of the letters that spell dreadnoughtus. Connect each circled letter in order to spell the word. Color in the shape you make!
Kid Scoop Puzzler
How many dinosaurs can you find here?
Double Double Word Search
Find the words in the puzzle. Then look for each word in this week’s Kid Scoop stories and activities.
DISCOVERED ELEPHANTS
SQUIRRELS DINOSAUR CENTURY
WEAPON FEARED BEAST CHECK
HUGE CLAD WALK HIGH KNOW BODY
Standards Link: Vocabulary; Identify compound words.
FROM THE Kid Scoop LESSON LIBRARY
Compound Words
Look through the newspaper for examples of five compound words (a word formed by combining two other words: table + spoon = tablespoon). Separate each word into the two words and make up the compound word.
ANSWER: A drop-a-bout!
What kind of dinosaur likes to sleep all day? | 1,235 | 640 | {
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Teacher Directions
The activities in this unit are designed to take approximately 10 minutes per day. Here is a schedule that I have created.
Monday: Teach a mini lesson using the PowerPoint
Tuesday: Practice the skill using the notebook activity
Wednesday: Incorporate writing using the writing activity
Thursday: Practice using a task card scoot*
Friday: Assess with the provided assessment
*The task card scoot MIGHT take your kids longer than 10 minutes.*
Monday: Mini Lesson
Use this time to introduce the weekly grammar skill. Use the provided PowerPoint. The lesson does encourage collaboration. It is important that students have a shoulder partner to share with.
The slides do ask students to come up with additional examples. You can just record these on the board if you like.
Slides can be printed if you want to have an anchor chart/poster for your classroom.
Monday: Mini Lesson
Perfect Verb Tense
To form the past perfect tense, the helper verb had be paired with a past tense.
Example: Faith had jumped on the tram in the week.
Perfect verb tense indicates a completed action.
Tell the definition of perfect verb tense to your partner.
Tuesday: Notebooks
Students will use this time to complete a notebook activity. The notebook activity is great practice and will become a resource that they can look back on all year.
Students can work independently or with a partner.
If time permits, you can have students share an example that they have included in their notebook.
Perfect Verb Tense
Perfect tense indicates a completed action. Perfect tenses are formed using the helper verbs had, has/have, or will have and the past tense form of a root verb.
Fill in the blank using the **past perfect** tense of the root verb in parentheses.
Charlie _______ (grab) a huge handful of popcorn during the movie.
Fill in the blank using the **future perfect** tense of the root verb in parentheses.
The dog _______ (play) in the yard for hours by the end of the day.
Fill in the blank using the **present perfect** tense of the root verb in parentheses.
My family _______ (build) a wonderful new front porch on our house.
Fill in the blank using the **past perfect** tense of the root verb in parentheses.
Grandma _______ (bake) a batch of chocolate chip cookies.
Fill in the blank using the **future perfect** tense of the root verb in parentheses.
By the end of the month, I _______ (complete) several new puzzles.
Wednesday: Writing
Today students will be taking their new language skill and incorporating it into their writing.
Simply use the PowerPoint provided to guide students as to what they should be writing.
Students will write independently, but then they will work with a partner to continue practicing their weekly skill.
Wednesday: Writing
Perfect Verb Tense
Trade papers with your partner. Circle the past perfect tense verb, box the present perfect tense verb, and underline the future perfect tense verb in your partner’s writing.
Write at least three sentences about something you have completed in the past. One sentence should be in past perfect tense, one should be in present perfect tense, and one could be in future perfect tense.
Thursday: Task Cards
Today students will be practicing using task cards. Each student will need a recording sheet. You will need one set of the task cards for the class.
Spread the task cards around on the desks.
Students can start with the card closest to them and then scoot to the next card. It does not matter the order that they complete the cards and they can work at their own pace.
If needed, you can scoot with some of your lowest learners to offer support.
This can be a graded assignment or something that you discuss as a whole group.
Thursday: Task Cards
Fill in the blank using the future perfect tense of the verb in parentheses.
The baseball team ______ (score) two runs by the end of the game.
Today students will work independently to take an assessment. The assessment is on a half sheet to save paper!
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The town of Colchester in north-east Essex has a long and complex prehistory and history. Camulodunum was a tribal centre of the Catuvelauni in Iron Age Britain and it was here that the Roman invasion force, under the Emperor Claudius, headed in AD 43 to establish a new province of the Roman empire. The Roman army’s Twentieth Legion was garrisoned on a hill overlooking the capital of the Catuvelaunian centre until AD 48-9. The military garrison was then replaced by a *colonia* – a place where veteran soldiers were settled and a model urban centre could promote Roman life in the new province. The new Roman town of Camulodunum was called Colonia Victricensis.
The Temple of Claudius [1]
The largest classical temple known in Britain is the Temple of Claudius, which later formed the base for the Norman castle, now the town’s principal museum. The castle walls were built mainly from Roman brick and stone reused from the temple itself and other Roman buildings. The temple’s foundations (and further information) can be seen inside the Castle Museum.
Below the Castle Museum, in Castle Park, there are the remains of two Roman features. To the right of the children’s playground you can see below the iron grills a Roman drain [2] which took excess and waste water from the town and out under Duncan’s Gate. Just past the bandstand Sir Mortimer Wheeler excavated two Roman houses in 1920 [3]. Some of the walls of one house, built in the 2nd century AD, have been outlined and there is an information panel here.
Roman theatre [4]
The Roman theatre, which was partially excavated by the Colchester Archaeological Trust in 1982, originally held at least 3,000 people. A short section of the outer D-shaped wall’s foundations has been preserved and may be seen from Maidenburgh Street. A continuation of this wall is outlined in coloured bricks along the street. Further down you will see the chapel in St Helen’s Lane. Its bottom layers were probably part of the back wall of the theatre and may well have been reused in the construction of a Christian church in Roman times.
The Roman town wall
A stone and brick wall, 2,800m long, was built around AD 65-80 to protect the town after the revolt of Boudica in AD 60-61. Its foundations were about 1.2m deep and the wall was at least 6m high and about 2.4m wide. The wall had at least six gates and between 12 and 24 rectangular watch towers built on the inside of the wall. A ditch was dug outside the wall to make attack more difficult. Later a rampart of earth and rubbish from people’s houses was constructed on the inside to strengthen the wall. Just inside Balkerne Gate (beside the Mercury Theatre) you can see a well-preserved section of the rampart behind the town wall.
Good sections of the wall can be seen at [5] at the bottom of Castle Park west from Duncan’s Gate [6] and from the bottom of North Hill up to and beyond Balkerne Gate [7]. Another section of wall can be followed along Vineyard and Priory Streets (where you can see round towers which were added to the Roman wall between 1382 and 1421). Cross East Hill and you can follow the Roman wall back to Duncan’s Gate.
The town’s existing gates
Balkerne Gate [7] was originally built as a monumental arch on the site of the west gate of the legionary fortress to form the main entrance to the new Roman colony. The arch’s two entrances became carriageways with the addition of matching pedestrian ways and guard towers in about AD 65-80. There is an information panel here.
Duncan’s Gate [6] was named after Dr P M Duncan who discovered and excavated this gate in 1853. The gate is narrow but wide enough for one cart and had a guard tower built over it. There is an information panel here.
The Roman church [8]
During excavations in the 1970s and 1980s, the Colchester Archaeological Trust carried out excavations prior to the building of a police station. The excavations revealed a large 4th-century AD cemetery and the remains of a Christian church built around AD 330. Its apse was added around AD 330 and new aisles a little later. The remains were consolidated and opened to the public. There is an information panel here.
Further information about Roman Colchester can be found in Philip Crummy’s *City of Victory: the story of Colchester’s first Roman town*, first published by the Colchester Archaeological Trust in 1997 and reprinted in 2002 ([www.catuk.org](http://www.catuk.org)). For web-based material, please see [www.colchestermuseums.org.uk](http://www.colchestermuseums.org.uk) and [www.visittcolchester.com](http://www.visittcolchester.com).
This information leaflet was written and produced by Mike Corbishley and Philip Crummy and published by the Friends of the Colchester Archaeological Trust ([www.friendsofcat.org.uk](http://www.friendsofcat.org.uk)).
© The Friends of the Colchester Archaeological Trust 2010 | 1,996 | 1,114 | {
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The Problem: The New Phone-based Childhood
Adolescents are in a mental health crisis. Major depressive episodes among American teens have more than doubled since 2010 as their social lives moved onto smartphones loaded with social media apps. Self-harm and suicide rates are way up too.
The only available explanation for why this happened in many countries at the same time is that the ancient “play-based childhood” was replaced by the “phone-based childhood” in the early 2010s. Specifically, children and adolescents began to spend much more time on smartphones, social media, video games, and porn, and much less time doing healthy activities such as face-to-face interactions with friends and family, sleep, exercise, and reading books.
Many parents feel hopeless or resigned. They don’t want their child to spend all day swiping at a screen, but they are afraid to let their kids have adventures in “the real world.” And they are also afraid to take away their kids’ phones or social media, lest they consign their child to isolation, because “everybody else” is spending all day online.
The Solution:
Parents can coordinate with each other to establish four new norms that will roll back the phone-based childhood, improve family life, and protect their children’s mental health.
Take the steps!
Take the steps!
1. **No smartphones before high school**
There’s strength in numbers. Link up with the parents of your child’s friends to commit together to waiting until high school (at least) before giving a smartphone. Nostalgia is big right now; bring back the flip phone! It did no harm to the millennials!
- If you live in the U.S., see [this list](http://waituntil8th.org) from waituntil8th.org of smartphone alternatives.
- If you live in the UK, see [this list](http://delaysmartphones.org.uk) from delaysmartphones.org.uk.
2. **No social media until 16**
Social media platforms expose children to a wide variety of harms, including sextortion, feelings of inadequacy, and contact with ill-intentioned strangers; there is no way to make it appropriate for children. Link up with the parents of your child’s friends to commit together to not allowing your children to open social media accounts until 16.
3. **Advocate for phone-free schools**
Policy changes follow public opinion. If other parents in your kids’ schools share your concerns (and they do!), then gather them together to sign and send a petition to the school’s leadership asking for the school to go phone-free and to offer more free play and independence. When children are in school they should be paying attention to their teachers and to each other, not to their phones.
4. **Give more independence, free play, and responsibility in the real world**
Kids develop social skills and overcome anxiety naturally through independence and unsupervised play. This means letting them do more activities and errands on their own, unsupervised, in the real world. From second or third grade on, kids can walk to school (ideally in a group, which is more fun), or they can walk or ride a bicycle to a nearby store to buy a few groceries. Teens can grab pizza with friends or get part-time jobs. Schools can help parents to foster this independence by assigning The Let Grow Experience (which gets kids doing new things on their own) and starting a Play Club for students in K-8: keeping the playground open before or after school as a no-phone-zone for mixed-age free play with minimal adult intervention.
Note that the cost of these measures, combined, is essentially zero.
To learn and do more, check out these resources:
- [AnxiousGeneration.com](http://AnxiousGeneration.com) for more about the problem and what schools can do to help. Sign up for our mailing list.
- [The Anxious Generation](http://The Anxious Generation): Buy the book!
- [LetGrow.org](http://LetGrow.org) to find manuals for teachers to implement the Let Grow Experience and Play Club.
- [PhoneFreeSchools.org](http://PhoneFreeSchools.org) and [PhoneFreeSchoolsMovement.org](http://PhoneFreeSchoolsMovement.org) for support in implementing phone-free policies.
- [AnxiousGeneration.com/aligned](http://AnxiousGeneration.com/aligned) to see our allied organizations
- [ConstructiveDialogue.org](http://ConstructiveDialogue.org) to try out the Perspectives Program, to teach skills of productive disagreement to high school students.
Subscribe to Jonathan Haidt’s free Substack: [AfterBabel.com](http://AfterBabel.com). | 1,899 | 960 | {
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ABOUT THUNDERSTORMS
Thunderstorms are dangerous storms that can produce powerful winds, create lightning and hail, and cause flash flooding and tornadoes.
The National Weather Service (NWS) defines a severe thunderstorm as a storm capable of producing hail an inch or larger in diameter or wind gusts over 58 mph. On average, the number of thunderstorm days per year in Wisconsin ranges from 30 to 40 according to the NWS.
A Severe Thunderstorm Watch is issued when severe thunderstorms are possible in or near your area.
A Severe Thunderstorm Warning is issued after severe thunderstorms were reported by spotters or indicated on radar.
ReadyWisconsin is a campaign of Wisconsin Emergency Management, a division of the Wisconsin Department of Military Affairs. ReadyWisconsin seeks to educate and empower people to prepare for and respond to disasters.
LEARN MORE
readywisconsin.wi.gov
weather.gov/safety/
BEFORE A THUNDERSTORM
- Make sure your smartphone is set to receive Wireless Emergency Alerts for severe weather notifications.
- Have a NOAA Weather Radio that can alert you to weather conditions in your area.
- Sign up for community alerts to receive updates on emergency situations.
- Trim trees or cut down trees that may be in danger of falling on your home.
- Secure loose objects that may blow away.
- Have whole-house surge protectors to protect your appliances.
- Create an emergency plan so that you and your family know what to do, where to go, and what you will need to protect yourselves from the effects of a thunderstorm.
DURING A THUNDERSTORM
- When thunder roars, go indoors. If you see a flash, dash inside. Find shelter in a sturdy building. DO NOT take shelter in small sheds, in a structure with exposed sides, or baseball dugouts.
- If out on open water, get to land and find shelter immediately.
- Get off elevated areas such as hills.
- Get out of and away from lakes, pools, and other bodies of water.
- Stay away from windows; there could be damaging wind or hail.
- Avoid flooded roadways. TURN AROUND, DON'T DROWN!
- Get updates from a NOAA Weather Radio, weather apps, or local news outlets.
AFTER A THUNDERSTORM
- Pay attention to authorities and weather forecasts for safety and possible flash flooding.
- Watch for fallen power lines and trees. Report them immediately.
- Let family and friends know you are okay by using text messages or social media.
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Historic Name: Minneapolis and St. Louis Railroad Depot
Owner's Name and Address: City of Belview
Belview, Minnesota 56214
Classification:
Building X Structure ______ Object ______ District ______
Condition:
Excellent _____ Good X Fair _____ Deteriorated _____
Open to the Public: Yes X No
Visible from the road: Yes X No
Occupied: Yes X No
Present Use: Community Center
History:
Date Constructed: 1892
Original Owner: Railroad
Architect/Builder: Railroad
Original Use: Depot
Description:
The Minneapolis and St. Louis Depot (later the Chicago and Northwestern) in Belview is a one-story frame structure with the common three-room (waiting room, office, freight room) interior plan. The exterior is clapboard-covered, with bands of vertical siding at the base and in the gables. Decorative sawn supports are used under the broad roof overhang. Narrow eight-paned windows (4/4) are used in the waiting room and office. The interior walls have a vertical wainscot at the base and horizontal wood sheathing; the interior of the freight room is unfinished.
The depot is located directly north of its original site on the opposite side of the railroad tracks. The building has been turned 180 degrees so that the office bay and freight and passenger entrances remain facing the tracks. The brick platform, installed at the original location at an uncertain date, (see continuation sheet)
Significance:
Also see Chicago Northwestern Railroad Depot nomination.
Except for Redwood Falls, the beginning of all surviving urban settlement in Redwood County was coincident with the designation of siding sites by the railroad. Railroad officials determined site locations - and, in later communities, the town plats - and railroad crews built not only the tracks but the railroad buildings as well. The combination passenger and freight depot was the only railroad-constructed building in many communities. Others also had a railroad-owned section house for the use of the section foreman and his family and a few other auxiliary buildings.
Today only the Minneapolis and St. Louis Depot at Belview and the Chicago Northwestern Depot at Lucan remain in well-preserved condition at trackside locations. The earlier and more elaborate Belview structure was built several years after the tracks were laid; a box car had been used at the siding until after private landowners had platted the town in 1892. The Lucan building was the smaller of two depot plans used in the six communities created on the Minnesota Western Branch Line in 1902. (see continuation sheet)
Description:
has been relaid. The building was moved as a condition of its sale to a local group which has preserved it.
The new location retains the integrity of the railroad site, and, except for a roof of asbestos shingles, the building remains in original condition.
Legal Description:
Beginning 680' WLY E LN NW½ & 100' NLY C/L MT C & NW RY; TH ELY // TO RR C/L 640' To W LN Main St., S 75', WLY & // RR C/L 640' NLY 75' To POB.
Significance:
The depots are significant as the most readily identifiable symbols of a means of transportation that 1) played a central role in the area's agricultural settlement and development by providing a means of product shipment and 2) determined the urban settlement distribution of the county through the location of the points of shipment.
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Learning Styles
Knowing how you learn will help you make the most of your study time.
Visual learners learn best by seeing. If you’re a visual learner, take notes, form pictures in your mind, use flash cards, and use color in your notes. Approximately 65% of all learners are visual learners.
Auditory learners learn best by hearing. If you are an auditory learner, have discussions, read and review information out loud, make recordings, and explain what you’ve learned to someone else.
Kinesthetic learners learn best by doing. If you’re a kinesthetic learner, move around while you study, rewrite or type your notes, use objects whenever possible, and act out ideas.
Regardless of your learning style, the more senses you involve and the more methods you use when you study, the more you will remember.
“Students learn 10% of what they read,
20% of what they hear, 30% of what they see,
50% of what they see and hear,
70% of what is discussed with others,
80% of what they experience personally, and
95% of what they teach to someone else.”
Dr. William Glasser
Study Tips
▶ Have a phone number for at least one person in each class. If you miss a class or have a question, you’ll then have someone to call.
▶ Complete written assignments early. This will give you time to edit and improve your work.
▶ If you listen to music while you’re doing homework, try listening to classical music.
▶ MS Word is the standard in word processing. Familiarity with Word’s shortcuts and features will save you countless hours.
▶ Sometimes it’s helpful to study with other students. Study with students who are serious about their schoolwork, and keep study sessions focused and on track.
▶ If there’s something you don’t understand, ask for clarification. If you’re struggling in a class, don’t wait. Get help.
▶ The key to learning anything is REVIEW. When you review, you move information from your short-term memory into your long-term memory. Review often!
Study Smart
▶ Do you have a hard time staying focused when you study?
▶ Does homework seem to take longer than it should?
▶ Do large assignments sometimes seem overwhelming?
▶ Are your grades lower than they should be?
If you answered yes to any of the above, you may want to work on improving your study habits.
Students who “study smart” often spend less time studying, and yet they get better grades.
Students who “study smart” know how to make the most of their study sessions, and they get help when they need it.
“We are what we repeatedly do. Excellence then, is not an act, but a habit.” Aristotle
Where and When to Study
Choose a good place to study – Your study area should be comfortable, quiet, well-lit, and have a surface for writing. Equip your study area with paper, pencils, pens, calculator, etc.
Have everything you need – Before you begin, make sure that you have the correct assignments and all the materials you need.
Eliminate distractions – Turn off the TV and silence your phone. By eliminating all distractions, you force yourself to do one thing only—study.
Create a study plan – Some students study best at night. Others prefer studying earlier in the day. Try to study when you are the most alert.
While it’s best to have a regular time to study every day, many students have activities, jobs, or other responsibilities they must work around. Each day, figure out how much time you need for homework and studying, and then create a realistic study plan.
Get started – Don’t procrastinate or wait until you’re “in the mood.” Set a time to start studying and stick to it. If you have a hard time getting started, begin with something you can finish quickly or a subject you like.
Organize Your Study Time
Make a plan for your study session
▶ Before you begin studying, decide exactly what you want to get done and the order in which you are going to do it.
▶ Be specific. For example: 1) do lab report for biology, 2) read history pages 51-70, 3) revise English paper.
▶ If you have a lot to do, prioritize your work. Start with the things that are the most important.
Break large assignments down – Use a planner to help you break large assignments into smaller, more manageable parts. For example:
Mon – Do research Wed – Write first draft
Tues – Make an outline Thurs – Revise & write final draft
Alternate types of work – For example, read a story, do math, and then read history. If you have something to memorize, work on it first. Then go over it again at the end of your study session.
Take breaks – Research shows that students learn the most during the first and last ten minutes of any study session. After studying for 30 minutes, take a short break (get a snack, get up and stretch, etc.). Resist the temptation to call a friend, go online, or check your messages. Save these for later. | 1,854 | 1,061 | {
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1. BIRD MIGRATION
Bird migration occurs during the whole year, but culminates in the periods end of March to Mid-May (spring migration) and beginning of September to Mid-November (autumn migration).
2. SPRING MIGRATION
Spring migration culminates in the period end of March to Mid-May, and peak numbers for most species occur in April. The most important factors inducing heavy migration are a rise in temperature over Central and Western Europe, light winds and southerly winds.
At night migration is generally in broad outline covering the entire country and its surrounding waters, with mean direction north-Northeast. Most birds come from Central and Western Europe. In day-light migration tends to concentrate along guiding coasts. The most important points of concentration area:
1. Skagen, 5745N 01035E.
2. Fornæs, 5625N 01055E.
3. NE Fyn, 5520N 01045E.
4. N & E Sjælland, the area from 5600N 01140E to 5520N 01230E.
Generally the altitude of migration at night is higher than by day. At night the average altitude is about 3,000-5,000FT, by day 1,000-3,000FT.
3. AUTUMN MIGRATION
Autumn migration culminates during the period beginning of September to mid-November, and peak numbers for most species occur in October. The most important factor inducing heavy migration is fall in temperature over Central and Northern Scandinavia. High intensities coincide also with winds from N-NE, light winds, little cloud-over and high atmospheric pressure.
At night migration is in broad outline covering the entire country and its surrounding waters with mean direction south. Most birds come from South Norway and South Sweden. By day migration tends to concentrate in the eastern part of Denmark and along guiding coasts. The most important points of concentration are:
1. Falsterbo (S Sweden) and Stevns 5525N 01250E - 5520N 01230E
2. Gedser - Rødby 5435N 01155E - 5440N 01120E
3. Skælskør 5515N 01118E
4. Southern Langeland 5445N 01040E
5. Blåvand 5535N 00805E
Generally the altitude of night migration is higher than by day.
At night the average altitude is about 3,000-5,000FT, by day about 1,000-3,000FT.
4. NUMBERS OF BIRDS
At least 100 million birds passes over Denmark and its surrounding waters during autumn. Smaller passerines are dominating, several species occur in great numbers and are most hazardous to aircraft: starlings, thrushes and finches. Very numerous and hazardous are also crow-birds, ducks, gulls, waders, pigeons and birds of prey, occurring from tens of thousands to several millions.
5. PERMANENT BIRD CONCENTRATION AREAS
The permanent bird concentration areas are shown on page ENR 5.6-3 which primarily indicate concentration areas for breeding and resting waterbirds (swans, geese, ducks, coot, waders and gulls). Denmark and its surrounding waters contain some of the largest concentrations of these species in Europe. If avoiding low flying over the areas indicated, a large proportion of the bird-strike risk is eliminated.
BIRD CONCENTRATION AREAS:
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Today your child learned about a device that is useful when solving number stories. We call it a comparison diagram. Diagrams like these can help your child organize the information in a problem. When the information is organized, it is easier to decide which operation (+, −, ×, or ÷) to use to solve the problem.
Comparison diagrams are used to represent problems in which two quantities are given and the question is how much more or less one quantity is than the other (the difference).
**Example 1:** There are 49 fourth graders and 38 third graders. How many more fourth graders are there than third graders?
Note that the number of fourth graders is being compared with the number of third graders.
- **Answer:** There are 11 more fourth graders than third graders.
- **Possible number models:** Children who think of the problem in terms of subtraction will write $49 - 38 = 11$. Other children may think of the problem in terms of addition: “Which number added to 38 will give me 49?” They will write the number model as $38 + 11 = 49$.
**Example 2:** There are 53 second graders. There are 10 more second graders than first graders. How many first graders are there?
Note that sometimes the difference is known and that one of the two quantities is unknown.
- **Answer:** There are 43 first graders.
- **Possible number models:**
\[ 53 - 10 = 43 \text{ or } 10 + 43 = 53 \]
For Problems 1 and 2, ask your child to explain the number model that he or she wrote. Also ask your child to explain the steps needed to solve Problems 4–6.
*Please return the second page of this Home Link to school tomorrow.*
In each number story:
- Write the numbers you know in the comparison diagram.
- Write ? for the number you want to find.
- Solve the problem. Then write a number model.
1. Ross has $29. Omeida has $10.
Ross has $_____ more than Omeida.
Number model: _______________
2. Omar swam 35 laps in the pool.
Anthony swam 20 laps.
Anthony swam _____ fewer laps than Omar.
Number model: _______________
3. Claudia’s birthday is June 10.
Tisha’s birthday is 12 days later.
Tisha’s birthday is June ____.
Number model: _______________
Practice
Add. Use the partial-sums method.
4. \[ \begin{array}{c} 39 \\ +62 \end{array} \]
5. \[ \begin{array}{c} 48 \\ +7 \end{array} \]
6. \[ \begin{array}{c} 33 \\ +54 \end{array} \] | 1,110 | 609 | {
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Roof leaks are one of the leading causes of preventable property damage. A leaking roof can be disruptive and costly, and can eventually cause mold, damage to interior finishes, and even structural damage.
While it’s true that older roofs or those in disrepair are at greater risk for leaks, one of the most common causes of roof failure is poor workmanship during installation of flashings, skylights, dishes attached through the shingles, roof vents and deteriorated chimneys. Conditions are not always readily apparent because it often takes a few years for a poor installation to manifest itself as a leak. Using a licensed, qualified roofing contractor for any installations or repairs is always recommended.
Let’s take a look at some of the factors that affect how a roof handles water and what they can mean when it comes to water leaks.
**Pitched/sloped roofs:** Pitched or sloped roofs are designed to shed water from one shingle to the next down to the roof edge, where the gutters and downspouts will carry the water away. Many people are surprised to learn that sloped roofs are not actually waterproof but instead rely on gravity and engineering to quickly move water off of the home.
**Flat roofs:** The most common type of flat roof is the built-up, or tar-and-gravel, roof. Flat roofs are designed to be waterproof and use a membrane such as roofing felt or specially-engineered foam to seal the surface. These roofs will have just enough slope to conduct water to a drain, which will funnel water down and off the roof surface. It’s critical to keep drains on flat roof clear of debris so water won’t back up and damage the integrity of the roof.
**What causes leaks?** Most roof leaks can be traced to poorly installed or worn flashing. Flashing usually consists of pieces of metal that cover gaps between the roofing material and items that penetrate through the roof such as chimneys, skylights, dormers, and roof/wall intersections. Wind and rain in just the wrong combination can cause a pitched roof to leak by compromising its water-shedding capabilities. In cold climates, ice can cause a perfectly good roof surface to leak. Ice can block the flow of water to the edge of the roof or to the drain. The water can then back up under the shingles and leak into the house. Using a roof rake to remove the two feet of snow from the roof edge can be a preventative measure to reduce the risk of an ice dam leak.
Water leaks can have interior causes as well. Condensation in the attic due to leaking household air,
or heating and/or air conditioning ducts can cause damage to the roof decking and structural framing. In severe cases it can cause water to drip back into the house. This can lead to mold and even structural damage if not corrected. Condensation has been very evident this year due to the extreme cold. Blowing snow can also blow in through the roof vents and accumulate on the insulation. When this snow melts it can simulate a roof leak.
Proper installation and maintenance of roofs are key to preventing problems down the road. Homeowners should monitor their roof and attic, and contact a qualified roofing contractor at the first sign of any problems.
THE PILLAR TO POST DIFFERENCE
- The Pillar To Post Inspection Report is generated on site at the completion of the inspection, so your client won't have to wait for the results.
- All Pillar To Post inspectors carry E&O insurance to protect you, the referring agent.
- Three different Home Inspection Packages to choose from that allow your client to select the range of services they prefer - [click here to learn more](#).
- As North America's leading home inspection company, Pillar To Post is committed to providing the highest quality service to real estate professionals and their clients.
David Wall, B.Sc
email@example.com
www.pillartopost.com/oshawa
905 436-1634
613-968-8863
PILLARTOPOST
HOME INSPECTORS | 1,535 | 823 | {
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This book is the third in the publisher’s Spirit Bay series, which is devoted to juvenile literature and films with Amerindian themes. Its two stories, “The big save” and “Hack’s choice”, have both been adapted from television films of the same titles, an asset as far as the book’s illustration is concerned: the interweaving of text and photographs adds considerably to the atmosphere of the stories. Better reproduction quality would have made the contribution even more effective.
The tales themselves are sensitive probes into the challenges faced by adolescent Amerindians growing up between two worlds. “The big save” tackles two of these: that of a lad who has returned to the reserve after having been shunted from one white foster home to another for most of his young life; and that of a girl who desperately wants to be in the swim of things, but who finds that the traditional knowledge she has acquired from her grandmother has an unexpected pertinence in the world of motorized transport and other such technologies. The author is careful not to point fingers as she spins out her tale by alternating between the inner worlds of each of the two protagonists. Their uncertainties and defensive reactions are surface manifestations of their gropings toward the truth of their identities, and the nature of the roles they will fill in their communities. The fact that their searches are unselfconscious and far more important for their futures than they themselves have any way of realizing provides an edge to the story line, and avoids the sentimental. One small quibble: why would Rabbit, “citified” as he was, think it was necessary to mark trees so as not to lose his way when he left the broken-down bus to find help? Surely the bus must have been on a road, and surely the road could not have been that difficult to follow, even in a snowstorm.
“Hack’s choice” deals much more directly with the question of cultural identity. Based on the story “Dream quest” by Michael G. Doxtator, it maintains continuity with the first story by taking two of its characters and shifting their roles: Hack, who has been secondary, now comes to centre stage, while his friend Rabbit (he who had been repatriated from the foster homes) moves to the sidelines. The plot revolves around Hack’s hero-worship of a hockey-playing relative who returns to the reserve at the time that Hack is on the verge of becoming an adult. The powerful pull of the glamorous world of sport is pitted against the expectations of Hack’s family tradition that he will become a medicine man. But it is not only Hack who is growing up: Rabbit, observing from the sidelines as he now is,
develops a clear-sightedness that contrasts sharply with his earlier confusions, even as he displays an alienation from his traditional roots that might never be bridged.
These gentle stories, profoundly rooted as they are in the Canadian experience, indicate our own national coming of age.
Olive Patricia Dickason teaches in the Department of History at the University of Alberta.
A HOPE FOR CHANGE
Zanu, Carol Matas. Fifth House, 1986. 116 pp. $3.95 paper. ISBN 0-920079-27-X; The Fusion Factor, Carol Matas. Fifth House, 1986. 117 pp. $3.95 paper. ISBN 0-920079-25-3; Lisa, Carol Matas. Lester & Orpen Dennys, 1987. 122 pp. $9.95 paper. ISBN 0-88619-167-7.
A group known as "Manitoba Educators for Social Responsibility" endorses the second of these adventure stories as a vehicle for promoting classroom discussion of the nuclear threat and for stimulating and encouraging its readers. While the subject matter of the other two stories is not the nuclear threat, clearly in all three Carol Matas is interested in promoting the idea in her young readers that they do have a responsibility to other people, at family, community, national and world levels, and in encouraging them to believe that they have the power to make significant changes. The adolescent protagonists are placed in circumstances where their present way of life is threatened, and they bravely, in the face of death, struggle against powerful regimes and succeed in changing the course of history. Each story centres on a spirited girl with a quick temper and a willingness to enter into physical combat, who at considerable risk to herself, engages in a mission of rescue — thus breaking across the old stereotype of the male as rescuer.
In Zanu and The Fusion Factor, the same protagonist, Rebecca, a 12-year-old Winnipeg girl, by actively following up on her concern for another person — one a stranger, the other her school enemy — is accidentally propelled into the future through a time machine. The two books present a future world of sterility, computerized surveillance, and pollution.
Matas emphasizes that the future scenarios she depicts are not unalterable. At the conclusion of each of these two books, Rebecca returns to the | 1,921 | 1,024 | {
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In May of every year, Australians submit themselves to a national experience of repentance. Sounds unusual, but it’s true. First, there’s National Sorry Day (this year it’s May 26), which is followed by National Reconciliation Week, which this year is May 26-June 3.
According to one source, National Sorry Day, also known as National Day of Healing, is “an annual event that has been held in Australia on May 26 since 1998, to remember and commemorate the mistreatment of the country’s indigenous peoples, as part of an ongoing process of reconciliation between the indigenous peoples and the settler population.” The week of reconciliation which follows is intended “to celebrate the history and culture of Aboriginal and Torres Strait Islander people in Australia, and foster reconciliation, discussion and activities.”
This is a great idea, and I wish the United States had such a week-long period of national repentance. We have so much of which to repent: slavery, the treatment of Native Americans and ongoing racism for starters. I know there are some who may disagree about the need to do this at a national level, but I believe it would be a good thing.
But, having a pastoral heart as I do, I also think it would be good for every church in America to have a Sorry Sunday, and a Week of Reconciliation. Sorry Sunday would be a day in which we fervently repent for our sins on a personal level. We draw up plans to make amends. We approach those whom we have wronged. We make right the wrongs we have committed. Perhaps Lent would be a good time to designate one Sunday as Sorry Sunday.
This could be followed by a church-wide Week of Reconciliation. Devotional messages, reconciling activities, worship and prayer, vesper services, and more. Such a week could be a time of renewal and a refreshing of the Holy Spirit in the church.
But what about us? Perhaps we should think about having a Sorry Day once a month or once a week. But only if we find it hard to say, “I’m sorry,” and offer an apology. We don’t need a special Sorry Day, do we, if we already make it a habit to correct an injustice when it is done, or to apologize when a harsh word is uttered, or to offer the hand of friendship to the friendless?
Let’s not forget how to say “I’m sorry,” and let’s not forget how to swallow our pride and make things right when things go wrong.
—Timothy Merrill
Prayer: O God, I am sorry for my pride that sometimes keeps me from saying “I’m sorry.” Forgive me. I’m going to do better. Amen.
Blessings,
Tina & Pastor Ben Motz
Word Search: Life of Christ
This word search focuses on the life of Christ. Find the words listed below in the word search box. Words can be found horizontally, vertically, diagonally, backward and forward.
**WORD LIST**
- baptism
- Bethany
- children
- demoniac
- disciples
- faith
- fasting
- fishing
- Galilee
- gospels
- healings
- Jerusalem
- Jesus
- John
- Jordan
- leper
- Martha
- Mary
- miracles
- parables
- Peter
- Pharisees
- Sabbath
- Simon
- sower
- temple
- temptation
- transfiguration
- vineyard
- widow
**VERSE TO REMEMBER**
“I am the good shepherd. The good shepherd lays down his life for the sheep.”
—John 10:11
**COMPOUND INTEREST!**
Directions: Each of the two sets of letters has two compound words hidden. Can you find the compound words? Example: AEGTWAY: gateway, getaway
**BFHILOSW**
__________________________
__________________________
**DOOOPRST**
__________________________
__________________________
**June 2021**
| | S | M | T | W | T | F | S |
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | | | |
| 6 | 7 | 8 | 9 | 10| 11| 12| |
| 13| 14| 15| 16| 17| 18| 19| |
| 20| 21| 22| 23| 24| 25| 26| |
| 27| 28| 29| 30| | | | |
Solution:
Top — fishbowl or blowfish;
Bottom — doorpost or doorslop. | 1,874 | 985 | {
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WASH RIGHT
Washing our cars is a fun summer tradition that keeps our cars looking good.
What’s the problem with washing at home?
When car wash water leaves your driveway and flows to the nearest storm drain, it carries soap suds, dirt, and chemicals directly to the creeks, lakes, and wetlands that we all swim, fish, and play in.
All soaps, even "eco-friendly" or biodegradable soaps, are toxic to fish and aquatic life.
WASH RIGHT.
Learn how on the reverse side.
City of Kirkland Public Works
Storm & Surface Water Division
Learn more at kirklandwa.gov/stormwater
Alternative language formats of this publication are available upon request. For more information contact (425) 587-3011 or firstname.lastname@example.org.
The best choice for clean water, healthy fish, and a clean car is to use a commercial car wash.
If you have the space, wash on your lawn or gravel area.
Will soap harm my lawn or plants?
Nope! Tiny microbes and helpful bacteria in the soil safely break down the soap and grime, protecting your plants. Plus, the extra water is free irrigation for your lawn.
Will my car leave ruts in the lawn?
No. Temporarily parking a car on your lawn won’t damage your lawn. Flattened grass springs back up in no time.
Pro tip: Use a rake to gently help the grass stand back up faster.
Will this damage my sprinklers or septic system?
Temporarily parking your car over these systems will not damage them. We don’t recommend long term parking of a vehicle over sprinklers or septic systems. Use care to avoid sprinkler heads.
If washing on the lawn isn’t possible, use spare towels to divert wash water toward soil or landscaping.
Do the towels really work?
Definitely! The towels stay securely in place and do an incredible job diverting the majority of the water.
What do I do with the towels afterward?
Towels can easily be thrown in your washing machine, rinsed on the lawn, or washed in a utility sink, or you can spread them out in a sunny area to dry.
Pro tip: Designate 2-3 towels as your “Clean Water Car Wash Towels”
Allowing car wash soap to flow to the street and storm drain is also against the law (KMC 15.52.90) and could be subject to clean-up cost recovery charges and fines for repeat offenses. | 922 | 514 | {
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Remembering-
1. Anaming word is called:
(a) An Interjection (b) A Noun (c) A Pronoun (d) A Verb
2. The students were studying quietly. The highlighted word is:
(a) an Adverb (b) a Preposition (c) a Verb (d) an Adjective
3. The children worked very hard for the exams. The highlighted word is:
(a) a Noun (b) an Adjective (c) a Pronoun (d) an Adverb
4. Dogs and Cats can be tamed as pets. The highlighted word is:
(a) a Noun (b) a Conjunction (c) a Pronoun (d) an Adverb
5. The fox jumped over the dog. The highlighted word is:
(a) a Noun (b) a Preposition (c) a Pronoun (d) an Adverb
Understanding-
1. Choose the correct spelling.
(a) Roughage (b) Roufage (c) Raufage (d) Roufage
2. The plural of box is:
(b) Boxs (b) Boxes (c) Boxis (d) Boses
3. Tick the odd one out.
Cub, Puppy, Kitten and Tiger
(a) Puppy (b) Cub (c) Tiger (d) Kitten
4. Choose the correct synonym of Steady
(a) Fast (b) Quick (c) Move (d) Firm
5. The correct synonym of word ‘tremble’ is.
(a) Move (b) Shake (c) Dance (d) Drop
Application Based
Choose the ‘correct word’-(Opposite) from the sentences given:
1. The king knows how to keep his people happy.
(a) Friend (b) Neighbour (c) Prince (d) Queen
2. It was a **bright** and **sunny** day.
(a) colour, Nice
(b) Ugly, night
(c) dull, cloudy
(d) shade, hot
3. The **quiet** child was an **intelligent** student of the class.
(a) Smart, Slow
(b) Talkative, dumb
(c) deaf, dumb,
(d) Smart, Sharp
4. The elephant is a **huge** animal.
(a) Big
(b) Strong
(c) Small
(d) Coward
5. She cannot **talk** because she is **deaf**.
(a) Talk, Blind
(b) Quiet, Deaf
(c) Talk, Deaf
(d) Listen, Dumb
**HOTS**
Choose the best response.
1. If you find someone helping you, you say
a) Sorry
b) Good Bye
c) Welcome
c) Thank you
2. What did you do after you realize your mistake?
a) Say thank-you.
b) Say good-bye
c) Say sorry
3. How can you help your Teacher?
a) By being good learner
b) By being in discipline
c) By keeping class room tidy
d) All
b) When you meet your friend, you
a) Greet
b) Say Good bye.
c) You ignore
d) none
c) You know it’s your friend’s Birthday, you say
a) So Sorry
b) Happy Birthday
c) Thank you
d) Say good-bye | 1,377 | 819 | {
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The produce of the week is...
Dried Fruit
What is a great way to eat fruit even when it is out of season?
DRIED FRUIT!
- Dried fruit is available year round. It can be purchased pre-packaged or at self serve stations.
- Shelf life depends on the item, but if stored in air tight containers dried fruit can keep for a minimum of one month.
- Do not purchase any dried fruit with mold or an abnormal smell.
- Try to limit the consumption of dried fruit that has a lot of added sugar or salt.
Source: www.fruitsandveggiesmatter.gov
Dried fruit is a great way to get some of the nutrients that fruit provides even when fresh fruit is not available or not in season.
Some vegetables are also available dried and can be a great snack on the go.
Commonly dried produce includes:
- Fruit: grapes, apples, berries, plums, banana, apricots and pineapple
- Vegetables: Peas, corn, peppers, tomatoes, onions, potatoes and green beans
Count it out!
Keep track of the fruits and veggies that you eat each day by outlining a different color triangle every time you have a fruit or veggie. Try to eat a rainbow of colors and eat at least 5 servings of fruits or veggies each day.
Try these delicious, nutritious and healthy recipes!
Dried Fruit Salad
INGREDIENTS
♦ 8 prunes pitted prunes
♦ 1/4 cup dried apricots
♦ 1 cup apple juice
♦ 1 cinnamon stick
♦ 1/2 teaspoon whole cloves
♦ 1 banana, peeled and sliced
♦ 1 large orange, peeled, sectioned, and cut into bite-size
♦ 1 apple, cored and chopped
♦ 1/2 cup orange juice
♦ 3 tablespoons orange marmalade
♦ 1/4 cup chopped pecans
DIRECTIONS
1. Combine prunes, apricots, apple juice, cinnamon stick, and cloves in saucepan. Bring to a boil, remove from heat and let soak overnight in refrigerator.
2. Remove the dried fruit and divide the prunes, apricots, banana, orange and apple among 4 dishes. Strain apple juice and add orange juice and orange marmalade. Mix together and pour over fruit. Top with chopped pecans.
Dried Fruit Bars
INGREDIENTS
♦ 1 cup water
♦ 1/2 cup chopped dates
♦ 1/2 cup chopped prunes
♦ 1/2 cup raisins
♦ 1/2 cup margarine
♦ 1/2 cup egg substitute
♦ 1 teaspoon vanilla extract
♦ 1 cup all-purpose flour
♦ 1 teaspoon baking soda
♦ 1/2 teaspoon ground cinnamon
♦ 1/4 teaspoon ground nutmeg
♦ 1/4 teaspoon salt
DIRECTIONS
1. In a small saucepan, combine water, dates, prunes and raisins. Cook over medium heat until fruit is softened, about 10 minutes. Remove from the heat; add margarine and stir until melted. Cool. Stir in egg substitute and vanilla; mix well.
2. Combine dry ingredients in a large bowl; stir in fruit mixture. Spread into an 11-in. x 7-in. x 2-in. baking pan that has been coated with nonstick cooking spray. Bake at 350 degrees F for 20-25 minutes or until a toothpick inserted near the center comes out clean. Cool on a wire rack.
Source for recipes: www.allrecipes.com, www.fruitsandveggiesmatter.gov
Caution: Make sure to try all of these recipes under the supervision of an adult and be careful of food allergies! Happy and healthy cooking! | 1,375 | 808 | {
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Lesson Activity Sheet
School: .......................................................
Date: ..........................................................
Class size: ..............................................
Year group: ..............................................
Application used: Minecraft
Resources: 15 ipad minis, interactive whiteboard
Topic: The Tudors (1485 - 1603)
Overview:
This week students are all looking at the Tudors and the way houses were built 500 years ago!
Week 1
Learning Objective/s:
1. To understand roughly how long ago the ‘Tudor’ period was… i.e. 500 years ago
2. To understand that the Tudor period was named so because the Kings or Queens of the time had the surname Tudor.
3. To appreciate how the buildings of the day were constructed and from what materials.
Learning Outcome:
Each child should have a completed Tudor house constructed in Minecraft
...........................................................................................................................................................................
LESSON OUTLINE
Starter input/activity (10 mins)
Teacher to explain that this lesson is all about the buildings of the tudor period and emphasise lo1 & lo2.
As some children might not have used Minecraft before, explain the basics of movement, selecting materials and placing blocks. Students can have a quick attempt at building a kennel …perhaps even with a simple pitched roof!..and put a pig in it…or a wolf!
See if they can put a couple of signs saying things like ‘Fido Tudor’! or ‘500 years ago’ to reinforce the points.
Input
Looking at some of the reference material with the children…teacher to explain the following.
1. The buildings had to be constructed from local materials because there were no lorries to transport stuff…just a horse and cart if they were lucky! So the houses were built using wooden frames coated in black tar to stop the wood rotting. The wattle panels in between the wooden frame were finished with Daub which is a mixture of clay and dung!
2. Houses and shops used to be smaller on the ground floor and get wider as they went up!. This ‘overhang’ trend started in shops as competition was fierce for shop front space.
3. Rats were a real problem as hardly any towns had pavements or hard roads and rubbish was just left in the street!
Activity
Using the pictures for reference try and build your own tudor dwelling. If you would like you can build a little village in groups. Children should try and put up as many signs as possible with interesting facts about the tudors or the way the houses were built.
Plenary/Reinforcement
Teacher to lead a short discussion about the tudor style of building and ask the class some key questions relating to the learning objectives.
Differentiation and Extension
More able students will have stretched themselves with regards to the detail of the buildings and also the number of facts they are able to post around their house on signs. Less able children should have no problem with a basic construction and will have had help posting the key facts.
National Curriculum:
1. History - Tudors
2. IT - Presenting information using 3D Design tools | 1,527 | 626 | {
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iPod Touch Lesson Plan/Review
Stack the States
Apps Used: Stack the States - $0.99 - Universal App (works on both iPad and iPod Touch/iPhone) No VPP discounts available
Subjects that can be taught using the app: U.S. History, U.S. Geography, Geometry, Physics
Time: 30-60 minutes depending on how long you give them in the app.
Review -
Stack the States is a game that allows for a variety of activities. There are a total of 4 games available although you must reach certain milestones to unlock all but the beginning game.
To begin you enter your name for a profile. There are slots for up to 7 separate profiles. Once you have selected your profile the game begins. The player is asked a question about a state. Questions include capitals, landmarks, bordering states, and abbreviations. If the player selects the correct state, he/she is presented with that state to drop onto a platform.
The goal is to stack the states above the checkerboard line on the screen. If you accomplish the task you are rewarded with a state. Not quite as easy as it might seem. The states are not all geometrically suited for stacking. Also, when you drop the states they tend to bounce and rock and roll. If a state falls off of the edge of the platform then you have to keep going. Touching the state brings up a white circle with dots around it. With the circle on-screen you can move the state by dragging it. You can rotate the state using the white dots. While not ultra-challenging it is a lot of fun.
As you earn more states you can unlock 3 more bonus games. Having worked with 4th, 5th and 6th graders in this game, I can tell you that students really enjoy it, find some challenge and even learn things they didn't know about the states.
**Lesson:**
The school where I have taught this has a mobile cart of 30 iPod Touches. I have the students retrieve the iPods from the cart, taking note of the number of the iPod so they remember where to put it back after the activity.
I begin the lesson by talking about relative size. One of the things that I really like about the app is that the states in correct proportional size to each other. Alaska is really big and Rhode Island is really small.
Next we discuss the physics of the game. Gravity is in play as you drop the states, balance comes into play, as does the bouncy nature of the states.
I use a document camera to demonstrate setting up the profiles and the basics of gameplay. (This is probably not necessary as the kids have it figured out in seconds on the own, but just in case.)
At this point I lets the students start playing. I give them about 10 minutes to begin with, before stopping them. When I stop them we take a quick poll to see how who has gained the most states. This seems to be really motivational for the group. In each class that I have tried it, after polling the group, when they start playing again, they get quieter and more focused. I give them another 5-10 minutes to play then take another poll. I found that 2 to 3 rounds seems to be optimal.
I love *Stack the States*, it is one of my favorite apps. I think students really enjoy it as well and learn quite a bit at the same time. | 1,177 | 708 | {
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HUMAN birth saddles us with three debts, according to Hinduism. They are: the debt to God, to sages and saints, and to our ancestors and forefathers.
In line with the obligations, adhering to Pitru Paksha or Shraddh rituals are of great importance. They’re observed so that the souls of your ancestors can rest in peace.
This year, Pitru Paksha runs from September 6 to 20. According to the *Srimad Bhagavad Gita*, the body can be destroyed but the soul is eternal.
The Brahman Puran states that on the eve of Krishna Janmashtami, the Lord of death, Yamraj, grants freedom to all the souls so that they can accept and eat the food prepared by their children for Shraddh.
People who don’t perform Shraddh for their Pitrus suffer the curse of “Pitru Dosh” as their Pitrus become angry and return to their world with unfulfilled wishes.
This causes future generations to face many problems. Thus it is said that Pitru Dosh is prevalent in someone’s horoscope.
**Causes:**
Pitru Dosha occurs when someone in a family dies at an immature or death. It also happens when relatives fail to perform spiritual duties after a relative has killed a cow, destroyed a foetus in a woman’s womb or treated patients, especially near the time of their death.
**Shraddh objectives:**
- To try to free yourself from the debt due to ancestors and show them appreciation.
- Enable the souls of ancestors, trapped between Earth and other planes, to progress.
**During Pitru Paksha, refrain from:**
- All sacred ceremonies such as marriages, births and moving into new houses.
- Haircuts.
- Eating non-vegetarian food and using alcohol and tobacco.
- Eating at other homes (Having a meal with relatives at their homes is acceptable, but not applicable to priests.)
**Unfounded myths:**
It’s said all prayer rituals must be stopped during Pitru Praksha. That is incorrect.
You can do prayer routines and chant. Continue to light lamps in the morning and evening.
Show even greater commitment to religious duty during this time to please your ancestors and be blessed – but don’t do “amishthans” at this time.
**Appropriate offerings:**
Ancestors accept only vegetarian “Satvik” food, even those who preferred meat while alive. The *Garuda Puran* makes no mention of meat offerings. Ancestors are in another realm of life and cannot eat non-vegetarian food and so will not be satisfied. Satvik means no onion, garlic, meat, alcohol, eggs or cigarettes.
According to Hinduism, everyone should follow “Pitru Paksha” for the sake of their ancestors. On these days, observe a vegetarian diet.
The person who performs the Shraddha pooja during Pitru Paksha should do it with dedication, perhaps guided by an experienced priest.
**Remember:**
In completing the Shraddh, do it on the date your ancestors died. Consult a priest on *tithi* (Hindu dates).
The priest will advise you on the appropriate time for a ritual once you share the dates according to the Gregorian calendar.
If you cannot establish the appropriate time to perform this ritual, then do it on “Sarva Pitru Amavasya” which this year is on September 20. You can invite the priest and his wife and offer them a meal.
Thereafter, donate five items such as an umbrella, handkerchief and clothing and make a call to your ancestors.
**Donated items could include:**
- Ghee (purified butter).
- Rice.
- Gangajal (water from the Ganges River).
- Mustard Oil.
- Wheat.
- Salt.
- Steel utensils.
- Shoes, socks or chappals.
- Clothing (towels, lungi, kurta).
- Fruit.
- Vegetables.
- Kali Til (sesame seed) and milk.
Note:
- Along with the Brahmins, crows are fed the same food because these birds are considered Yama’s messengers. Dogs and cows are also fed at this time.
- Include tulsi (devi) leaves in your offering.
- Most important, according to astrology the best way to avoid “Pitru Dosh” is to care for your parents in their old age.
Readers may send their name and surname, religion, date, place and time of birth and the advice they require to: Mahesh Bang, Tribune Herald, PO Box 47549, Greyville, 4013, email firstname.lastname@example.org or call him at: 083 659 2277 or 031 401 8888. | 1,806 | 994 | {
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Vocabulary Review on Genes
Name: ____________________________ Date: _______________
In the following statements, G represents the dominant gene for curly hair and g represents the recessive gene for straight hair.
Part A
Check the answer that correctly completes each statement. Make sure you can explain your answer.
If an ovule G and a sperm cell G unite:
1. the genotype of the resulting zygote will be:
- GG
- gg
- Gg
2. the zygote will be:
- heterozygous
- homozygous
3. the resulting human will have the following phenotype:
- curly hair
- straight hair
- part curly, part straight hair
4. the resulting human will be able to produce the following gametes:
- G
- g
- G or g
If an ovule g and a sperm cell g unite:
5. the genotype of the resulting zygote will be:
- GG
- gg
- Gg
6. the zygote will be:
- heterozygous
- homozygous
7. the resulting human will have the following phenotype:
- curly hair
- straight hair
- part curly, part straight hair
8. the resulting human will be able to produce the following gametes:
- G
- g
- G or g
If an ovule G and a sperm cell g unite:
9. the genotype of the resulting zygote will be:
- GG
- gg
- Gg
10. the zygote will be:
- heterozygous
- homozygous
11. the resulting human will have the following phenotype:
- curly hair
- straight hair
- part curly, part straight hair
12. the resulting human will be able to produce the following gametes:
- G
- g
- G or g
If an ovule g and a sperm cell G unite:
13. the genotype of the resulting zygote will be:
- GG
- gg
- Gg
14. the zygote will be:
- heterozygous
- homozygous
15. the resulting human will have the following phenotype:
- curly hair
- straight hair
- part curly, part straight hair
16. the resulting human will be able to produce the following gametes:
- G
- g
- G or g
Part B
State your answer to the following questions in the form of a fraction or as a percentage.
17. If a father (GG) and a mother (gg) have children, what will be the expected proportions of the following genotypes?
- GG _______
- gg _______
- Gg _______
18. If a father (gg) and a mother (Gg) have children, what will be the expected proportions of the following genotypes?
- GG _______
- gg _______
- Gg _______
19. If a father (Gg) and a mother (GG) have children, what will be the expected proportions of the following genotypes?
- GG _______
- gg _______
- Gg _______
20. If a father (Gg) and a mother (Gg) have children, what will be the expected proportions of the following genotypes?
- GG _______
- gg _______
- Gg _______ | 1,456 | 746 | {
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It is important to ensure that you and your family are well-prepared and ready should disaster strike; preparedness and planning are key. Children have unique needs, especially during a disaster or emergency. Using everyday moments in your child’s life to help your child learn and build skills will help them if faced with an emergency in the future. Back-and-forth interactions with you can help your child’s developing brain make connections with what is happening around them and help them feel safe and secure.
Try the brain building tips below with your child for preparing, responding or recovering from an emergency.
**Preparedness**
This takes place before an emergency. It includes being informed, making and communicating plans, practicing your plan, and building emergency supply kits. During this phase, you learn about your risks.
**TODAY IS...**
As you ride in the bus or car, describe to your child how the day is: “Today is bright and sunny. Today I can feel the warmth of the sun on my face,” or “Brrr, today is cold! That’s why we have coats on.” Ask them to take a turn. Be sure to respond to their words or sounds.
**Brainy Background**
When your child hears you describe the weather and things associated with the weather, they’re learning to make connections between what and why. These connections will help them develop critical thinking and communicating skills.
Response
This begins when you are alerted to an emergency and when an event actually occurs; this is when you either evacuate or shelter-in-place depending on the type of emergency.
Brain Building Tip
FROM HERE TO THERE
Do you have magazines, newspapers, or pieces of cardboard at home? Ask your child to create a path to get from one side of a room to the other without touching the ground. Make it harder by increasing the distance and timing them to see how fast they can go. Take turns!
Brainy Background
Your child uses critical thinking skills to make a plan and test it out, and also think flexibly to come up with different solutions, such as putting one piece of paper in front of the other. This is a great group activity where they can practice communicating and working with others.
Recovery
This is the period of time (hours, days, weeks, months) after an emergency occurs where returning to your everyday life is a focus. This is when you work to get back to your day-to-day; emotions may be running high during this phase.
Brain Building Tip
CALM DOWN KIT
Using an empty shoebox or other container, have your child put special items inside that help them calm down, like a book, a favorite toy, or piece of clothing. Have them decorate the box and when they’re feeling upset, remind them to use the Calm Down Kit.
Brainy Background
By creating a Calm Down Kit before upset feelings happen, you’re helping your child plan for how to handle stress so they can take action in a difficult situation. This gives them more control and builds their skill in learning to take on challenges.
Visit ChildCarePrepare.org for more information on emergency preparedness and visit WeAreBrainBuilders.org for information on brain building. | 1,168 | 643 | {
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Unit 5 Goals:
- Recognize and draw shapes having specified attributes.
- Partition circles and rectangles into two, three, or four equal shares.
Words to know:
Attributes - a characteristic of an object, such as color, shape, size, etc.
Angle - a plane figure formed by two rays that share an endpoint.
Face - a surface of a solid figure.
Fraction - a way to describe a part of a whole.
Polygon - a closed plane figure formed from line segments that meet only at their endpoint.
Quadrilateral - a four-sided polygon.
Scale - the numbers that show the units used on a graph.
Vertex - the point at which two line segments, lines, or rays meet to form an angle.
Students will describe attributes of two-dimensional shapes.
4 sides and 4 angles:
- Diamond
- Trapezoid
3 sides and 3 angles:
- Triangle
- Triangle
Name the Shape:
I am a 2D shape.
My 4 sides are equal.
I have no right angles.
What am I?
I am a 2D shape.
I have 5 sides.
I have 5 angles.
What am I?
I am a 3D shape.
I have a circular base and another curved face.
What am I?
I am a 3D shape.
I have 6 identical faces.
Each face is a square.
What am I?
Attributes of Shapes
This list is not intended for memorization. It is a guide to help you understand the language of the classroom.
Two-dimensional shapes
| Quadrilateral | A four-sided polygon. |
|---------------|-----------------------|
| Trapezoid | A quadrilateral with at least two parallel sides. |
| Square | A parallelogram with four congruent sides and four right angles. |
| Hexagon | A polygon with six sides. |
| Rhombus | A parallelogram with all four sides equal in length. |
| Triangle | A polygon with three angles and three sides. |
| Rectangle | A quadrilateral with two pairs of congruent, parallel sides and four right angles. |
| Pentagon | A polygon that has five sides. |
Three-dimensional shapes
| Cube | A regular solid with six congruent faces. |
|---------------|------------------------------------------|
| Sphere | A solid figure made up of all points that equally distant from a point called the center. |
| Cylinder | A solid figure with two parallel and congruent circles as bases, one curved surface, and no vertices. |
| Cone | Solid figure with one curved surface, one flat surface, and one vertex. |
| Rectangular Prism | A prism with six rectangular faces. |
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, and describe the whole as two halves, three thirds, four fourths.
Students will describe a whole by the number of equal parts including 2 halves, 3 thirds, and 4 fourths.
Two halves
Three thirds
Four fourths
Students will recognize that equal shares of identical wholes need not have the same shape. Which shapes are correctly split into fourths?
A.
B.
C.
D.
E.
F.
G. | 1,483 | 691 | {
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The Electron rocket was designed and built to fly small satellites to space more often, affordably, and reliably than ever before. Since its first launch to space in 2017, Electron has since flown multiple times to low-Earth orbit with 100% mission success. Electron has delivered satellites above Earth which help people communicate around the world; keep track of planes in our skies and ships in our oceans; monitor weather, climate, and changes across Earth; and which conduct experiments and research in space.
At the top of the Electron rocket is the fairing, or nose cone. These large structures protect the satellite and its payload while it is flying through Earth’s atmosphere on the way to space. The fairing is jettisoned (thrown away) just before launch. Inside the fairing sits the satellite. It is connected to the Electron Kick Stage, which has its own engine called the Rutherford. With this engine, the Kick Stage can take a satellite exactly where it wants to go in space.
Once the satellite is released, the Kick Stage is designed to restart its engine and propel itself back towards Earth to burn up in the atmosphere, leaving nothing behind in space but the satellite, and helping to keep the areas above Earth clear of space junk!
Electron is made of carbon-composite fiber, which is a type of material that allows vehicles like sports cars, racing yachts, and rockets to travel really fast and remain very light without also breaking apart. In fact, the thickness of the wall of Electron is only slightly larger than the thickness of a credit card!
Electron is the only fully carbon-composite rocket to ever reach space! Electron is 18m tall and only 1.3m in diameter (if two people hugging Electron could join hands)
The First Stage acts as a fuel tank for Electron’s Rutherford engines. The fuel onboard Electron is a mix of RP-1 (a type of highly-refined kerosene similar to jet fuel) and liquid oxygen (LOX), which is very very cold oxygen (at least -183 degrees!).
When liquid oxygen is loaded inside Electron for a mission, the temperature inside the rocket is so cold that it causes moisture on the outside of the rocket to freeze into ice. This is why you’ll see steam on the black Electron rocket for every launch!
Electron is powered by nine Rutherford engines. These Rutherford engines can be 3D-printed, a machine that is one of their kind to ever fly in space! They can be printed in as little as 24 hours and unlike any other rocket engine, the Rutherford engine is powered by batteries, which also makes them super light.
Rocket Lab operates two launch sites. Between them Rocket Lab can launch more than 130 times per year!
**LAUNCH COMPLEX 1**
Rocket Lab’s main launch site is Launch Complex 1 in Mahia, Hawke’s Bay, New Zealand. Rocket Lab Launch Complex 1 is the only private spaceport launching to low-Earth orbit in the world. Launch Complex 1 was opened in 2016 and Rocket Lab can do up to six launches per month from this site.
Launch Complex 1 in Mahia is a perfect spot to launch Electron from. Because of the wide range of different angles to launch Electron to from Launch Complex 1, it is possible for small satellites to be launched to many different positions in space to orbit Earth. There is also very little ship and airplane traffic around or above the launch site which allows for plenty of rocket launching opportunities!
**LAUNCH COMPLEX 2**
Launch Complex 2 is Rocket Lab’s second launch site on the North-Eastern coast of the United States of America. Launch Complex 2 has been built on land owned by NASA on Wallops Island, Virginia, and will be the launching site for US small satellites operated by the US government. Because of the much busier skies above the USA’s east coast compared to New Zealand, Electron can launch from Launch Complex 2 up to once a month every year. | 1,592 | 815 | {
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Health and Relationships at CLC MAT
Learn along with me, Lenny LifeWise!
Parent Consultation Response
We would like to thank all parents / carers for responding to the Relationships and Health education questionnaire.
Thank you for sharing your thoughts and questions with us.
We would like to clarify that at CLC MAT we are teaching the statutory aspects of RSE which is in line with government guidance. Statutory guidance sets out what schools and local authorities must do to comply with the law.
Government guidance on RSE—Secretary of State Foreword
“Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.
This is why we have made Relationships Education compulsory in all primary schools in England and Relationships and Sex Education compulsory in all secondary schools, as well as making Health Education compulsory in all state-funded schools.
In primary schools, we want the subjects to put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.”
Consultation process
As part of the CLC MAT’s consultation process we shared government guidance and our coverage of the statutory RSE curriculum with community representatives from Masjid Quba and Green Lane Masjid. We have considered the different social, religious and cultural backgrounds of all our pupils, and we have a duty to teach statutory requirements of the curriculum in order to teach an inclusive RSE curriculum.
Statutory requirements of the RSE curriculum. There is no right withdraw from the statutory curriculum.
- FROM SEPTEMBER 2021, the Department for Education says that all primary schools must teach their pupils:
- Relationships Education
- Health Education
- Pupils from Year 1 to 6 need to be able to name and locate body parts including private body parts. This supports safeguarding requirements in school by giving pupils the vocabulary and knowledge to support their safety and well-being.
- LGBTQ- These lessons do not promote lifestyle choices and are not taught as stand alone lessons, they are taught as part of a balanced curriculum looking at different family set ups, inclusive of wider society.
- Pupils should know the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking (age appropriate).
Right to withdraw
Right to be excused from sex education (commonly referred to as the right to withdraw). Parents have the right to request that their child be withdrawn from sex education.
At CLC MAT we will not be teaching Sex Education.
Contact the school for more information.
Useful information
Please click on the link below to access government guidance on RSE. It is important to read this document to understand the guidance for Primary Schools.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1019542/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf
Further questions
• If you have any further questions, please speak to your child’s class teacher who will arrange for you to speak to a member of the SLT or one of the curriculum leads.
Thank you for your continued support. | 1,561 | 702 | {
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Ptashka Motanka Workshop
Crafts for Kids @ UHEC
Sunday, January 15, 2023
Ukrainian History & Education Center
135 Davidson Avenue
Somerset, NJ 08873
email@example.com
732-356-0132
www.ukrhec.org
UHEC folk art programming is made possible by funds from the Somerset County Cultural & Heritage Commission, a partner of the New Jersey State Council on the Arts.
Ptashka Motanka Workshop
Among some of the most ancient Ukrainian holiday traditions, carols are sung from Christmas through the New Year. One of the most popular is “Shchedryk” which means “generous evening”. In the lyrics to the song “Shchedryk”, a swallow flies into the house to tell the family about the bountiful year ahead of them. In Ukrainian folklore, birds can be symbols of freedom, fertility, announcers of spring, and fulfillers of wishes. The bird reminds the family, though it’s been a tough year, there are beautiful things ahead for them. Now, more than ever, Ukrainians must remember the beauty of our culture and keep hope in the wonderful things ahead for us.
In 1914, Ukrainian composer Mykola Leontovych was commissioned by the Ukrainian Republic Choir to arrange and create the lyrics to “Shchedryk” for a Christmas concert. Maestro Oleksandr Koshetz formed the Ukrainian National Chorus, putting together a tour of 115 cities across the United States as a means of spreading awareness of Ukraine’s political struggles. Their first US performance took place October 5, 1922, at New York’s Carnegie Hall. This year we celebrated the 100th anniversary of this concert. The folk song was adapted in the 1930’s to an English alternative called “The Carol of the Bells.” It has become one of the most popular Christmas songs of all time.
A motanka, or lialka motanka, is an ancient Ukrainian “wrapped/reeled doll” (lialka=doll / motaty=to wrap or reel). A motanka is made by wrapping together fabric or natural materials and was never sewn or pierced. It is believed your intentions while wrapping the fabric could be used to give the motanka different properties. Different colors reflect different purposes. Yellow is the personification of the life-giving power of the Sun. Blue represents the continuous movement of the healing water. White stands for divine heaven, purity and harmony.
In this workshop, young artists will make a motanka bird for the New Year, while learning about Ukrainian New Year traditions and about the process of making a motanka toy.
About Maria (Mia) Naumenko
Maria (Mia) Naumenko is an Assistant Education Coordinator for the Ukrainian History & Education Center and also a niece of Rev. Taras Naumenko (a priest of the Ukrainian Orthodox Church of the USA in Philadelphia, PA). Mia has always been interested in Ukrainian art and culture, but since the beginning of the war in Ukraine, she has dedicated herself to the practice and preservation of everything Ukrainian. She looks forward to sharing her talent and enthusiasm with the community of the UkrHEC.
Crafts for Kids with the UHEC
Sunday afternoon workshops will provide a hands-on opportunity for kids to learn about Ukrainian art, culture and history based on objects found in the UHEC Museum Collection. Participants will go home with a craft at the end of the workshop. Suitable for grade school aged children.
Supply List for Workshop
Supplies
- Blue yarn
- Yellow yarn
- White yarn
- 1 inch by 1 inch square of yellow or orange construction paper / cardstock
- Plain sheet of paper
- Scissors
- Glue | 1,526 | 777 | {
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To help prevent learning loss and encourage your child to continue exploring, Gale has created this An eBook a Week activity utilizing Gale Presents: Miss Humblebee’s Academy. This resource (that you get for free at your library) gives your child access to an interactive pre-school learning program as well as a collection of age-appropriate eBooks. eBooks are the perfect way to get bite-sized bits of learning into your summer vacation!
Read the directions below and get started!
REQUIRED MATERIALS
- Computer, tablet, or phone with internet access
» If you don’t have any devices or access to the internet, reach out to your librarian
- Gale Presents: Miss Humblebee’s Academy
» This is an online resource. Your librarian will be able to show you how to access and provide you with your log in credentials
STEPS
- Chose one consistent day of the week to read the eBook together (like a Monday or Friday)
- Have your child log into Gale Presents: Miss Humblebee’s Academy
» They can access using a computer, phone, or tablet
- Navigate to the eBook section of your child’s Classroom
- Select the eBook listed, or change it up and pick your own
- Read the eBook together and answer the provided reflection questions
SCAN HERE TO ACCESS
GALE PRESENTS: MISS HUMBLEBEE’S ACADEMY
WEEK ONE: GET AROUND
What things do you see in this eBook?
What does it make you wonder?
WEEK TWO: THE SHARING PICNIC
What things do you see in this eBook?
What does it make you wonder?
WEEK THREE: LIGHTNING
WEEK FOUR: THE FRECKLE
What things do you see in this eBook?
What does it make you wonder?
WEEK FIVE: BIRDS
What things do you see in this eBook?
What does it make you wonder?
WEEK SIX: FIRE SAFETY
WEEK SEVEN: THE CROW AND THE PITCHER
What things do you see in this eBook?
What does it make you wonder?
WEEK EIGHT: EARTHQUAKES
What things do you see in this eBook?
What does it make you wonder?
WEEK NINE: MAE C. JEMISON
WEEK TEN: MY FIVE SENSES
What things do you see in this eBook?
What does it make you wonder?
WEEK ELEVEN: TANK TUNA’S SPECIAL ME PARTY
What things do you see in this eBook?
What does it make you wonder?
WEEK TWELVE: ALLIGATOR VS. CROCODILE
WEEK THIRTEEN: CIRCUS
What things do you see in this eBook?
What does it make you wonder?
WEEK FOURTEEN: PIPER THE PENCIL
What things do you see in this eBook?
What does it make you wonder?
WEEK FIFTEEN: I WANT TO BE A BAKER | 1,237 | 612 | {
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Students Use Growth Patterns to Create Formulas and Solve for Variables!
Includes a Video Tutorial for Each Step of this Problem!
Wicked wasps, abominable alligators, and brutal bison are attacking your school!
Will your math skills be enough to save your school?
Build the GREAT WALL and protect the students! 🏠🏠
🐝 Wicked wasps are buzzing and swarming, ready to sting unsuspecting children!
🐊 Abominable alligators are crawling faster than fast, eager to snap their powerful jaws on a tasty leg!
🐂 Brutal bison are swinging their massive heads and thrusting their sharp horns, attempting to break down the classroom walls!
⚠️ But that’s not the worst of it—more creatures are on their way! You have just been told that 67 different animals are racing toward your school, ready for destruction!
🧱 Luckily for you—your school architects have designed a powerful wall that grows at the same rate as these attacking animals!
🏠 Your mission as the School Mathematician is to calculate how many bricks are needed to build the wall and protect your school!
On Your Own
Complete this problems first
Then, Click on the photo to watch the video and check your answer!
Follow these Steps:
1. Copy the first three sections of the GREAT WALL on your paper.
2. Based on the pattern, figure out the 4th section of the wall and draw that section next to the first three sections.
Growth Pattern for your GREAT WALL!
Each square, star, and triangle counts as one block!
On Your Own
Complete this problems first
Then, Click on the photo to watch the video and check your answer!
Follow these Steps:
1. Create a T-Chart that shows the number of bricks needed to build the 7th section.
2. Solve for the Iterative Function, which is also the Coefficient.
3. Color the Coefficient blue on each section that you drew.
4. Color the Constant red on each section that you drew.
On Your Own
Complete this problems first
Then, Click on the photo to watch the video and check your answer!
Follow these Steps:
Use Your Strategy:
- Use your iterative function and your drawings to create a formula that will work for any section number.
- Illustrate your formula on your drawings.
Test your formula against section 5, section 6, and section 7 to make sure that it agrees with your T-Chart!
On Your Own
Complete this problems first
Then, Click on the photo to watch the video and check your answer!
New Discovery!
Your school scientists have just discovered more animals! There are 67 different types of animals attacking your school.
How many bricks are needed to build the 67th section? | 1,066 | 570 | {
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'S SUPER SAVINGS PLAN
(write your name here)
I know that learning how to Save is an important part of growing up.
GOAL: I’m Saving for...
Draw it here.
MONEY RECEIVED
Example Birthday Money $10
TOTAL SAVED
$10
Ohio Valley Bank Classroom Adventures featuring The Centsables Online learning at www.ovbc.com/go/kids
Hi Kids! I’m Greenback, AKA Franklin. I was named after Benjamin Franklin, who was one of America’s Founding Fathers.
He was a lot of other things too — like an author, politician, scientist, diplomat, and the inventor of cool stuff like bifocals and the lightning rod!
Would you sell an old video game for a bag of feathers? For 2 dozen eggs? Perhaps for a handful of shells?
At one time or another, these things have all been used as legal tender — or money!
Of course, you would expect to be paid in dollars for your game, because that is the currency used in America.
Q. What is money? And why should sellers give me anything in exchange for some wrinkled paper and metal disks?
A. Money is basically a token that represents a certain value, that was established by our government. Because the value is known, money can easily be used in exchange for goods and services. No matter where you live in America, your money is worth exactly the same as everyone else’s.
American coins come in many different sizes, shapes and colors. So you can tell a nickel from a half-dollar without even looking. Although our paper bills are all the same size and color, they are worth different amounts, depending on the bill’s denomination.
The larger the bill (meaning not its size, but how many dollars it represents), the greater its purchasing power. That’s why we can buy twice as much stuff with a twenty dollar bill as we can with a ten.
If we didn’t have currency in different denominations, your parents would need a wheelbarrow to buy a car using all dollar bills — or all pennies!
Which came first, the camel or the egg?
Each of the following has been used as money. Can you number them in order, going from the oldest to the most recent?
1) Cattle 2) shells 3) whale teeth 4) metal coins 5) salt 6) bread 7) tobacco
Answers:
1) Cattle 2) shells 3) whale teeth 4) metal coins 5) salt 6) bread 7) tobacco | 952 | 520 | {
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PlanBee Home Learning Pack
UKS2 Maths (Year 5 & Year 6)
Dart Board Maths
These challenging Maths puzzles will help your child develop a variety of Maths skills. And if they finish all the questions on the sheets, why not play your own version to see how many points they can score!
Caveman Conundrum
Great for developing reasoning skills, this puzzling problem will challenge your child to work out how to place each number from 1 to 9 so that the two stones below always equal the value of the stone directly above it.
Reasoning Skills KS2 Maths
Another great reasoning challenge! Your child will need to work out the weight of each piece of fruit and vegetable to work out the total weight of the final set of scales.
Elapsed Time Worksheets
Now that your child is more confident in telling the time on an analogue clock, they can be challenged to work out what the time will be in the future. For example, drawing a clock face to represent what the time will be 25 minutes after half past twelve.
Big Numbers Puzzle
A perfect activity for checking their understanding of place value of large numbers. Children will need to read numbers written in words the crossword clues and translate this to digits in the grid.
Vowel-less Maths Puzzles
This tricky challenges will help reinforce your child's understanding of mathematical vocabulary. Each word has all the vowels taken out: can your child work out what the maths word is by putting the vowels back in?
Fraction, Decimal or Percentage? Cards
Each of these cards shows an illustration with a fraction, a decimal and a percentage. Can your child work out which one represents the image shown? As an added challenge, why not see if your child can then translate the answer into a different form? For example, if the answer is 20%, can they give a correct fraction and decimal to represent this?
Times Table Grid
These times tables grids provide a more comprehensive challenge for your child's times table knowledge! Why not time them to see how fast they can complete the tables, then challenge them to beat their time!
PlanBee has lots more FREE games, activities and challenges to keep your child occupied and engaged. Go to www.planbee.com/free-teaching-resources/freebees to find out more.
Take One Number
There are three different levels of challenge for this activity, depending on how confident with number your child is. Give your child any two-, three- or four-digit number and challenge them to answer each of the questions about it. This activity can be repeated with a variety of different numbers.
What time is it, Mr Wolf?
This board game is a great way to familiarise your child with telling the time on an analogue clock. There are plenty of versions for you to play with your child (or for siblings to play in pairs) depending on how confident they already are with reading a clock face.
Would you rather? Reasoning Puzzles
Give your child these reasoning problems as a quick activity to get them thinking! Each one poses one question for your child to answer. For some, there is no right or wrong answer…but your child should be able to give reasons for whichever option they choose.
Multiple Mazes
Help your child to become familiar with the multiples each of the times tables, or those they are less familiar with.
Top tip: pop the sheet into a clear plastic folder and challenge children to complete the maze using a dry wipe pen. The sheet can then be wiped off so the activity can be repeated.
PlanBee has lots more FREE games, activities and challenges to keep your child occupied and engaged. Go to www.planbee.com/free-teaching-resources/freebees to find out more. | 1,416 | 753 | {
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Ospreys in Scotland
2004 was the 50th anniversary of the successful re-colonisation at Loch Garten in the Highlands. Shooting, habitat destruction and Victorian obsessions with collecting specimens and eggs caused the decline, and past demise of Britain’s ospreys. They are still at grave risk from illegal egg collecting, but more and more of these beautiful birds grace our countryside and delight those who see them.
In 1954 a migrant pair nested successfully in the Highlands and since then osprey numbers have gradually increased. Now they are back in Galloway.
The partnership is working to improve the protection, knowledge and understanding of these spectacular birds.
Follow the progress of the birds on the camera link, from April until leaving for Africa in September!
How to find us
Galloway is a great day out from the north of England, Ayrshire and Glasgow. Wigtown is 15 minutes drive south from Newton Stewart. Our facilities are in the County Buildings in the centre of Wigtown.
For more details
Please phone the County Buildings visitor facilities on 01988 402673 or email firstname.lastname@example.org or visit www.dgcommunity.net/osprey
Tourist information on 01671 402431 www.visitdumfriesandgalloway.co.uk
This project is a partnership between:-
Local landowners, Dumfries & Galloway Council and the following organisations:-
SCOTTISH NATURAL HERITAGE
Dumfries and Galloway Constabulary
RSPB
Photographs supplied by rspb_images.com
Ospreys have successfully returned to Galloway to breed in the last few years. Last year, for the first time, the intimate family life of our ospreys was viewed by visitors to the Wigtown, County Buildings. Visitors were able to watch the hatching of the first egg, the 2 chicks being fed and learning to fly before leaving for Africa.
To start with the eggs are kept warm and secure for over a month until they hatch; then the male starts bringing in fish to feed the youngsters, which is a never ending job as they grow bigger and practice flying, burning up the calories. This is a fascinating story and the ups and downs of the family can be found on the web pages at www.dgcommunity.net/osprey.
Although our area has been naturally re-colonised, over 50 years of intensive campaigning elsewhere lie behind this local success story. The first ospreys to nest back in Scotland did so in 1954 and perhaps our birds can be traced back to these famous ancestors!
Our local ospreys were ringed as nestlings; the female hatched near Stirling in 1998 and has an orange ring reading HD. The male has a ring reading BS and hatched in 1993 near Dunkeld, we know that his father came from further north still.
The nest is protected by electronic equipment, volunteers and video camera equipment around the clock. All osprey sites are protected by law and we keep the site secret to prevent disturbance.
**Information, useful leaflets and web sites**
Also in the County Buildings is Wigtown Bay Local Nature Reserve Visitors’ Room. Britain’s largest LNR can be seen from the picture window and with a second wildlife camera which shows superb views of breeding and wintering water birds all year round.
The “Ospreys are Back in Galloway” web page is www.dgcommunity.net/osprey
General information and walking and cycling leaflets and for Dumfries and Galloway www.visitdumfriesandgalloway.co.uk
“Bird Watching in Dumfries and Galloway” and “Ranger Led Walks and Countryside Events” plus Wigtown Bay LNR information and other biodiversity information can be found on www.dgcommunity.net
Wood of Cree (01671 402 861), Mull of Galloway (01776 840539) and other RSPB reserves for more information www.rspb.org.uk
Wigtown is also Scotland’s Booktown (01988 402036) www.Wigtown-booktown.co.uk
Galloway Forest Park information at www.forestry.gov.uk/gallowayforestpark
Information on Balloch Wood can be found at www.creetown-walks.co.uk
**How to see them!**
Between May and September, live video pictures can be seen in Wigtown County Buildings every week day from 10am until 5pm, and on Tuesday, Wednesday and Friday to 7.30pm Saturday 10am to 5pm and Sunday 2pm to 5pm. The facilities are accessible by wheel-chair.
Ospreys’ talons or claws are specially adapted to grab their prey, with short, sharp spines covering the base of the footpad and toes, to help in catching and holding the fish. | 1,878 | 1,008 | {
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Name:
Sams Ranch chert deposit
Lessee:
L. C. Bufton, Silica Products, Oreg., Ltd., Portland, Oregon.
Owner:
Mr. Sams, Dillard, Oregon.
Location:
The chert deposit is located in the NE¼ sec. 24, T. 28 S., R. 7 W. in Douglas County. The deposit may be reached by turning north from Brockway, which is on the Coos Bay highway, on a gravelled county road up Leakingglass Creek for a distance of three miles. The deposit outcrops on the crest of a ridge due south of the second bridge across Leakingglass Creek from Brockway.
Area:
The deposit is on deeded land belonging to Sams Ranch.
History:
This deposit was mapped by J. S. Diller along with other radiolarian chert outcrops when he mapped the geology of the Roseburg quadrangle. The geologic maps were published by the U. S. Geological Survey in 1896. A preliminary survey was made of the deposit in the spring of 1945 by the Silica
Products, Oreg., Ltd. accompanied by the field engineer of the Oregon Department of Geology. The deposit was mapped by the Department in December 1945. No chert has been mined from the deposit, except about 1000 pounds by Silica Products, Oreg., Ltd. for test purposes.
**Geology:**
The radiolarian chert deposits in the Roseburg quadrangle are believed to be of Jurassic age. They are the oldest sedimentary rocks recognized in this area. The Sams Ranch chert outcrops prominently where it crosses a ridge on S.W. of Lookingglass Creek. An outcrop of massive blue-gray chert about 10 feet wide having a strike of N. 80° E. and a dip of 75° to the south is exposed for a distance of 60 feet. On the south slope from this outcrop banded reddish-brown chert outcrops intermittently for a distance of 120 feet. Beyond this point the outcrop is obscured by soil containing numerous chert boulders. To the north the chert body extends probably for 50 to 60 feet beyond which it cannot be recognized because of soil and talus. The extensions of the deposit to the east and west are also obscure because of talus and soil. Outcrops indicate it may have a length of 230 feet on the strike. It is likely that the chert bed extends beyond the area observed as these beds underlie adjacent overlapping younger Cretaceous beds of the Myrtle Creek formation which were noted on all sides of the deposit. The Myrtle Creek formation locally was largely sandstone. The chert deposits outcrop stands in relief as a body with an elliptical base about 50 to 75 feet above adjacent surfaces as shown on the attached contour map and section.
The bluish-gray cherts are usually massive and outcrop prominently. The banded cherts are a brown or red jaspery rock. They do not readily outcrop.
In the Sams Ranch deposit the outcrops of the banded cherts were very poor with only an occasional rib exposed. It appears that part of the area containing banded chert may have some layers of siliceous shales.
**General Information:**
The deposit is at an elevation of approximately 1000 feet which is 450 feet above the adjacent valleys. The climate is characterized by long, dry summers and wet winters. Snowfall is light and usually remains only for a few days. Rainfall is from 30 to 40 inches annually.
The nearest shipping point is Dillard, six miles away through which passes the Southern Pacific railway. A good graveled road leads north from Dillard to Brockway and up Lookingglass Creek to the deposit over easy grades.
**Informant:** E. A. Youngberg | 1,448 | 810 | {
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Preliminary Results of Explorer XVII
Canaveral Council of Technical Societies
Follow this and additional works at: http://commons.erau.edu/space-congress-proceedings
Scholarly Commons Citation
Canaveral Council of Technical Societies, "Preliminary Results of Explorer XVII" (August 1, 1963). The Space Congress Proceedings. Paper 4. http://commons.erau.edu/space-congress-proceedings/proceedings-1963/voll-no1/4
Preliminary Results of Explorer XVII
The Explorer XVII satellite has discovered that the Earth is surrounded by a belt of neutral helium atoms and has sent back more than 8 hours of scientific information on the physics and chemistry of the tenuous gases that make up the Earth's atmosphere.
NASA Goddard Space Flight Center scientists said the data being sent back to Earth is giving scientists the first actual measurements on neutral gases in the satellite's particular orbital path and their pressures, densities, and temperatures.
The reports were based on preliminary data received at NASA's Blossom Point, Md., tracking station.
At the satellite perigee of 150 miles, independent instruments showed that there are about 60 million neutral helium molecules per cubic centimeter, an area roughly the size of a sugar cube. At the satellite apogee of 575 miles there are not more than about one million helium molecules for the same volume.
The experimenters noted that the neutral helium layer begins about 60 miles below the altitude where space researchers first measured an electrically charged belt of helium some two years ago with daytime and nighttime probes, P-21 and P-21A.
Satellite pressure gauges showed that at perigee pressure is about one-hundredth of one billionth that of the Earth's atmosphere at sea level. Data on pressure at apogee has not been analyzed, but experimenters expect it to show readings of only one trillionth of the Earth's atmosphere at sea level. The atmospheric density measured by the satellite at perigee was determined to be $2.7 \times 10^{-8}$ grams per cubic centimeter.
Several measurements of electron temperature confirmed other satellite data which showed that these temperatures vary from day to night and that electron temperature at apogee and perigee remained near the same level during the night. The nighttime electron temperature is about 850° Kelvin (1070° F) and the daytime temperature is about 2200° Kelvin (3500° F). | 1,062 | 513 | {
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Chicken Licken
Gill Munton
Christine Pym
About the story
Traditional tales have been told for many years. This story has several versions and is known in the USA as ‘Chicken Little’. Enjoy sharing and retelling this timeless story with your child again and again.
Tips for reading together
Talk together
- Look at the cover of the book together and read the title. Ask: *What kind of an animal is Chicken Licken?*
- Look at page 2, where Chicken Licken is introduced. Ask: *Can you guess what might happen in this story?*
- Think of some more animals that live on a farm. Ask: *Can you think of a rhyming name for any of them?*
During reading
- Encourage your child to read the story to you. Talk about the pictures with your child as they read.
- Encourage your child to say the sounds in a word, from left to right. Tell them to point to the sounds as they say them. Then they can blend the sounds into a whole word, e.g. *b-ar-n, f-ar-m-y-ar-d.*
- Give your child lots of time to sound out each word.
- Re-read the sentence encouraging your child to read with expression.
- Notice punctuation, such as exclamation marks and question marks, and that they affect how you say something.
About the words in this story
- Your child will be able to read most of the words in this story using their phonics skills. Encourage your child to sound out and blend any new words.
- These words are common, but your child may find them tricky.
we me they all
you
If necessary, read these words to your child.
Use lots of praise to encourage your child!
Chicken Licken
Written by Gill Munton
Illustrated by Christine Pym
Tock!
Ow!
The sun fell on me!
Chicken Licken ran to the barn.
Hen Len!
The sun fell on me!
Shall we go and tell Cock Lock?
Chicken Licken and Hen Len ran to the farmyard.
Cock Lock!
The sun fell on me!
Shall we go and tell Duck Luck?
They all ran back to the garden.
Duck Luck!
The sun fell on me!
The sun, Chicken Licken?
Look up, Chicken Licken!
12
Can you see the nuts?
A nut fell on you!
Not the sun!
A nut?
A nut, Chicken Licken!
Retell the story
Once upon a time...
The end.
Tips for retelling the story
Talk about the story
- Look at the picture on page 13. Ask: *How can Chicken Licken see that she has made a mistake? Where is the sun?*
- Ask: *Which of the animals in this story is the most sensible?*
- Ask: *What do you think Chicken Licken thought about her mistake?*
Retell the story using the story map
- Now you have read the story and talked about it, use the story map on page 16 to retell the story together. Each picture shows an important part of the story.
- Encourage your child to retell the story in their own words. You could do this together or take it in turns to tell different parts of it.
- As you retell the story, encourage your child to add some more speech and descriptions of the different characters, e.g. ‘Oh my goodness!’ cried Hen Len, jumping up quickly.
OXFORD UNIVERSITY PRESS
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries
Text © Oxford University Press 2011
Illustrations © Oxford University Press 2011
The moral rights of the author have been asserted
First published 2011
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer
British Library Cataloguing in Publication Data
Data available
ISBN: 978-0-19-833930-4
10 9 8 7 6 5 4 3 2 1
Typeset in OUP EarlybirdThree
Paper used in the production of this book is a natural, recyclable product made from wood grown in sustainable forests. The manufacturing process conforms to the environmental regulations of the country of origin.
Printed in China by Print Plus
TEACHERS
For inspirational support plus free resources and eBooks
www.oxfordprimary.co.uk
PARENTS
Help your child’s reading with essential tips, phonics support and free eBooks
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Chicken Licken
Chicken Licken is upset, “Ow! The sun fell on me!” | 1,956 | 1,117 | {
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YOUR DENTIST CAN SAVE YOUR LIFE
It’s past time to have a serious talk about type-2 diabetes
By Dr. Gabrielle Cannick
Previously I have discussed the importance of diet in maintaining optimum health — and emphasized the importance of regular dental checkups. Our mouths are an early warning system for potential health problems.
And that leads me to an important discussion. In our dental practice — and throughout the healthcare industry — we are seeing an alarming increase in type 2 diabetes, particularly in children.
Type 2 diabetes sufferers do not process glucose properly. Sugar accumulates in the bloodstream instead of fueling the cells that make up muscles and other tissues. Moving sugar from the bloodstream to the body’s cells requires a hormone, insulin, which allows sugar to enter the cells and lowers the amount of sugar in the bloodstream. A buildup of sugar in the bloodstream can cause life-threatening complications increasing the likelihood that children may develop serious long-term complications in later life such as blindness, kidney disease, and heart disease.
A generation ago type 2 diabetes in the US was unheard of in anyone under 30. Over the last 20 years the number of children and adolescents with the condition has skyrocketed prompting experts to call it an epidemic. Nine of the ten states with the highest type 2 diabetes rates are in the South including South Carolina. The cause? Suspects include rising childhood obesity rates due to a lack of regular exercise and eating fast food. A study out of Northwestern University identifies another culprit: most packaged foods available in the U.S. are ultra-processed and unhealthy. The term “ultra-processed” is defined as foods that are industrial formulations created in laboratories made from substances extracted from foods, i.e. oils, fats, sugar, starch and proteins.
Researchers are focusing on the following childhood risk factors:
• Being overweight. The more fatty tissue a child has — especially around the abdomen — the more resistant their bodies become to insulin.
• Lack of physical activity. Being active helps control weight, uses glucose as energy, and makes cells more responsive to insulin.
• There is increased risk if a child has a parent or sibling with diabetes.
• African-Americans, Hispanics, and Native Americans are at higher risk.
• Children tend to develop type 2 diabetes at the start of puberty. Adolescent girls have greater risk than adolescent boys.
Researchers at the Centers for Disease Control and Prevention have predicted that one in three children born in the US will likely develop type 2 diabetes sometime in their lifetime, unless they get more exercise and improve their diets.
In our next feature we will discuss type 2 diabetes symptoms and the suggested methods of prevention. In the meantime, if you suspect your child — or any member of your family may be at risk — I urge you to see your doctor. Call us with questions. Think of us as your hometown resource for guidance and support.
Dr. Gabrielle F. Cannick is the owner of Grand Oaks Dental, located at 3905 Liberty Highway in Anderson. A strong believer that dental fear and anxiety should not prevent any patient from receiving the highest quality dental care, Dr. Cannick has received extensive training in Sedation Dentistry and is a certified member of the Dental Organization for Conscious Sedation. She is also a member of the South Carolina Dental Association, the American Dental Association, the Academy of General Dentistry, and the American Academy of Dental Sleep Medicine. For more information about Grand Oaks Dental and the services provided, please call 864-224-0809, or click to grandoaksdental.com or visit us on Facebook at https://www.facebook.com/GrandOaksDental. | 1,624 | 735 | {
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1. Write a program to implement pointers in multi-dimensional array? [16]
2. (a) What is a network?
(b) What is a spanning tree?
(c) Define minimal spanning tree.
(d) What are the various traversals in a tree? [4+4+4+4]
3. Write a program to sort the elements whose worst and average case are $O(n^2)$. [16]
4. How to copy one structure to another structure of a same data type, give an example? [16]
5. What do you mean by data structure? Explain about linear data structure. [16]
6. (a) Define Algorithm.
(b) What is the use of flowchart?
(c) What are the different steps followed in the program development? [3+3+10]
7. Comparison the following:
(a) while loop with and without function
(b) for loop with and without function.
(c) do while loop with and without function. [5+5+6]
8. (a) Write the syntax for opening a file with various modes and closing a file.
(b) Explain about file handling functions. [8+8]
1. Write a program to sort the elements whose worst and average case are $O(n^2)$. [16]
2. (a) What is a network?
(b) What is a spanning tree?
(c) Define minimal spanning tree.
(d) What are the various traversals in a tree? [4+4+4+4]
3. Comparison the following:
(a) while loop with and without function
(b) for loop with and without function.
(c) do while loop with and without function. [5+5+6]
4. (a) Write the syntax for opening a file with various modes and closing a file.
(b) Explain about file handling functions. [8+8]
5. (a) Define Algorithm.
(b) What is the use of flowchart?
(c) What are the different steps followed in the program development? [3+3+10]
6. Write a program to implement pointers in multi-dimensional array? [16]
7. How to copy one structure to another structure of a same data type, give an example? [16]
8. What do you mean by data structure? Explain about linear data structure. [16]
1. Write a program to implement pointers in multi-dimensional array? [16]
2. Comparison the following:
(a) while loop with and without function
(b) for loop with and without function.
(c) do while loop with and without function. [5+5+6]
3. (a) What is a network?
(b) What is a spanning tree?
(c) Define minimal spanning tree.
(d) What are the various traversals in a tree? [4+4+4+4]
4. (a) Define Algorithm.
(b) What is the use of flowchart?
(c) What are the different steps followed in the program development? [3+3+10]
5. How to copy one structure to another structure of a same data type, give an example? [16]
6. (a) Write the syntax for opening a file with various modes and closing a file.
(b) Explain about file handling functions. [8+8]
7. What do you mean by data structure? Explain about linear data structure. [16]
8. Write a program to sort the elements whose worst and average case are $O(n^2)$. [16]
1. Write a program to sort the elements whose worst and average case are $O(n^2)$. [16]
2. What do you mean by data structure? Explain about linear data structure. [16]
3. (a) Write the syntax for opening a file with various modes and closing a file.
(b) Explain about file handling functions. [8+8]
4. Comparison the following:
(a) while loop with and without function
(b) for loop with and without function.
(c) do while loop with and without function. [5+5+6]
5. (a) What is a network?
(b) What is a spanning tree?
(c) Define minimal spanning tree.
(d) What are the various traversals in a tree? [4+4+4+4]
6. (a) Define Algorithm.
(b) What is the use of flowchart?
(c) What are the different steps followed in the program development? [3+3+10]
7. How to copy one structure to another structure of a same data type, give an example? [16]
8. Write a program to implement pointers in multi-dimensional array? [16] | 1,830 | 1,024 | {
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Mesozoic time (about 248 million years ago to 65 million years ago) is known as the Age of Reptiles. The ruling reptiles, or archosaurs, that dominated the Earth during much of the Mesozoic, include the world’s favorite fossils, the dinosaurs. But other archosaurs also flourished. Two of these have left descendants in our time: birds and crocodiles. They lie closest to the dinosaurs on the tree of life.
Actually, three quite different sorts of crocodiles survive. The gavials have long narrow snouts and specialize in eating fish. The alligators have very broad snouts, so powerful that they can crush and eat turtles. The crocodiles with intermediate snouts are called simply crocodiles. You can recognize them easily because their snouts aren’t quite broad enough to hide their teeth. Thus, their fabled winning smile. By comparison, alligators seem dour and closed-mouthed.
The US has no gavials. But it does have alligators aplenty. And it has a few crocodiles too, members of a rare and endangered species that ranges from the US into the Caribbean and down through central America to tropical South America. All the US crocodiles live in tropical Florida where they are very rare indeed.
I have seen the Nile crocodile in Africa and the huge salt-water crocodile in the Australian outback. But I have never been lucky enough to spot an American crocodile. On my last trip to Florida, I found out why. I had been looking in the wrong places. I should have looked along the interceptor ditch of the Turkey Point Power plant south of Miami.
The Turkey Point power plant, operated by the Florida Power & Light Company, has the job of generating electricity for southern Florida. It consists of two fossil-fuel generating units and two that run on nuclear fuel. Turkey Point emits a lot of hot water.
To cool off its effluent, Turkey Point dug an extensive system of canals. The system covers 6000 acres, and about 64% is open water. The shallow canals, each approximately 200 feet wide, run through the landscape like densely drawn zebra stripes from north to south. If placed end-to-end, they would be some 160 miles long.
To separate the 38 canals, the plant piled the dirt dredged to dig the canals into low lying berms about 80 feet wide. The berms support a variety of native and exotic plants, including buttonwood trees, red mangroves and casuarinas. Red mangroves also grow along the edges of the canals themselves.
We can all agree that the cooling canals of Turkey Point were built to cool water, not to support diversity. If you had asked me, I would have guessed that they would be a terribly poor prospect for conservation. I would have been sadly mistaken.
In addition to the variety of plants growing on the berms, a large, healthy population of American crocodiles lives in the cooling canals. No one planned it. It just happened.
Although they did not intend to become conservationists, Florida Power & Light Company is behaving like a model citizen. They employ biologists to monitor the crocodiles and do what they can to ensure their continued success. The biologists discovered that ‘their’ crocs reproduce well. In fact, they are responsible for producing about 10% of all new young American crocodiles in the US (Gaby et al.).
Perhaps, this story has a moral. Never give up on a new habitat, no matter how dim its potential would seem to be. Life is remarkably tenacious and opportunistic. A little change here, a little addition there, and who knows? The habitat may get just what it takes to save a rare and marvelous species.
And even if that is the wrong moral, no one would suggest that the crocodiles interfere with the physical work of cooling the water. The cooling canals are reconciled with the needs of a very cool reptile. We should accept the accident of their reconciliation with a smile as broad as that of the crocodile itself.
In fact, like a gambling house in Las Vegas, reconciliation ecology depends on happy accidents. The Earth has at least two million — if not 20 million — species to save. We haven’t the time, the space or the money to do a habitat study and reconciliation project for all of them. But if we stack the deck by improving the habitat for some of the species, we are going to win the continued existence of many others. The odds are that what one species finds tolerable, others, especially those once found with it in primeval landscapes, will also manage to tolerate. | 1,703 | 964 | {
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A summer full of books
Children who read for fun build background knowledge, learn new vocabulary, and become better writers. Here are ways to make reading an everyday part of your youngster's summer.
**Keep reading materials available**
When reading is convenient, your child will be more likely to read for pleasure. Leave a pile of magazines on the coffee table, keep graphic novels on the nightstand, put the newspaper on the kitchen table, and stash books in the car.
**Try a reading challenge**
Have your youngster check libraries, bookstores, or parks and recreation departments for free summer reading programs. Many sponsor contests or book clubs, too. Help her stick with the plan by setting a goal, perhaps to read a certain number of pages per week or books per month. *Tip:* She might even start her own challenge and invite friends to join.
**Tie books to activities**
Summer outings can be a springboard for reading. After a fair, concert, or carnival, your child can visit the library to find related books. A trip to a state fair could encourage her to check out books about raising rabbits. Watching a fireworks display may lead her to read about the science of colors.
**Storytelling tips**
Family storytelling night boosts your child’s imagination and his speaking skills. It’s also a great way to bond. These tips can help you get started.
- **Tall tales.** Ask each person to name a family memory. Then, take turns telling a story that exaggerates what actually happened. (“The road trip took so long, everyone had a birthday before we got home.”)
- **Myths.** Encourage your youngster to think of a weather event (flood, volcano), and work together to invent an explanation for how it came about. (“Many years ago, a great blue whale got a very bad cold. He passed it to other whales around the world. Now when they sneeze, there’s a flood.”)
Put memories in writing
Your child can make a book of summer memories—and practice writing all summer long. Start with a three-ring binder, and consider these suggestions.
**Journal.** Have your youngster create a separate page for each of his summer activities (stargazing, baseball, fishing). He could write brief diary entries with the dates and a few sentences telling what happened. *Example:* “June 25. Took a night hike with Dad. I counted 50 fireflies!”
**Memorabilia.** Encourage him to paste ticket stubs, maps, and programs from special events into his memory book. He can write a caption for each one. (“These tickets are from a baseball game we went to. Our team hit two home runs!”)
**Objects.** Have your child fill zipper bags with summer treasures, such as seashells, pebbles, and leaves. Suggest that he include an index card describing the items. For instance, he might write, “These are seashells I found at Myrtle Beach with Grandma.” Then, he could tape each bag to a page in the binder.
---
3, 2, 1 vowels
This three-minute game will stretch your child’s vocabulary and improve her spelling.
Get a timer, or use a watch with a second hand, to time each one-minute round. In round one, each player lists all the words she can think of that have three different vowels (the same vowels may occur more than once). *Examples:* reaching, capital, information. For round two, write words that use just two different vowels (*classmate*, *separate*, *textbook*). And in the final round, list words that repeat the same vowel (*September*, *Alabama*, *tiring*). *Note:* Each word must contain at least two syllables.
When time runs out, compare lists, and cross off duplicate and misspelled words. Score one point for each word left on your list. The player with the most points wins.
---
Be a tour guide
If you travel this summer or you’re expecting visitors, make your child the official family tour guide. These ideas will let her do research and read for information:
- Get brochures from a hotel lobby. She can learn about tourist sites (museums, factories that offer tours) and activities (miniature golf, parks). Suggest that she make a list or spreadsheet with columns for prices, hours, and other details.
- Have your youngster read the extended forecast on a site like weather.com. She could recommend a packing list of clothes that are appropriate for the weather.
- Encourage her to check newspapers, local magazines, and the visitor center website for coupons. She might find discounted tickets for theme parks, shows, or other attractions.
---
Improving comprehension
When my son Nick struggled with reading comprehension tests, I met with his reading specialist to learn how I could help him at home.
Mr. Stephens suggested “Hi-Lo Books,” which Nick can check out from the school library. He said these “high interest–low vocabulary” books have stories that older children enjoy and are written at a lower reading level.
The reading specialist also suggested that we play vocabulary games at home—he said a big vocabulary helps with comprehension. In our favorite game, I say a word like *home*, and Nick names synonyms, or words with similar meanings, such as *house* and *apartment*.
Mr. Stephens’s ideas are working. Now that Nick has books he can understand and enjoy, he reads more often on his own. And his grades improved this quarter—not only in reading, but in social studies and science, too. | 2,034 | 1,145 | {
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Chapter 5 - Understanding and Assessing Memory
Chapter of *Integrating Neuropsychological and Psychological Evaluations: Assessing and Helping the Whole Child* provides an in-depth description of the various types of memory. In addition, a variety of assessment tools for measuring various memory subtypes are discussed.
The following selection provides an elegant example of the relationship between memory formation, memory recall and sensory associations.
**Memory**
Marcel Proust, in his celebrated exploration of memory, *Remembrance of Things Past* (also translated as *In Search of Lost Time*), described how tasting a madeleine unlocked a flood of memories about his nineteenth century childhood in Combray, France;
“And suddenly the memory revealed itself. The taste was that of the little piece of madeleine which on Sunday mornings at Combray… when I went to say good morning to her in her bedroom, my aunt Leonie used to give me, dipping it first in her own cup of tea or tisane. The sight of the little madeleine had recalled nothing to my mind before I tasted it; perhaps because I had so often seen such things in the meantime, without tasting them, on the trays in pastry-cooks’ windows, that their image had dissociated itself from those Combray days to take its place among others more recent; perhaps because of those memories, so long abandoned and put out of mind, nothing now survived, everything was scattered… But when from a long-distant past nothing subsists, after the people are dead, after the things are broken and scattered, taste and smell alone, more fragile but more enduring, more unsubstantial, more persistent, more faithful, remain poised a long time, like souls remembering, waiting, hoping, amid the ruins of all the rest: and bear unflinchingly, in the tiny and almost impalpable drop of their essence, the vast structure of recollection”. (1981, 50-51)
Here and in subsequent volumes, Proust portrayed many of the subtleties and complexities of his experience of lost time or memory.
There are many subtypes of memory described in Chapter 5. Here is an example of how one subtype, Short Term Memory, may impact a child’s ability to complete a playful activity and impacts her social relationships.
**Short Term Memory**
Two 11 year old girls sat side by side in front of the computer on a rainy day in March. The inclement weather made outdoor play impossible, so the classroom group was spending some down time indoors. The two girls both enjoyed the same online games, and while they weren’t allowed to play them at school, they used the characters and settings to write fictional stories. They chatted excitedly about the developing plot,
which involved quests and heroes. Elise typed and Julie listened and watched. As Elise sequenced events, she would ask Julie what she thought should happen next. Each time, Julie would ask, “What, who? What are they doing?” and Elise would remind her who the characters were. Despite knowing the characters and setting very well, Julie could not keep track of where they were going, with whom and what they were doing. It was almost as though, she had never heard the story before, even though she was attentively sitting beside her patient friend as they wrote the story. Julie’s verbal short term memory was letting her down.
Proust, M. *Remembrance of Things Past, Volume I, Swann’s Way*. Translated by C.K. Scott Moncrieff and Terence Kilmartin (1981). Vintage Books, New York. | 1,332 | 736 | {
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Making a collage wallpaper
Art with Madeleine
You will need:
Colourful pages from old magazines or newspapers, glue stick, scissors
Optional: felt pens or crayons,
Find some colourful pages from an old magazine or newspaper
Cut strips from the paper
Put glue on the back of one strip
Place on top of a plain piece of paper
Glue and place next strip in different colour
Add another strip of a different colour
Continue gluing the strips
Continue until page is full
Draw some shapes or use a colouring sheet
Colour your shapes
Cut out your shapes and put them on your striped pattern
Add as much colour and detail as you like!
You could then colour copy it and join together to make a large piece of wallpaper!
Good luck – have fun – I miss you!!
Jungle
By Henri Rousseau
(1844-1910)
• Look at the picture, what can you see?
• What animal can you see?
Your turn
Gather these things together before you begin.
Glue stick
A3 paper
Coloured paper
Black paper
Chalk pastels
Pencils
Scissors
Erasers
Tear a strip of blue for the sky and one of brown for the soil, and stick it on the paper.
Tip: Use orange gouache to add some trees to the sky and soil.
Cut out a tree from black paper and stick it down.
With green paper cut out a few leaves.
Draw and then cut out an animal.
Cut out some grass.
Stick the leaves.
INSPIRATION
Handprint Mermaid
**Step 1.** Place the sheet of paper so that it is portrait. First create the hair for the mermaid. To do this, paint one hand in a chosen colour, then print at an angle with the fingers at the top left hand corner of the paper. Repeat with further handprints to build up the length of the hair.
**Step 2.** Now create a face for the mermaid. To do this, paint a circle shape in a chosen colour directly under the handprint. Also, paint some arms just below the face on either side.
Step 3. To print the mermaid’s body, paint a hand and print it onto the paper upside down. Make sure you keep the fingers together.
Step 4. To create the fins on the bottom of the mermaid’s body, paint your hand but not the thumb. Then print this coming off the bottom of the body in two different directions.
Step 5. Add scales by dipping the tip of a finger in paint, then printing onto the mermaid’s body.
Step 6. Now use a paintbrush to paint your mermaid some fishy friends! You could also make some bubbles by printing with old bottle tops. Leave to dry.
Craft Instructions
Felt Sea Creatures
Supplies
- Several colours of felt
- Googly eyes
- Ribbon
- Strong glue
- Glue stick
- Corrugated card
- Blue and Green paint
- Pencil
- Scissors
- Sea Creature Templates
- Sand paper
Craft Instructions
CD Fish
Supplies
- PVA glue
- Coloured foam
- 2 Old CDs
- Ribbon
- Sticky tape
- Sequins and jewels
- Googly eyes | 1,178 | 685 | {
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Dear Parents and Carers,
Please find enclosed the spellings that Year 5 are working on until February half term:
**Spelling rules and patterns:**
| W/C 7/01 | W/C 14/01 and 21/01 | W/C 28/01 | W/C 4/02 | W/C 11/02 |
|----------|---------------------|-----------|----------|-----------|
| Creating nouns using -ity suffix | Adding the -tion and -sion suffix | Creating nouns using -ness suffix | Creating nouns using -ship suffix | Homophones and near homophones |
| community, curiosity, ability, visibility, captivity, activity, eternity, flexibility, possibility, sensitivity | anticipation, depression, hesitation, apprehension, tension, frustration, elation, celebration, confrontation, suspension, revulsion, aggression, confusion, expectation | happiness, hardness, madness, nastiness, silliness, tidiness, childishness, willingness, carelessness, foolishness | membership, ownership, partnership, dictatorship, championship, craftsmanship, fellowship, apprenticeship, citizenship, sponsorship | stationary/stationery, steal/steel, wary/weary, who’s/whose, fate/fête, alter/altar, ascent/assent, bridal/bridle, cereal/serial, compliment/complement, principal/principle, profit/prophet, descent/dissent, desert/dessert, draft/draught |
*Objectives that are in red are a Y5/Y6 statutory requirement from Appendix 1 of NC 2014 and individual words highlighted red are from the Y5/Y6 statutory spelling list. The additional sets: either revise previously visited spelling rules from lower year groups; practise a spelling rule linked to a Y5/Y6 statutory spelling word; or relate to a word, sentence or punctuation objective from the English Appendix 2 of the NC 2014.*
Source: Twinkl.co.uk
The expectations of the spelling curriculum are demanding so please regularly support your child to learn the government words. Talking about strategies that best help them to learn particular spelling patterns can be powerful, for example mnemonic rhymes, pronouncing the word in a certain way, looking at the shape that any ascenders or descenders create, connecting the spelling to others in the same word family. Children should understand the meaning of the word and use it correctly in context by saying and writing the spellings in sentences.
Thank you for your support. If you have any questions about your child’s spellings, please contact their class teacher who will be happy to discuss them with you.
Yours sincerely,
The Year 5 Team
| accommodate | conscience | existence | muscle | rhythm |
|-------------|------------|-----------|--------|--------|
| accompany | conscious | explanation | necessary | sacrifice |
| according | controversy | familiar | neighbour | secretary |
| achieve | convenience | foreign | nuisance | shoulder |
| aggressive | correspond | forty | occupy | signature |
| amateur | criticise | frequently | occur | sincere |
| ancient | curiosity | government | opportunity | sincerely |
| apparent | definite | guarantee | parliament | soldier |
| appreciate | desperate | harass | persuade | stomach |
| attached | determined | hindrance | physical | sufficient |
| available | develop | identity | prejudice | suggest |
| average | dictionary | immediate | privilege | symbol |
| awkward | disastrous | immediately | profession | system |
| bargain | embarrass | individual | programme | temperature |
| bruise | environment | interfere | pronunciation | thorough |
| category | equip | interrupt | queue | twelfth |
| cemetery | equipped | language | recognise | variety |
| committee | equipment | leisure | recommend | vegetable |
| communicate | especially | lightning | relevant | vehicle |
| community | exaggerate | marvellous | restaurant | yacht |
| competition | excellent | mischievous | rhyme | |
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My name is Sakuma Kunihiko and I am from Hiroshima. Already 71 years have passed since the atomic bomb was dropped on Hiroshima. Since I was only 9 months old then, I heard from my mother what happened at that time as I grew up.
My house was located at 3 km west of the blast center. On the morning of August 6, I was asleep on the porch facing the opposite side of the blast center. My mother was doing laundry inside the house. Suddenly, a bright flash ran. Thinking that a bomb might have exploded nearby, she held me on her back and fled to an emergency shelter in the mountain behind our house. On the way, we got wet in the "Black Rain." At the shelter, many people were lying on the ground with their heads, arms and legs severely injured. After a while, we came back home to find that windows were all blown away and scattered, walls collapsed and pillars tilting. But we managed to keep living in our house. Due to the combined effects of the blast, heat rays and radiation, with a single atomic bomb, about 140,000 people were killed by the end of 1945 in Hiroshima. In Nagasaki, some 70,000 perished. Compared to those who had lost their families and houses, the damage of my family was relatively small.
I was rather far away from the blast center, so I never thought I was affected by radiation. But when I was 10 - 11 years old (1954 - 1955), I could not go to school for 2 months. I was suffering from liver and kidney dysfunction, feeling languid and having no appetite. I was afraid that I might die. My parents wondered why a small child like me suffered from such diseases as usually common among adults. Soon after exposed to the A-bomb, my mother started to feel ill, but she took great care of me who was suffering from malnutrition. She was diagnosed as having a breast cancer in 1963 and had her entire breast removed by operation. Even after that, she continued to get diseases with unknown cause and was repeatedly hospitalized. She passed away in 1988 at age 87.
It was after I read a book titled "Black Rain" in 1966 that I began to think that it may be this "Black Rain" that caused my mother's breast cancer and my diseases. Later in 2011, it was confirmed by the data held by the Radiation Effects Research Foundation that I had been exposed to the Black Rain. The RERF conducted a survey in the 1950s in which my mother's name was recorded among 13,000 people who answered "yes" to the question, "Have you gotten wet with the Black Rain?" It was a great shock
for me and for the first time it came home to me that I myself had been a Hibakusha. The "Black Rain" comes from the atomic cloud created by the A-bomb explosion. When the cloud reaches to the lower layer of stratosphere by rising current, it spreads wide. Radioactive dust and soot is also curled up and mixed with water drops in the air, producing the "Black Rain." Thus, radioactive fallout within this rain is carried extensively, affecting a broad area.
A similar situation was created again in Japan by the Fukushima Daiichi nuclear power plant accident on March 11, 2011. Victims of radiation were sadly created again. I am concerned about how the effect of internal exposure to low-level radiation will appear among the people in the future, as nuclear power plant use and emit the same radioactive materials as A-bombs.
Currently, I am engaged in consultation activities for the A-bomb survivors as a member of the Hiroshima Council of A-bomb Sufferers. People come to consult us to find out if they had been affected by the A-bomb, or if their illnesses were caused by the A-bomb radiation. Among them are those who are dying of cancer, leukemia or myocardial infarction or undergoing medical treatment, or those who are worried about possible onset of such conditions. Hibakusha suffer from physical and psychological pain and are worried about possible genetic effects on the second and third generations. What happened 71 years ago is not a history. When I see the A-bomb survivors still dying and suffering from the effects of the A-bomb, I believe they are absolutely evil weapons that belong to the devil. The inhumane nature of nuclear weapons is clear to everyone.
We believe that the surest way to prevent another use of nuclear weapons anywhere on earth is their prohibition and abolition. Earnestly desiring the elimination of nuclear weapons without delay, we the Hibakusha have been working on the "International Signature Campaign in Support of the Appeal of the Hibakusha for the Elimination of Nuclear Weapons," which we launched in spring this year. We call for the support to this international signature campaign especially among the people of the nuclear weapon states and those under their nuclear umbrella. We are aiming to get hundreds of millions of signatures from people of the world. Facing the reality that nearly 15,000 nuclear weapons still exist, together with the people around the world, we will continue to appeal to the world, "Humans cannot coexist with nuclear weapons."
No more Hiroshimas! No more Nagasakis! No more Hibakusha! Thank you.
Contact: SAKUMA Kunihiko, Hiroshima Hidankyo, email@example.com | 2,000 | 1,138 | {
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**Silk Roads**
**Growth of SRs**
- Inner & outer Eurasia
- inner Eurasia: harsher, drier climate, much of it pastoral (eastern Russia, Central Asia)
- steppe products were exchanged for agricultural products and manufactured goods
- creation of classical civilizations and imperial states in 500–0 B.C.E. included efforts to control pastoral peoples
- trading networks did best when large states provided security for trade
**What was Traded**
- a vast array of goods traveled along the Silk Roads, often by camel
- silk symbolized the Eurasian exchange system (hence the name)
- volume of trade was small, but of economic and social importance
- Roman and Chinese empires anchored commerce (Classical)
- in seventh and eighth centuries, the Byzantine Empire, Abbasid dynasty, and Tang dynasty created a belt of strong states
- in thirteenth and fourteenth centuries, Mongol Empire controlled almost the entirety of the Silk Roads
- mostly luxury goods for the elite
- high cost of transport did not allow movement of staple goods
- at first, China had a monopoly on silk technology
- by the sixth century C.E., other peoples produced silk
- silk was used as currency in Central Asia
- silk was a symbol of high status
- silk industry only developed in Western Europe in twelfth century
- peasants in the Yangzi River delta of southern China produced market goods (silk, paper, porcelain, etc.)
- instead of crops
- well-placed individuals could make enormous profits
**Cultures on the Move!**
- Buddhism
- spread along Silk Roads through Central and East Asia
- had always appealed to merchants
- conversion was heavy in the oasis cities of Central Asia
- conversion was voluntary
- many of the Central Asian cities became centers of learning and commerce
- Buddhist texts and cave temples of Dunhuang
- spread much more slowly among Central Asian pastoralists
- in China, was the religion of foreign merchants or rulers for centuries
- Buddhism was transformed during its spread (Mahayana)
**Disease & Trade**
- the major population centers of the Afro-Eurasian world developed characteristic disease patterns and ways to deal with them
- long-distance trade meant exposure to unfamiliar diseases
- early case: great epidemic in Athens in 430–429 B.C.E.
- during the Roman and Han empires, smallpox and measles devastated both populations
- in 534–750 C.E., bubonic plague from India ravaged Mediterranean world
- could have been bubonic plague, anthrax, or collection of epidemic diseases
- killed one-third of European population between 1346 and 1350
- similar death toll in China and parts of the Islamic world
- Central Asian steppes were badly affected (undermined Mongol power)
- the Black Death spread thanks to the Mongol Empire’s unification of much of Eurasia (thirteenth–fourteenth centuries)
- disease exchange gave Europeans an advantage when they reached the Western Hemisphere after 1500 | 1,433 | 651 | {
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B.E./B.Tech. DEGREE EXAMINATIONS, NOVEMBER/DECEMBER 2019
Fifth/Seventh Semester
Environmental Engineering
EN 6501 – MUNICIPAL SOLID WASTE MANAGEMENT
(Common to Civil Engineering)
(Regulations 2013)
(Also Common to PTEN 6501 – Municipal Solid Waste Management for B.E.
(Part-time) Sixth Semester – Civil Engineering – Regulations 2014)
Time: Three Hours
Maximum: 100 Marks
Answer ALL questions.
PART – A
(10×2=20 Marks)
1. What are the effects of improper disposal of municipal solid wastes?
2. Name any four types of municipal solid waste.
3. List out the materials used for containers of municipal solid waste.
4. What are the health issues associated with improper storage of MSW?
5. Enumerate the types of vehicles used for collection of MSW.
6. What is meant by transfer station?
7. What is the significance of particle size in composting process?
8. What are end products of pyrolysis?
9. Name any two factors to be considered while selecting site for sanitary landfill.
10. Give the typical characteristics of leachate from a sanitary landfill.
PART – B
(5×13=65 Marks)
11. a) i) Briefly explain the sources of municipal solid wastes. (5)
ii) Compare and contrast the characteristics of solid wastes in Indian cities and that of developed countries. (8)
(OR)
b) i) How to determine volatile solids of a solid waste sample? What is its environmental significance? (5)
ii) Discuss the role of NGO’s in solid waste management. (8)
12. a) "Segregation of solid wastes at source is the key to waste management". Explain with the help of a case study.
(OR)
b) i) What are requirements for storage of municipal solid wastes?
ii) Discuss the issues pertaining to the economic aspects of storage of MSW.
13. a) Discuss the common principles to be considered while planning collection routes for solid waste collection in a metropolitan city.
(OR)
b) Explain the systems of solid waste collection.
14. a) i) Discuss the factors to be considered in the selection of waste processing techniques.
ii) What are the objectives of resource recovery from solid wastes?
(OR)
b) Discuss the windrow composting process with the aid of a schematic diagram. List the factors controlling the process efficiency.
15. a) List and discuss the five phases sanitary landfill undergoes during the process of stabilization of wastes.
(OR)
b) Draw a neat sketch of a landfill bioreactor and explain the working principle.
PART – C
(1×15=15 Marks)
16. a) i) Briefly explain the tasks involved in the design of a sanitary landfill.
ii) A rural community of 40,000 persons generates solid waste at an average rate of 0.4 kg/capita/d. A 10 ha landfill site is available, with an average depth of compacted waste limited to 6 m by local topography. It is estimated that the compacted waste will have a density of 800 kg/m$^3$ and about 25% of volume will be taken by the cover material. What is the anticipated useful life of the landfill?
(OR)
b) Discuss the salient features of Indian legislation pertaining to management and handling of municipal solid waste. | 1,583 | 717 | {
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Once upon a time there was a ______________ named ____________
noun name
who was so ___________ that he could ___________
adjective verb
the ___________. His favorite thing to do was ___________
noun verb
with the ____________. He had a __________ named
noun animal
__________ who was so ___________ that it/he/she could
name adjective
________________ in _________________ .
favorite activity amount of time
They liked to play together, especially __________ . Whenever
game
they played ______________ , the neighborhood
same game as before
______________ would hide under their ____________ .
profession piece of furniture
One day while they were playing, they found a ____________
mythical creature
who was crying. Its ___________ was stuck in a
body part
______________ and the ___________ couldn’t get loose.
noun same mythical creature as before
So they and thought about what they could do to help. Finally, ____________
same animal as before
had an idea! “Let’s__________ some ___________ onto its paw.
verb noun
Paul Bunyan was a powerful giant, ___________ feet tall. He was famous throughout the lumbering districts for his great ___________ strength. So great was his lung capacity that he called his ___________ to dinner by blowing through a ___________ tree. When he spoke ___________ sometimes fell from trees.
When he had doughnuts for breakfast, they were carried from the ___________ by ___________ ___________ on poles which they carried on their ___________.
Bunyan was assisted in his lumbering by a huge blue ___________ named Babe. This ___________ ___________ had the strength of nine ___________ and it weighed ___________ thousand pounds. Its head was so big, it measured seven ___________ between the eyes. Its horns were of ___________ and ___________. Paul tied a line to their tips and hung ___________ on it to dry. The original color of the animal was pure ___________.
One ___________ it snowed ___________ snow for ___________ days and the ox lying down in it all ___________ was dyed ___________. Paul and Babe ___________ a ___________ house up a hill. In the woods around Paul’s camp were ___________ animals. Some were very wild and ___________ and others harmless. There was a ___________ which laid square eggs so that they would not roll ___________ the hill. | 1,204 | 536 | {
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EXERCISES
1. A particular vibrator has a resonance frequency of 440 Hz and a $Q$ of 30. What is the linewidth of its resonance curve?
2. Sketch a waveform that represents the displacement of the mass in Fig. 4.2 as a function of time. Then carefully sketch a second wave one-fourth cycle in advance of the first to represent the driving force at resonance. Label each curve correctly.
3. Determine the frequencies of the fundamental and first overtone (second partial) for the following. Neglect end corrections.
- (a) A 16-ft open organ pipe
- (b) a 16-ft stopped organ pipe (one open end, one closed end)
4. Extend Figs. 4.7 and 4.8 to include two more modes each.
5. Find the difference in the fundamental frequency, calculated with and without the end correction, of an open organ pipe 2 m long and 10 cm in diameter.
6. A nylon guitar string 65 cm long has a mass of $8.3 \times 10^{-4}$ kg/m and the tension is 56 N. Find the frequencies of the first four partials.
7. A steel bar 1 m long is held at the center and tapped on one end. Because its ends are free to move, its modes of longitudinal vibration will be similar to those of the air in a pipe open at both ends. Using the speed of sound given in Table 3.1, calculate the frequencies of the first three longitudinal modes.
8. Determine the frequencies of the pipes in Problem 3 if helium is substituted for air. (The speed of sound in helium is given in Table 3.1.)
EXPERIMENTS FOR HOME, LABORATORY, AND CLASSROOM DEMONSTRATION
Home and Classroom Demonstration
1. **Resonance of hand-held oscillator** It is easy to demonstrate resonance by moving the top of a spring, to which a mass is attached, up and down at the correct frequency. When the hand is moved up and down slowly, the mass is seen to move in phase with the hand; when the hand is moved quite rapidly, it can be seen that the mass and the hand move in opposite phase, as shown in Fig. 4.3.
2. **Resonance of a driven oscillator** Quantitative data require a sinusoidal drive with variable frequency. Although it is easy to demonstrate that the amplitude of a mass-spring oscillator has maximum value at the resonance frequency (Fig. 4.2), it is more difficult to show the important phase change at resonance (Fig. 4.3). Attaching markers as shown at the right is fairly effective. In the Pasco ME9210A harmonic motion analyzer (now discontinued), a flashing LED showed the phase relationship between the driver and the oscillating mass.
3. **Resonance of a wire string** The resonances of a thin wire string should be demonstrated, preferably both by electromagnetic excitation and by bowing with a violin bow (see Fig. 4.6).
4. **Resonance of a closed tube** A tuning fork is held above one end of a glass tube whose other end is immersed in a large reservoir of water. The tube is raised or lowered in the water until resonance occurs.
Another way to change the length of a closed-end tube is to connect it to a reservoir by means of a hose. The water height in the tube is adjusted by raising or lowering the reservoir.
5. **Resonance of a tube by a loudspeaker** A loudspeaker $L$ driven by an audio generator sets up standing waves in a large cardboard or Plexiglas tube. A small microphone $M$ can be moved up and down to locate the pressure maxima for each resonance.
6. **Tubing fork resonator** The Ames tube, sold by Riverbank Laboratories, is a tuning fork and open-end resonance tube combined. Their Ames tube kit includes materials for several interesting demonstrations. Choirchimes, made by Malmark, Inc. (a handbell manufacturer), similarly combine a tuning fork with a closed-end resonator. Choirchimes, which are popular with handbell choirs in churches and schools, include a clapper with which to set the tuning fork into vibration.
7. **Smoke alarm vibrator** A vibrator of the type used in smoke alarms is attached to one end of a tube, which is adjustable in length. When powered by a battery, the vibrator generates a tone with several harmonics, and the tube can be adjusted to resonate with individual harmonics. | 1,738 | 948 | {
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Carbon Capture Challenge Quick Start Guide
The Challenge Before You
An issue that is facing both the future of space travel and life on planet Earth is the accumulation of greenhouse gases in closed systems. As human beings, any environment we occupy will eventually show an increase in Carbon Dioxide. If unchecked, this can lead to a myriad of problems from carbon dioxide poisoning in a space-faring vehicle to climate change here at home.
During the Apollo 13 mission, astronauts were faced with the dangers of having too much carbon dioxide in the air. While carbon dioxide can cause an environment to retain heat more than usual, it can also become toxic to humans after the concentration reaches a certain point. Astronauts had to improvise a way to connect carbon dioxide scrubbers in the lunar module to survive. If you’d like to see how they solved the problem, take a look at this Apollo 13 YouTube playlist: https://youtube.com/playlist?list=PLoyH_K0dj2bPlcUAUW4PjgYJQ1DCX-t2F
NASA has experimented with different solutions for capturing carbon from the air in the past. As they look ahead to longer duration missions, many of these solutions will need to be improved or new, scalable solutions implemented. The STEM Innovation in Schools program will support your students as they attempt to solve this problem in unique ways.
The STEM Innovation in Schools challenge will consist of a single competition round in which participants develop a carbon capture system that can be housed in a space-faring vehicle or a lunar or Mars habitat. Additional consideration will be given to projects that also incorporate the storage and/or utilization of the captured carbon.
Vocabulary
Carbon Capture: the process of removing carbon dioxide or similar carbon molecules from an environment.
Prototype: a first attempt or model of what will be the final product.
Space-faring vehicle: a shuttle or capsule designed to transport crew or cargo through space
Lunar habitat: a temporary or long-term housing for people on the surface of the moon
Mars habitat: a temporary or long-term housing for people on the surface of Mars
The submission deadline is May 17, 2024.
Prizes
Every scholar who submits an entry for the STEM Innovation in Schools Challenge will receive a free ticket to Space Center Houston and a free invitation to our Awards Ceremony (TBD). Additional prizes include 15 Family Memberships and 10 free registrations to our Space Center U program.
Space Center Houston also provides webinars, guidebooks, and individual support for teachers to make the implementation of this challenge as easy as possible in your classroom. Teachers with the highest participation levels will be invited to participate in professional development with our incredible instructors to gain skills that will help you further develop your classroom into an engaging, exploratory experience for your students.
Objective:
Develop a carbon capture system that can be housed in a spacefaring vehicle or a Lunar or Martian habitat.
Deliverables:
Each team must design a prototype of a carbon capture system. Additionally, teams will submit a presentation explaining the design and how the system works. If a physical prototype is made, teams should also provide data that shows the effectiveness of the system.
Acceptable presentation formats include:
- Microsoft PowerPoint
- Google Slides
- PDF (Word or Google Document)
- Nearpod Presentation
- Google Site
- Microsoft Sway
Acceptable video formats include (video can be included in your presentation):
- MP4
- MOV
- AVI
Requirements:
The carbon capture system should address three key components:
- Effectiveness: The system should reliably remove a significant amount of carbon dioxide from the environment.
- Size: The system should be compact enough to be easily stored and used inside of a spacefaring vehicle. For reference, the Orion capsule that will be used in the NASA Artemis missions to the Moon can house four astronauts and has an interior roughly the size of an SUV.
- Scalability: The system should be expandable in such a way that using multiple devices in tandem will increase the efficacy. Additional consideration will be given to systems that can have potential applications on Earth.
Submission:
Submissions will be collected through a Microsoft Form. You can access the submission form with the following web address: https://bit.ly/CCSUBMISSIONS (link is case sensitive)
You can also use the QR code to access the Microsoft Form. | 1,992 | 885 | {
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KEY ASPECTS OF SCANNING (LEVEL 1)
SCANNING = Take eyes off the ball and look around the playing area to access information
LEVEL 1 = This lowest level of awareness is only about accessing information
LOCATE = Locate the ball, teammates, opponents, and space
CREATING HABITS = Force the players to look around all the time to improve an essential skill
PANORAMIC POSITIONING = Open up (body shape) to see as much as possible
INCORRECT AND CORRECT READING THE GAME SITUATION (ATTACK)
Let’s consider the positioning of the defensive midfielder (DM) in these two diagrams.
In diagram 1, we can see the player’s body shape is oriented in such a way that only really allows him to play the ball back towards the centre back.
In diagram 2, the DM is positioned in a way that allows him a much wider view of the pitch (see highlighted area). He sees he has space to turn and can then play the ball forward and through the opposition’s midfield line, which is the most effective play in this situation.
PROGRESSION 2: Coloured Balls + Visual Cues (Outside Colour-Coded Flashers)
**Practice Description**
- To progress the practice further, we use coloured footballs (red and yellow) and the flashers on the outside are now colour-coded to the balls (not the team). The red ball = red flasher and the yellow ball = yellow flasher. These players are constantly on the move and holding up a visual cue (cone or glove).
- Players continue to pass to a player in the opposite colour and they do not pass to the outside flashers. Players receiving a pass must spot and call out the visual cue held up by the flasher colour-coded to the ball they are receiving e.g. When receiving the red ball, they call out the visual cue held up by the red flasher and vice versa with the yellow ball and flasher.
**Practice Analysis for Coach**
- **What is the different challenge for the players now?** The players now have 2 players to think about on the outside of the playing area, not just one team flasher. While they could previously concentrate on the position of just one player, they now have a red player and a yellow player to consider (depending on the ball colour).
PROGRESSION 1: Opposed 6v3 (+4)
Practice with Scanning and Positioning
Objective: To improve body shape and develop scanning in an opposed practice.
Practice Description
- To progress and force the player receiving from the slider to engage in scanning and promote better body shape, we modify the scoring method.
- Now, when the ball is played to a slider, the opposite slider holds up a visual cue. To score, the player receiving from the slider must spot and call out the colour the opposite player is holding up (after the pass and before his first touch).
- For example, when the ball is played to Slider A, Slider B holds up a visual cue (red or yellow).
Diagram Example: As the ball is being passed from Slider A to Player 3, he must spot and call out the colour held up by Slider B.
- If Player 3 does not do this after the pass and before his first touch, then the goal does not count, and the team continue to play and try to score somewhere else.
Practice Analysis for Coach
- Introducing this simple constraint has an instant impact on player behaviour. Almost immediately you will see some of the players starting to have a quick look “up the pitch” and likely see a better body position from the receiving player.
Adding the Soccer eyeQ Method - Progression 2
Progression 2:
Player E holds up colour as soon as Player A hits the pass to C, and Player C must call it out before receiving.
What have we added?
- **NOTE**: All components of Progression 1 on the previous page remain.
- The extra component added for Progression 2 is that the end player (Player C in diagram) must spot the visual cue held up by the other end player (E) before receiving.
Why have we added it?
- We are now forcing two players within this passing drill to scan and locate a teammate flashing a visual cue.
- We also again force scanning as the ball is travelling towards them, so they can spot and call out the colour (visual cue) before taking a first touch.
How does it improve game awareness?
- Now we have two players who must look away from the ball, and who have improved body shape to get a full picture of all the players' positioning.
- In addition, the player not previously involved in the pattern (Player E) now has a role and must stay concentrated to lift the visual cue at the correct time.
What benefit will the players get?
- The benefits are exactly the same as Progression 1 (see previous page), except now all players are involved throughout the practice - and must demonstrate good awareness. | 1,898 | 1,026 | {
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1. Slim Kim walks into a room and sees Jim in a mirror.
A. Draw where Jim’s image is in the mirror.
B. Use a solid line to show the actual path of the light from Jim to Kim.
C. Use a dashed line to show the path the Jim’s image SEEMS to follow.
2. A person looks thru two different lenses. The images are shown at the left.
A. Which lens magnifies?
B. Which lens reduces?
C. Which lens is convex?
D. Which lens is concave?
E. Which one is convergent?
F. Which on is divergent?
G. Which one is like a magnifying lens?
H. Which lens did we use in our lab?
I. In the lab your lens could produce what kinds of images?
J. So, convergent devices can produce real or virtual image?
K. Convergent devices can magnify or reduce?
L. But divergent devices can produce real or virtual image?
M. Divergent devices can magnify or reduce?
3. Emission or absorption?
A. ____Light going into the atom.
B. ____Light coming out of the atom.
C. ____Dark lines in the rainbow of colors (#I below).
D. ____Different colored lines in a black background (#II).
E. ____Seen when electrons raise to higher orbitals (#III).
F. ____Seen when electrons fall back to lower orbits (#IV).
G. ____Are different for each element.
4. Draw the following ray diagram.
5. Green light (550nm) goes from air to diamond. What is its wavelength in the diamond?
A. * Calculate the frequency of the light in air.
B. * What will be the frequency of the light in the diamond?
C. * What is the speed of the light in diamond?
D. * Now calculate the wavelength of the green light in the diamond.
6. Red light (750nm) is in air. It then moves into ice ($n = 1.309$).
A. Calculate the wavelength of the light in ice.
B. Calculate the critical angle from air to ice.
C. Calculate the critical angle from ice to air.
Enough homework, already. You have notes and past homeworks and web quizzes and labs and..... Time for YOU to study and redo work.
5A) $v = f\lambda$ and in air $v = c$.
5B) same in both materials.
5C) $n = \frac{c}{v}$ (see refraction notes)
5D) $v = f\lambda$. You have $f$; you have $v$ in diamond. | 1,022 | 573 | {
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Florida District Adopts SEL Strategy
After the shooting tragedy in Parkland, Florida, educators in the Pasco County Schools selected Social and Emotional Learning (SEL) as a districtwide prevention strategy in order to elevate the importance of school safety and students' mental health.
SEL leads to increases in:
- School safety & mental health
- Academic outcomes
- Teacher retention
- Engagement
- Attendance
- Teaching & learning conditions
- College & career readiness
Pasco County Schools chose to develop SEL standards alongside academic standards to ensure that all students have the skills they need to become responsible and contributing members in the community.
SEL Solutions guided Pasco County Schools to:
- Articulate a SEL commitment statement with overarching goals and subgoals
- Review existing SEL standards from across the country
- Develop unique SEL standards and grade-band benchmarks with input from more than 65 district and school staff
- Infuse SEL standards into curriculum maps
- Build educators' capacity to embed SEL into daily instruction
According to the district SEL team, "Pasco County Schools educates the whole child. Our students learn to think critically and solve complex problems while also becoming compassionate human beings."
What We Do
SEL Solutions guides the adoption and implementation of SEL with strong stakeholder buy-in so that SEL is not viewed as an extra initiative or an additional burden. We guide districts in aligning SEL with existing priorities and initiatives. Our methods involve honoring local context, making data-informed decisions, and designing supports based on front-line concerns using our Concerns-Based Adoption Model (C-BAM).
Partnering with SEL Solutions can help a district create:
- A shared language and vision for SEL
- A knowledge of the conditions, practices, and policies needed to activate that vision
- A comprehensive, coherent, and coordinated districtwide strategy for SEL (e.g., embed SEL standards into curriculum and instruction; set aside time for relationship building through an advisory period; or successfully implement a proven curriculum)
- An action plan to drive implementation
What Does SEL Look Like?
Four evidence-based approaches facilitate districtwide adoption of SEL:
- **Explicit skill development**
Target specific social and emotional skills during time set aside for SEL.
- **Engaging instruction**
Provide daily instruction that enhances social connections and personal reflection.
- **Embedded content**
Weave social and emotional skills and topics into existing academic lessons.
- **Supportive environment**
Ensure that policies, organizational structures, and relationships promote a safe, supportive, culturally responsive, and engaging school environment.
Contact Us: email@example.com | 312.283.2402 | www.air.org/resource/social-and-emotional-learning-sel-solutions-air | 1,429 | 540 | {
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Preventing and responding to Unpaid meal charges in the Cafeteria
The Coldwater School staff and board want all children to be able to enjoy a meal each day in an atmosphere that is pleasant and respects the dignity of each child. In order to continue to maintain the financial integrity of the non-profit foodservice account, payment is expected from paid and reduced meal students for the cost of their meals. The following measures have been adopted to help parents to recognize this need and to keep current with payments for their child’s lunches.
**Preventative Measures:**
1. Inform the public and students of the availability of the free/reduced meal program.
2. Keep parents informed of the amount of money on the account through the following means:
a. The website www.payforit.net
b. Weekly balance emails
c. Weekly balance lists to the elementary teachers to inform their students.
3. Allow and encourage students to look at their balance as they walk through the line.
4. List the amount of money to send for a month of meals on each menu.
5. Verbal reminders from the cashiers.
6. Set the charge limit on the debit system at one meal for high school students, two meals for middle school and ten meals for elementary.
7. Deny extra items through a note on the account at the request of the parent.
8. Parental permission needed for Elementary children to purchase bottled water.
**Remedial Measures:**
1. Borrow from a sibling’s account for a meal only, when an account is in the negative.
2. Stamp a student’s hand with a Cavalier image when their balance is low.
3. Disallow any extra items when a student’s balance falls into the negative.
4. Attempt to contact parents via phone or note when the charge limit is exceeded.
5. Send extra emails indicating a negative balance has been reached.
6. In extreme cases of neglect, provide an alternate meal of peanut butter sandwich & milk at no charge until money is brought in.
a. Elementary students will be informed ahead of time by their teacher if they are to receive the alternative meal. No meals will be physically removed from an elementary student’s hand at the point of sale.
b. Older students may have meals removed and replaced with an alternative meal at the point of sale.
"In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, religious creed, disability, age, political beliefs, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English. To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by: (1) mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; (2) fax: (202) 690-7442; or (3) email: email@example.com. This institution is an equal opportunity provider." | 1,727 | 824 | {
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For healthy teeth
“Teeth decay is the most common reason for hospital admission for children aged five to nine years,” explains registered nutritionist Sophie Thurner (www.sophiethurnernutrition.com). “Too much sugar, especially sugary drinks, is the major cause for dental caries in children. Fizzy drinks can contain large amounts of sugar, which will increase the risk of tooth decay. Not only are they packed with sugar, both the sugary and the sugar-free versions are acidic, which makes teeth weak and vulnerable to attack from bacteria, leading to cavities. Even unsweetened juices and smoothies contain sugars and acids, so although they can contribute towards their five-a-day, it is recommended that children only have one small glass (about 150ml) of fruit juice or smoothie each day. If you do give fruit squash or sugary drinks to your child, make sure to dilute them well (minimum five parts water to one part squash). Ideally have your child drink water thereafter. Rinsing the mouth by drinking water helps wash away the residual sugar on the teeth, making the enamel less vulnerable for attack.”
For bone strength
“One of the best things you can do to support your child’s immunity is to give them a daily probiotic,” says Raihane Palagi, BioCare’s Clinical Nutrition Advisor (www.biocare.co.uk). “The bacteria lactobacillus acidophilus, bifidobacterium bifidum and lactobacillus rhamnosus gg have been shown to prevent and help fight respiratory tract infections in children.”
Try this!
Bio-Kult Infantis is an advanced multi-strain live bacteria formulation specifically designed for babies, toddlers and small children.
Each easy-to-use sachet comes with seven strains of live bacteria and the added benefit of omega-3 and vitamin D3 to help contribute to a strong immune system.
How much? £12.62 for 16x1g sachets.
Available from? All passionate retailers. Visit www.bio-kult.com
Wise buy! The Garden Of Life Microbiome Formula Organic Kids+ has been uniquely created to help build a healthy microbiome and support children’s digestive and immune health.
Each chewable is certified organic and contains absolutely no genetically modified organisms, sweeteners or added sugar. It’s also dairy-free, gluten-free and soya-free.
How much? £21.99 for 30 chewables.
Available from? Wholefoods, Planet Organic, Kijani Living, Garden Of Life and all leading health stores. Visit www.gardenoflifeuk.com | 1,096 | 529 | {
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Mathematics
In maths we will be following white rose for EYFS. This half term we will be covering the following areas:
Shapes with four sides; night and day; the number 0; comparing numbers to 5; composing numbers to 5; comparing mass; comparing capacity.
How to help at home: spotting shapes in the environment e.g. road signs and packages; being specific about time and different points throughout the day e.g. in the morning when we wake up it is daytime; counting and using the vocabulary “more and fewer”; using practical resources to build numbers; cooking together and looking at the measurements.
PSHE
We continue to have a lesson on the zones weekly but use the language for the zones throughout the curriculum.
We will discuss what it means to be a good friend and the topic of kindness.
Our social thinking sessions aim to support the children’s group thinking skills.
How to help at home: Use the zones vocabulary when describing emotions e.g. I can see you are sad and in the blue zone.
English and phonics
English: In English our texts will continue to link to out topic ‘everyday life’. We will continue look at different genres of books both fiction and non-fiction. The children will sequence stories, answer questions and complete sentence level work on the books they are reading.
Our texts: “All Aboard for the Bobo Road”, “The Runaway Train”, “Cycle City”, “Police officers on patrol” The people who help us series by Amanda Askew, “Tidy”, “A planet full of Plastic” and “The dinosaur that pooped the past”
Phonics: In phonics we follow the sounds write scheme of work. This scheme of work focuses on letter sound recognition as well as saying and writing the sound.
This half term we will consolidate our learning of the 8 sounds we know and learn some new sounds: d, e, f, v, k, l, r, u. We are working on blending the sounds together to form words and hope that soon we will send home some books containing these sounds.
Understanding the world
Happy New Year: new years celebrations; new years wishes and resolutions.
Transport and Travel: Land, air and sea. Different forms of travel.
People who help us: Jobs of people who help us in the community.
The Environment: Our locality and where we live; recycling and protecting the environment; different types of habitats.
Life now and then: life timeline; how people used to live compared to now.
Planned trips: fortnightly library trips have been planned and hopefully will be able to start this half term. A trip to the farm is organised and we will have a visit from a police officer.
Take children on public transport; talk about your jobs or your families jobs and what these jobs roles do; recycle and show how you are helping to protect the environment; show your child pictures of your family from before they were born.
Stars Class
Spring 1
Everyday life
P.E.
Indoor: dance Outdoor: games
Communication and Language
Em our class SALT will continue deliver two whole class sessions weekly this half term. One with the focus on vocabulary. The other is our social thinking programme ‘we thinkers’.
Two to three times a week we have an attention bucket session which has a focus of improving the children’s attention and listening skills.
Two times a week the children have a speaking and listening session that will have a focus on developing conversation skills, description skills and listening and attention.
Every whole class session, individual, group or free flow our aim is to support children to develop oracy skills. We do this by scaffolding there learning to best support their needs and supporting them to communicate effectively.
Art and Design
Cooking
Car model making; traffic light printing; airplane craft; hot air balloons; portraits of people who help us, thank you cards/pictures to those who help us, recycled artwork: salt dough slabs, collage sea animals, recycled paper, pictures out of nature.
Artist study:
Picasso, Monet, Van Gogh
Sandwich making: what makes a healthy meal?; making a fruit salad; oat cookie making; food then and now | 1,607 | 854 | {
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When it drains, it pours!
By Carlene Brown
As rain water washes over roofs, streets, driveways, sidewalks, parking lots, and land surfaces, it can pick up a variety of pollutants, such as oil, pesticides, chemicals, soil and leaves. This polluted storm water drains into the storm system that eventually clog our drains and discharges into our rivers and streams. These pollutants can endanger the water quality of our waterways, making them unhealthy for people, fish, and wildlife.
Unfortunately, many people mistakenly believe the drains connect directly to the sewage-treatment plant, and use them to dispose of harmful substances like used motor oil. In an effort to change that harmful behavior, some cities have come up with creative ways to draw attention to these drains.
Some cities are conducting storm drain markings/painting events. Storm drain marking has a few potential benefits:
1. The storm drain marking event provides an excellent opportunity for publicity about keeping storm drains free of yard waste, pet waste, and household chemicals.
2. Those who are involved in the marking process learn about the storm drain system and pollution prevention behaviors.
3. If people see the marker (or painting), they might become more aware that whatever enters a storm drain goes directly to local waters. And they might be less likely to dump illegally down the drain.
4. Hopefully, if people are more careful about what enters storm drains, then water quality will be improved.
Another way to help minimize clogged drains is to establish an Adopt-a-Storm Drain program. Similar to Adopt-a-Street or Park, Adopt-a-Storm Drain is a program where citizens volunteer to inspect and clear storm drains throughout the year, which assists the member with maintenance.
One reason for the program’s effectiveness is that residents have already been sweeping their streets and keeping the drains clear in their neighborhoods for years. In a way, people unofficially had adopted the drains before the program’s start.
In some cities, citizens are taking it a step further and being allowed to name their drain. 'It's Draining Men' and 'Sir Drains a Lot' are just a couple of comical nicknames people have used as part of the volunteer adopt-a-drain program.
Members who are interested in developing these programs, should consider the following risk management recommendations:
1. Develop a policy outlining the expectations, rules, and guidelines of the program.
2. Provide an application for citizens to complete. The application should ask for the participant’s name and contact information, the location of the drain(s) they want to adopt and a liability release with language to confirm in writing that they have read, understood and will abide by the program rules and guidelines.
3. Volunteers should be provided with all the equipment necessary to safely inspect, clean and maintain the storm drains they have adopted.
4. All volunteers should be required to log their volunteer time and this documentation should be submitted to the member so the hours can be reported to Washington State Department of Labor and Industries.
While this program won’t eliminate a member’s duty to maintain its storm drains, it can help reduce the risk of claims associated with blocked drains and pollutants going into the drains.
If you have questions, please contact your WCIA Risk Management Representative. | 1,311 | 650 | {
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My Communication Profile Description
My name is:
How I share information | How I take in information
A description of how the individual communicates.
Expressive: How they share information
Receptive: How they take in information
How to best support my communication?
Helpful tips to use to best communicate with the individual. This may include a best communication partner(s)- someone who is able to best understand and communicate with the individual most of the time.
Things I enjoy
Communicating about things the individual enjoys is a great starting point for communication. Also, what they like can be used as motivation for communication.
Things that may interfere with my communication
Some individuals have sensory concerns or things that may interfere with effective communication.
For further guidance, contact ODP’s Special Populations Unit at firstname.lastname@example.org
My Care Needs Description
**My Care Needs**
| Category | Description |
|---------------------------|-----------------------------------------------------------------------------|
| How I move around: | A description of how the individual moves around: they use a wheelchair, walk independently, or need support |
| How I eat and drink: | A description of the food/drink consistency needed, preferences, feeding tube or not, adaptive supports needed, assistance required |
| How I use the bathroom: | Use of briefs or not and when, any sensitivities, how often on the toilet, any bowel movement guidelines |
| How I take medication: | Medications by PEG tube, in applesauce, in a drink, etc., prefer liquid medications or capsules, number of medications at a time |
| Other important things about me: | A description of other things that are important for the individual; this could include any medical equipment needed, any best practices, a medical decision maker/guardian, etc. |
My Communication Profile
My name is: Sam
How I share information
- Bites wrists (frustrated, upset)
- Grabs others (can be reaching for attention or frustration)
- Pointing
- Clapping (exciting or agreeing)
- Leading others to desired items
How I take in information
- Short, concrete questions
- Picture support
- Direct acknowledgment
- I hear best in my right ear
How to best support my communication?
- Say my name before our interactions so I know you’re talking to me
- Ask me questions and provide me with wait time
- Use real pictures (not cartoons or line drawings) to support my communication
- Look at me when you’re talking, even if I am not looking back
- Before new/different environments, prepare me for what to expect
- My best communication partner is my father, Bob
Things I enjoy
- Coffee
- Quite environments
- Puzzles
- Animals
- Swimming
- Calming music
Things that may interfere with my communication
- Crowded areas
- Loud environments
- Strong smells
My Care Needs
How I move around:
- I use a cane to support me when I talk
- I have trouble with my hand-eye coordination
How I eat and drink:
- I am lactose intolerant
- I am on a low cholesterol diet
- I use a weighted spoon to eat
- I use a straw to drink from a cup
How I use the bathroom:
- I don’t need any support using the bathroom
- Flushable wipes are helpful
How I take medication:
- I have trouble swallowing capsules
- I take medications in applesauce or in liquid form
Other important things about me:
- I am Jewish and my religion is important to me
- My father, Bob is my legal guardian
- I don’t like to be alone | 1,729 | 753 | {
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Name: ________________________________
Unit #: _______________________________
Spelling Grade Level: _______________
Spelling Rubric Packet Due @ 8:30am on Tuesday
(In order to receive credit, it must be turned in on time)
All packets must be complete: Incomplete packets are returned until completed. Turn in what you have completed by 8:30am on Tuesday.
Note: 5 bonus points if turned in before 2:30pm on Monday, Minus 5 points if turned in after 8:30am on Tuesday.
The purpose of your Spelling Program is to: 1) Increase your vocabulary,
2) Increase the number and difficulty of words you can spell, 3) Increase your knowledge of how spelling works…You will notice that many words follow patterns and rules, 4) You will transfer words that are taught in isolation to your daily work, and 5) You will develop an understanding of types of words such as; homonyms, synonyms, and antonyms.
Each list you are assigned can be learned by following this strategy:
1) Look at the word, 2) Say the word, 3) Study the word and look for patterns that are usually revealed in the title of the Spelling Lesson, 4) Cover the word, 5) Spell the word aloud without looking at it, 6) Check to see if you spelled it correctly, 7) Repeat the process.
Corrector's Note: Please be sure all students of the same grade level have the same amount of points possible. Extra credit should be added afterwards.
Place items in your packet in this order:
1. Spelling pages are complete, neat, and correct. 3 rd Grade & above: Writing letters backwards will be marked as wrong.
_____/_____
2. Grade Levels 1-‐3: Do 5 words in context; Levels 4-‐8: Do 10 words in context . Be sure to underline the spelling word used in each sentence. (Review units do not need to do words in context)
_____/_____
3. 3x’s each for all words. Must be done in the same order as the book. If you provide a typed list, you may write the words only two more times, but they must be on the same paper as the typed ones.
_____/_____
4. All packets must be approved by Mr. Coffin or a specified classroom adult before turning in. Extra credit for early turn-‐in.(Maximum allowed is 5 points)
_____/_____
Total points.
_____/_____ | 1,005 | 1,826 | {
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THINGS TO DO LIST FOR OCTOBER 17th, 2017
**PRUNING** – If you planted a wind block on your perimeter for hurricane protection and have branches that are damaged, leave them in place until the end of hurricane season. They will protect the interior plants again. Then prune. Shape up shrubs and trees that were severely damaged from the hurricane, before the cool weather. Remove dead flowers and damaged leaves. Prune trees and shrubs that will touch your house. Remove all dead wood, and branches that are crossing and rubbing.
**PLANTING** – Now is a good time to decide if you want a particular plant or tree taken out or replaced. Get all your trees and landscape plants into the ground before the cold weather. Plant different textures of plants together and mix colors to create interest. Purchase plants that do something like bloom, fruit, change color or attract wildlife. Some good choices are mussaenda, Hawaiian ti, chenille plant, coleus, banana, mango, avocado, and natives for the wildlife. The bulbs that can be planted now are onions, African lily, amaryllis, Aztec lily, calla, crinum, elephant ear, gladiolus, gloriosa, iris, kaffir lily, walking iris, society garlic, spider lily, rain lily and zephyr lily. Some flowering plants to plant now are kalanchoe, daisy, marigold, lobelia, impatiens, geranium, dusty miller, dianthus, carnation, browallia, begonia, aster, amaranthus, alyssum, gaillardia, torenia and pentas. Herbs can be grown in containers outdoors or on porches and balconies. Assorted herbs in hanging baskets are out of the way of crawling insects on the ground. They also can be brought in under shelter from the rain if needed. Plant cool season crops now. Propagate coleus now to share with our new Hwd. Garden Club members.
**FEEDING** – Fertilize with less nitrogen at this time. It’s the last month to fertilize ornamentals, palms and fruit trees until February or March. Use on plants and trees that show poor nutrition or damage from the hurricane. I like kitchen scraps that contain coffee grounds, Lesco Palm food, Black Kow Manure. Try a controlled-released fertilizer like osmocote, it gives longer results. Or spread Miracle Gro Garden SOIL around plants that are growing in poor soil. Top with small pine bark chips that are now sold at Kmart instead of Home Depot. Use Miracle Gro Potting MIX for your potted plants. Perlite can be added for potted plants that need more drainage.
**WEEDS** – B&W newspapers or cardboard with two inches of mulch on top will discourage weeds from competing with your established plants for a few months. Nutgrass thrives in lawns and soils that are too wet for a long time. Cut off the water and mow high every three weeks to help choke out the weeds. For many years I have dropped my cuttings and leaves at the base of each plant and I hardly ever have to fertilize or weed. Lay stepping stones, size 24” X 24”, weighing about 70 pounds apiece, to create walkways and patios. Concrete sand must be spread first and last if you want them to stay in place.
**BLOOMING** – If the following plants, vines and trees still have foliage on them after the hurricane, they will be blooming now. Crossandra, pentas, plumbago, mussendas, brunfelsia, chinelle, cassia, begonia, blue daze, portulaca, purslane, frangipani, crown of thorns, periwinkle, marigold, impatien, buttercup, orchid, rose, ixora, royal poinciana, dwarf poinciana, bouganvillia, allamanda, thryallis, zinnia, sweet almond, brugmansia, torenia, garlic vine, silk floss tree, lance pod, golden rain tree, orchid tree and golden shower tree.
**INSECTS** – The best way to minimize the migration of toxic chemicals into our natural environment is to reduce or eliminate their use. Use natural products, oils and soaps for insect pest management. Check your plants regularly and treat your problems early. Spraying with a high powered water hose and wiping off the bugs with your hands works for most of the time for me. Keep a healthy landscape and “choose disease resistant plants.” Use sluggo bait for snails.
Conserve water. Use a small “battery powered” blower or broom and dustpan instead of a hose to clean the debris off your patio, sidewalk and driveway.
Susan Berry, President of the Hollywood Garden Club, Florida Master Gardener, Advanced Master Naturalist, Certified Gardening Consultant and Landscape Designer. FMNP Land and FFGC Earth Steward
HGC | 1,821 | 1,052 | {
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Loving God, Growing Together, Serving Others
Jump In
Joseph's father, Jacob, had twelve sons. Joseph was his favorite. Jacob gave Joseph a special robe. Joseph's brothers began to resent him. Joseph's attitude and actions did not help. He wore the robe in front of his brothers, and told his brothers about dreams he had that seemed to suggest he would someday rule over them. When opportunity presented itself, Joseph's brothers got rid of him. The plan was to kill Joseph, but one of the brothers, Reuben, convinces the others to throw him in a deep pit. Another brother, Judah, suggests selling Joseph into slavery. This is how Joseph ends up in Egypt. Joseph's brothers, who have stolen Joseph's robe, smear the blood of an animal on the robe and use it to deceive Jacob into believing Joseph is dead. As you teach the story of Joseph, help your children recognize that God never left Joseph. This story shows how God is present through the valleys and the victories of life. Be careful not to present the idea God caused bad things to happen to Joseph, but rather that through whatever happened, good or bad, God was there.
Dive Deeper Together
Read Genesis 37 Together
Jacob had twelve sons. One of Jacob's sons was Joseph, and he was Jacob's favorite. Jacob gave Joseph a special robe. None of the brothers had a robe like that. It made Joseph's brothers angry. Joseph's dreams made them even more angry. Joseph dreamed that his brothers bowed down to him. None of his brothers wanted to bow down to him. The brothers went out to the fields to herd the sheep. Jacob sent Joseph to check on them. The brothers saw Joseph and came up with a plan to get him out of their lives. They took his robe and threw him into a pit until some traveling traders came by. They sold Joseph as a slave to the traders.
Grow Stronger Together
Make a family tree together using construction paper and crayons. Include extended family, friends, and church friends. Invite everyone to draw a portrait of each person chosen. Hang the portraits together on your fridge. Say prayers for everyone as you hang the photos.
Pray Together
Share joys and concerns, and then say this prayer: Dear God, thank you for always being with us. Amen.
Bible Verse: “The Lord was with Joseph.” (Genesis 39:2)
Anchor Point: God is with us
wherever we g
oo.
This Coming Sunday:
Bible Story: Joseph in Egypt Genesis 39:1-40:23
Teachers:
Nursery – Brenda Adriani PreK – Rebecca Leite Children's Worship – Brenda Hurd Junior Worship – Teresa Pecegoo
Kids Hang Out: 12-12:30pm
Tuesday:
Friends Night Out: 6:30-7:45pm Grades 1-5
Kristine Lackowski
Director of Children’s Ministries
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Do you know what a virus is?
Build a Virus
Viruses are tiny but powerful. If you catch a viral infection, it can make you feel really unwell. Viruses are smaller than most cells, including human cells and bacteria. Learn about viruses by building your own virus in this fun activity!
Recommended age for activity: 7 years and up
You will need:
Shredded paper
Coloured matchsticks
Plasticine in various colours
Pipe cleaners cut up into small lengths
Instructions:
1. Choose a virus you wish to make or create your own design. There are some examples of viruses on the next page you can choose from.
2. Take some shredded paper to represent the RNA or DNA in a virus.
3. Take a bit of plasticine, flatten this out and place the shredded paper (genetic material) on the centre of the plasticine. Roll the plasticine into a ball to represent the tough outer coat or capsid.
4. Choose from matchsticks, pipe cleaners or other materials to represent the glycoprotein spikes on the capsid, which is used by the virus to grip onto cells.
Turn your virus into a tree ornament by placing it inside a fillable clear plastic bauble. Tie a ribbon at the top and hang your virus on your Christmas tree!
What do Telethon Kids researchers do?
Look to find the best ways to treat and cure children with diseases caused by viruses
Want to understand how viruses get inside our cells and make us sick
Conduct research into viruses that cause diseases in children
Investigate viruses at all scales, from their genes and proteins to the way they spread within a population
Here are some examples of viruses you may choose to create:
Influenza virus:
causes flu and swine flu
Symptoms: body aches, sore throat and joints, coughing and sneezing, feeling hot then cold, headache, tiredness, blocked or runny nose, nausea and vomiting
A flu vaccine helps to protect people from this virus. If you do catch the flu, you can help to stop it spreading by washing your hands and using a tissue when you cough and sneeze.
Adenovirus:
causes colds
Symptoms: runny nose – green snot and coughing
There is no vaccine for the common cold – to stop catching or spreading this virus, wash your hands and do not let anyone sneeze or cough on you! Tell them to use a tissue.
Norovirus:
causes an upset tummy
Symptoms: diarrhoea and vomiting
Norovirus spreads quickly especially where there are lots of people close together in schools, hospitals or on boats. People who have caught norovirus should not prepare food for others until they are better.
Design your own virus!
Viruses constantly change and adapt to try to escape our immune systems. You may wish to design your own brand-new virus! What will your virus look like? How many protein spikes will it have?
Researchers have developed vaccines to help protect us from many common viruses. Your body also has its own immune system and this helps to fight infection by viruses too.
U
F
N
F
C
A
T
Good hygiene and vaccinations are the best way to prevent people from getting sick by a virus. | 1,253 | 676 | {
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Math, Lesson 1 –Mandalas and Geometry
Lesson goal – To make connections between mathematics and their world
Target students – All levels
Learning Objective – Students will enhance their knowledge of circles in geometry
Outcome – Students will create mandalas to represent what is important in their universe.
Standards – The following educational standards are addressed in this lesson:
*
Common Core G-‐C.1 – G-‐C.5
* PA 2.9.11.F / M1.B.2.2
* M11.C.1.1
Materials / Resources – The following resources will be required for this lesson:
* Ruler or straight-‐edge
* Compass
* Protractor
* Geometer's Sketchpad (optional)
* Spirograph (optional)
Description of Lesson (recommended duration: 1-2 weeks)
1. Before students begin, have them spend some time researching mandalas. They should answer a few questions, such as:
* What are the basics of a traditional mandala?
* What natural objects share features of a mandala?
* What parts of a circle will I include? Why?
* What aspects of symmetry will I include? Why?
* Will this mandala represent me, a member of my family, of the environment, etc.?
* What symbols should I include? (i.e., what is important to me, my family, my school, my community, etc.)
* What colors should I use? Why?
2. Using a compass, students should draw a large circle.
3. Find the center of the circle and create a dot.
4. Allow students to use software; i.e., Geometer's Sketchpad to begin creating their mandala.
5. At this point, students should feel completely free to express themselves.
Examples of Differentiation:
Below Grade Level:
* Arrange the project so that students are more directed. For example, give students a list of mandala basics and have them find their meanings.
* Give students a list of circle tools they must use.
* Choose one type of symmetry for each student's mandala.
* Have students create their mandala symbol list as a separate assignment.
* Give students a circle-‐with-‐center template or a specific mandala template.
* Allow students to use software or games; i.e., Geometer's Sketchpad or Spirograph to begin creating their mandala.
Above Grade Level:
* Have students follow the basics of a traditional mandala; i.e., concentric circles, four quadrants, etc.
* Have students choose a mandala from a particular culture and explain their choice.
* Have students use at least two types of symmetry.
* Have students base their mandala on a natural object.
* Have students create their mandala as a multi-‐page project using Geometer's Sketchpad, perhaps even including a custom tool or script. | 1,202 | 1,931 | {
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U4 Lesson Plan 1
1.
Animal Dribble
2. Shooting
3.
Cut the Trees
4.
Dribble and Shoot
5.
4v4
Coaching
* Is everyone playing the game?
* Did everyone learn the game?
* Does everyone enjoy the game?
* Does every player have success?
* Is every player challenged?
Organization
Players dribble in 15 x 15 yard grid. When coach yells the name of and animal the players increase or decrease speed.
For example; Snail = slow, Cheetah = fast, and so forth.
Let the your players come up with the animals
Time:
8 minutes
Organization
Set up two goals with cones 4 and 6 yards from goal Work with two groups
Players start 4 yards from goal and shoot.
After all players scored 5 goals,the players step 2 yards back and try to score 5 goals again
Time: 8 minutes
Organization
Coach sets up cones all over the field
Players dribble around and knock over the cones with a pass/shot
After all cones are knocked over, the players quickly set them up back up and do it again.
Time: 8 minutes
Organization
Players dribble quickly towards the goal and score with shot.
Players start 12 yards away from goal
Time:
8 minutes
Organization
4v4 on 25 x 15 yards field
Formation
Diamond formation;
1 defender, 2 wide midfielders, 1 deep center forward
Time:
15 minutes
DRIBBLE
Attacking
* Dribbling
*
Stay active
Use imagination
Attacking
* Shoot at goal / Aiming
* Score!
Attacking
* Dribbling
* Shoot / Aiming
Attacking
* Dribbling
* Shoot at goal / Aiming
* Score!
Rules
Use kick ins and dribble ins
Coaching Points
* Dribble towards goal!
* Score!
* Win the ball back! | 804 | 1,145 | {
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ACTIVITY
Nachshon and Crossing the Red Sea
Materials Needed
* Exodus 14:10-15
* Copies of the Midrash
* Clip by G-dcast (www.g-dcast.com/nachshon)
* Internet connection and screening device
Time Needed
30-45 minutes
Goal
To "get inside" the Exodus story and understand what motivates and hinders us from taking the initiative to help other Jewish people in need.
Before You Get Started
Look at the list of enduring understandings. Which one would you like to emphasize through this activity?
* Jewish tradition created a society where the members of the Jewish People have a responsibility to each other as joint participants in a collective.
* Judaism outlines 'Kol Yisrael arevim zeh lazeh' as an imperative. The word "kol" emphasizes that it is an obligation for each and every person.
* Jewish communities have always organized themselves according to this principle, building structures for mutual support of those in need.
* In the late 20th century there are numerous examples of when Jews mobilized in support of their brethren around the world based on this principle.
Directions for Activity
1. Ask participants to think about a time when they "put themselves out there" to help someone in need especially when it wasn't the popular thing to do.
2. Introduce them to the character from the Exodus story, Nachshon Ben Aminadav who, the Midrash relates, helped save the Israelites from the Pharoah's advancing army by taking the first steps into the Red Sea and through his actions encouraged the rest of the Israelites to follow. For context read what Chabad has to say on the topic (www.chabad.org/parshah/article_cdo/aid/2199147/jewish/ Meet-Nachshon-ben-Aminadav.htm).
3. Now watch the clip (www.g-dcast.com/nachshon/)
4. Conduct a short "Bibliodrama" session in which you "get inside" the story of the Midrash. For more background on Bibliodrama read this (www.bibliodrama.com/what-is-bibliodrama/).
5. Begin the bibliodrama by reading the text from the Midrash:
Rabbi Judah says: 'When the Israelites stood at the sea one said: 'I don't want to go down to the sea first.' Another said: 'I don't want to go down first either.' While they were standing there, and while Moses was praying to God to save them, Nachshon the son of Aminadav jumped up, went down and fell into the waves.'" Talmud (Bavli, Sota 36a), Mechilta (Parashat B'shalach)
6. Choose different points to stop at and ask questions of your participants. For example, after reading the first line, turn to someone and say 'Israelite – why don't you want to go to the sea, what are you afraid of? Don't you believe God will protect you?' Read a bit more and turn to someone else and say "Moses, tell me what you are arguing with God about?" You can even turn to someone and ask them to give voice to the waves or another inanimate object in the story, "Waves – what did you think of this Nachshon character?" or "Did you feel the other waves tremble around you or did you think it was just another day at the beach?" Have fun with it!
7. For a more expanded activity, apply the same methodology and start with the story from Exodus 14:10-15 and then read the Midrash. (Note: the story of Nachshon does not appear in the Torah, but is added later to fill in the story by the Rabbis who authored the Midrash.)
8. Sum up the discussion and ask participants to share a question or idea they are left with.
Note to Educator
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Weight Gain
The healthy way
Gaining weight should be "simple." Eat more calories than you expend and you're sure to gain weight, right? Gaining weight in a healthy way, though, can be a bit more challenging due to the high energy demand of tissue building and lower calorie content of nutrient dense foods. Here are 10 steps to help you ensure that you are doing what is best for you and your body as you pursue your weight gain goals:
1. Set attainable goals. Our body shape and size is determined primarily by genetics and secondarily by our lifestyle. Healthy weight gain is a slow process that requires patience and realistic goal-setting.
2. Eat breakfast. Every day. A well balanced breakfast is an excellent way to wake up your appetite. Make sure you have a complex carbohydrate, like oatmeal or toast, along with some protein such as an egg or peanut butter, and some fruit to start your day. Try a yogurt berry parfait with granola, or a bagel sandwich with eggs & cheese and some juice. In a hurry? Grab a fruit smoothie or cereal with milk, berries, and nuts.
3. Follow basic nutrition recommendations. Contrary to popular belief, living on fast food, pizza, and milkshakes is not the best approach to weight gain. Although these foods can be incorporated into your meal plan, be sure to balance them with nutrient dense foods. Eat a balanced plate that is 1/3 protein, 1/3 carbohydrate, and 1/3 fruits and vegetables. Also be sure to include a source of dairy and fat with every meal for optimal calcium, flavor, satisfaction, and calories.
4. Plan to eat 5-6 times/day, at least. Prevent excessive fullness by eating reasonable portions spread throughout the entire day. Eat every 3-4 hours with 3-4 meals each day and several snacks.
5. Vary your diet. Eating the same foods every day can make it difficult to stay on track, so be adventurous and try something new. Choose a variety of complex carbohydrates such as starchy vegetables, beans, lentils, whole grains, fruits, and dairy. Start by switching up a single food group at a time such as protein: cheese, nuts, beef, fish, yogurt, pork, beans, chicken, nut butters, turkey, cottage cheese, lamb, eggs, etc.
6. Become the friend that always has snacks. Pack trail mix, granola bars, fruit with peanut butter, chips, dried fruit, veggies and dip, cheese and crackers, nuts, sunflower seeds, or smoothies as portable options that can help you keep up with your needs throughout the day. Cereal with milk, ice cream, and hot chocolate can be great snacks to end your day.
7. Choose caloric beverages. You're going to drink something, so pick fluids with calories. Juices, milk, and even an occasional soda will do the trick. Try not to fill up on water.
8. Consider high-calorie nutritional supplements. Energy-dense, high-quality nutrition can be hard to come by. Ensure Plus, Boost Plus, and Carnation Instant Breakfast provide quick and easy calories with the added bonus of vitamins and minerals. Fruit smoothie drinks such as Naked Juice or Bolthouse with added protein can also help you get in more energy. Consider using these products as your "nutrition medicine" on the days you're not feeling hungry, but know you still need to eat.
9. Balance cardio, flexibility, and strength-training exercises. Exercise, especially cardio work-outs, burns calories that you must replace. It can also help to stimulate your appetite and ensure that you build an appropriate amount of muscle. 3-5 days of physical activity each week is optimal for most people. (Note: Severe malnutrition can require a period of inactivity as the body heals and repairs. Consultation with a medical provider and/or dietitian can help to establish a safe plan in these situations.)
10. Get regular sleep. Your body needs adequate rest in order to progress towards your weight gain goals. On average, most people need 8 hours of sleep/night. However, some people function well on 6 hours/night while others need 10 or more hours/night to feel fully rested. The bottom line is you should listen to your body and get the sleep you need.
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NARRATIVE
In the first half of the Autumn term we learn about the Stone Age, the Bronze Age and the Iron Age and will focus on the Celtic way of life. Our exciting trip to Butser Farm brings this whole topic to life!
We will then be looking at how and why the Romans and Vikings invaded Britain and how they contributed to the development of modern day society. During this topic we are fortunate enough to experience a Roman expert.
RE
* Life events of Jesus Christ
* Christian worship and beliefs
* The Lord's Prayer
* Reflecting and comparing cultural expressions
ART/MUSIC
* Cave paintings
* Celtic patterns (sewing)
* Still life sketching/charcoal
* Roman shields
* Roman coins
* Watercolour techniques – Viking boat silhouette
* Roman villas/houses
* STOMP
DESIGN AND TECHNOLOGY
* Iron age jewellery making
* Celtic name writing
INVADERS YEAR 4 AUTUMN TERM
ENGLISH
* Spellings are looked at and learned each week following spelling rules and patterns. Grammar has a focus on punctuation, nouns, adjectives, verbs, and adverbs
* Handwriting; writing patterns and topic – related pieces
* Reading takes place individually where required and in guided reading sessions, the focus is on comprehension skills both oral and written across a range of genres
* Research – Stone/Iron Age way of life
* Stig of the Dump – creative writing
* Recount of visit to Butser Farm
* A letter home from a soldier on Hadrian's Wall
* Rhyming poetry – invasion poems
* Estate agents brochures for a Roman villa
* Aquila - Myths
* Myths and Legends – Beowulf
* Oral story telling
* Research Viking longboats – Instructional writing
*
HISTORY
* General history timeline
* Stone Age – early farmers
* Bronze Age – religion, technology and travel
* Iron age – hill forts, farming art, technology and culture
* Studying sources – who can we trust?
* Separating fact from fiction
* Reasons for the Roman and Viking invasions
* How did the Romans live?
* A soldier's life on Hadrian's wall
* What did the Romans do for Britain?
* What influence did the Vikings have on life in Britain?
* Viking boat research and design
MATHS
* Money (Iron Age budgets)
* Addition and subtraction of Roman numerals
* Problems solving (development of own numeric system and historical town planning)
* Symmetry of Roman shields and battle formations
* Roman numerals relating to time
* Co-ordinates - Viking battleships
* Area and perimeter of Roman settlement
COMPUTING
* E-safety
* Scratch algorithms – making a character
* iPads for research
* Using the internet and living library as research tools
* Developing skills in publisher
GEOGRAPHY
* Where should we settle? Topographical features – mountains, forests and rivers
* Trade links and distribution of natural resources, including energy, food, minerals and water
DAYS TO LOOK FORWARD TO
* Butser Farm trip
* John Eagle – Roman experience | 1,488 | 655 | {
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ACTIVITY
All of Israel is Responsible for One Another
Materials Needed
* Video clip, screening device and internet connection
* Copies of the Survey
Time Needed
45 minutes-1 hour
Goal
* To think about who we help, who we don't and why.
* To consider how the Jewish tradition of 'Kol Yisrael arevim zeh b'zeh' ('All Jews are responsible for one another') helps motivate us to help other Jews in need.
Before You Get Started
Look at the list of enduring understandings. Which one would you like to emphasize through this activity?
* Jewish tradition created a society where the members of the Jewish People have a responsibility to each other as joint participants in a collective.
* Judaism outlines 'Kol Yisrael arevim zeh lazeh' as an imperative. The word "kol" emphasizes that it is an obligation for each and every person.
* Jewish communities have always organized themselves according to this principle, building structures for mutual support of those in need.
* In the late 20th century there are numerous examples of when Jews mobilized in support of their brethren around the world based on this principle.
Directions for Activity
1. Introduce the concept of the "Bystander Effect" and show the clip (www.youtube.com/watch?v=OSsPfbup0ac).
2. Ask participants to share their general reactions. What did they find surprising or compelling about the clip?
3. Now introduce the concept 'Kol Yisrael arevim zeh b'zeh'. The concept is first seen in the Talmud (Shavuot 39a) and is translated as "All of Israel is responsible for one another." In its original context it had to do with the responsibility that one Jew had toward another to prevent him/her from sinning. Understood more broadly it lies at the foundation of Jewish communal responsibility. Each Jew needs to ensure the well being of every other Jew (and vice versa.)
4. Give the participants a one-page survey in which they have to complete the following questions. Don't give them too long to complete these, they should be their "gut feelings."
* When I see a person asking for money on the street I feel…
* If a stranger who is like me asks me for help on the street I will…
* When I hear about a disaster that has happened far away from home what I do is…
* When I give to charity the first people I think of helping are…
* When someone in my family needs help I…
* When I need help the first person I ask is…
* The last time I needed some kind of help (financial or otherwise) what I did was…
* When I hear the phrase 'Kol Yisrael arevim zeh b'zeh' it makes me feel…
5. Ask them to choose a study partner (also called chevruta) or simply turn to the person next to them to share their answers. What surprised them about what they or their chevruta wrote? Is the concept 'Kol Yisrael arevim zeh b'zeh' a relevant concept to for each of them? Why or why not?
6. Sum up the discussion and ask participants to share a question or idea they are left with.
Note to Educator
Did the enduring understanding that you set out to teach surface during this activity? | 1,259 | 695 | {
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Surat al-Qasas Verse 9
َ
ِ
Q 28:9 And Fir'awn's wife said: A source of comfort to me and you. Do not slay him, maybe he will be useful to us or we may take him for a son. But they were not aware.
َ وَق َالَت ِ امْرَأَتُ ف ِ رْعَوْنَ ق ُر ّتُ عَ يْ ٍ ل ِ ي وَلَك ۖ ََ لَ ت َقْت ُلُوهُ عَسَىٰ أَن يَنفَعَنَا أَوْ ن َت ّخ ِ ذَهُ وَلَدًا وَهُمْ لَ يَش ْعُرُون
َ
Questions for Reflection
1) Why did the wife of Fir'awn think the baby would be a source of comfort for them?
2) What did she mean by saying 'he may be useful to us'?
3) What were they not aware of?
(Act out the conversation. What replies do you think she may be getting from Fir'awn? How does she persuade him?)
Wife of Fir'awn
Āsīya, the wife of Fir'awn, was the daughter of Muzāhim b. 'Ubayd. She is praised in the Quran and Hadith. She is known as one of the four great women of Islam. Although Āsīya lived in the Pharaoh's palace, she believed in God. When she saw the miracle of Prophet Mūsā she believed in him. She hid her faith from Fir'awn. When he eventually found out he told her to give up worshiping One God. She refused to do so and was tortured and killed by him.
Bībī Āsīya had been relaxing by the river Nile that day with a group of her women. They spent the day there, enjoying the water and exploring the plants on the shores. When she saw the wooden casket floating close by, she was curious. She went close to it and saw that it had a baby inside. Her heart was immediately touched by the sight of the baby and she asked her women to pull the casket out of the water. Bībī Āsīya took the baby.
When Fir'awn came by later to take his wife back to their palace he saw the baby in her arms. From his skin color and appearance, he knew it was a baby from the Banu Israel. He was skeptical of why the baby was in a casket and was thrown into the Nile. He knew that someone had tried to save the baby's life. The shadow of an impending enemy who would take his kingdom began to loom over him and he was determined not to let that happen. His guards around him also encouraged that, saying that the same rule they had applied in killing all the baby boys of the Banu Israel should also now be implemented.
Fir'awn would have ordered his guards to kill the baby but Āsīya pleaded with him. They had no children of their own and she desperately wanted one. She told him they could take him in as a slave or maybe adopt him as a son. He was reluctant at first but finally gave in. He allowed her to take the baby. They decided to name the baby Mūsā, an Egyptian word meaning one who is saved from the water. It can also mean a newborn baby.
This verse shows the important role women played in the story of Prophet Mūsā (his mother, sister, wife, Bībī Āsīya, etc. InshāAllāh will come in future verses). They also are instrumental in society. Many important decisions – both positive and negative- have been taken by men because of the women in their lives. It also shows the importance of a good suggestion before an evil decision takes place. It is important to speak up and give good alternatives before the other party rushes to do wrong. It can sometimes have an impact and stop the negative action. Bībī Āsīya uses emotional attachment to affect Fir'awn, telling him the baby could bring them the joy they were missing in not having children. She suggests that her husband not kill him – as was the case with the brother of Prophet Yusuf who told his brothers not to kill him.
The verse ends by saying that they did all this but were not aware. They did not know that:
1) God's plan would always be in place despite all their (Fir'awn's) plans.
2) They were not fully in control.
3) The enemy they were afraid of was the same baby they were taking home.
4) Prophet Mūsā would be brought up in their home and would see first-hand the oppression and cruelty of Fir'awn.
The amazing truth this story shows is that sometimes the destruction of those who reject and oppose God is not by outside forces. They themselves destroy themselves through their actions. This shows the incredible power of the Almighty. He affects their minds and hearts in a way that they willingly, and whole heartedly, take up actions which lead to their fall. With their own hands they gather firewood for a fire that will burn them.
Connecting topics
1) Bībī Āsīya in the Quran – Sūra al-Tahrīm, 66:11 For a detailed discussion on Āsīya and her determination see: https://www.al-islam.org/message-thaqalayn/vol-17-no-3-autumn-2016/woman-paradiserebellious-queen-pharaoh-part-2/woman
2) Women affecting the decisions of men. From the story of Karbala: (i) the wife of Zuhayr bin Qayn, (ii) the mother of Wahab. See http://messageofthaqalayn.com/index.php/archive/volume-15/volume-15-number-3/199the-role-of-the-women-of-ashura
3) People destroying themselves. Societies that slide into immorality, dysfunctional families, self -destruction . . .etc.
https://www.washingtontimes.com/news/2018/au g/
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Developing positive coping strategies
Working out the right coping strategies to help you handle different situations can be tough, but it's worth it. Find out more about different coping strategies, including how to put them into practice, and tips for what to do when they don't work.
Why positive coping strategies are useful.
Positive coping strategies are any actions you take to manage and reduce stress in your life, in a way that isn't going to be harmful or detrimental in the long term. People who use positive strategies are not only better able to tackle challenges and bounce back from tough times, but they are also much happier.
Finding the right coping strategies.
Pretty much any coping strategy which isn't going to be harmful or ineffective in the long term is worth a try. However, you will probably find that some strategies work better for you than others in terms of how well they reduce stress and help you manage. It's also worth noting that some strategies will work better or worse depending on the particular event / situation.
To find the best coping strategies for you, list the types of situations that you find difficult to manage. Pick a few ways to reduce stress (listed below). When the stressful situations arise, try out one of your strategies. Keep notes on how it went – things that worked, or didn't. You'll soon work out which strategies work well for you, and which situations favour certain strategies over others. Keeping tabs by writing things down will also help you make using positive coping strategies a habit.
A mega list of coping strategies
Turn to someone you trust. It can be a relief to share your thoughts with someone else, and it can be good to work through problems with the help of another person.
Write it all down. Keeping a notebook handy for you to scribble your thoughts in whenever you feel like it can be a great way of expressing yourself. You may find it helpful to write about what is worrying you, or express yourself in a more creative way.
Set aside regular time for yourself. Even if it's just ten minutes of 'you' time, taking some space for yourself where you turn off your phone, spend time alone, exercise, meditate, or listen to music can really prepare you for tackling stress or challenges.
Positive coping strategies can help with…
- Temporary stress relief
- Long term stress relief
- Tackling challenges
- Increasing confidence
- Increasing motivation
Take action...
- Take comfort in the fact that there's no right way to cope
- Read first–hand experiences of coping
- Add more coping strategies to your toolkit
www.reachout.com
Walk away. Work out which situations you are likely to get most stressed out by. If you feel like you're getting too angry, end the conversation, take some space, and don't resume talking until you are calm and ready.
Overcome negative patterns of thinking through self–talk. Self–talk can help you see things from a more positive perspective and give a huge boost to your confidence. Check out ecouch for more info.
Reduce your load. Sometimes you just have to accept that you can't do everything. Keep track of your schedule and how you feel each day, and working out your optimal level of activity. You should be busy, entertained, and challenged, without feeling overwhelmed.
Consider the big picture. When you're going through a stressful situation, ask yourself these two questions. 'How important is this?' and 'will it matter in the long run?' If you realise it doesn't, it's probably not worth getting too stressed out by.
Learn to forgive. Move on from hurt, regret and anger. Whether you are angry at yourself or someone else, it doesn't help you to hold on to negative feelings like resentment.
Hone your communication skills. If you know how to communicate a problem well, it will help prevent conflict from escalating, and could help solve the cause of the stress in the first place.
Build your optimism. Optimism involves learning to think positively about the future – even when things go wrong. That's not to say you pretend that everything is fine when it isn't. Instead, it's about looking objectively at a situation, making a conscious decision to focus on the good. It can be hard to do, but if you practice, you're likely to get better.
- Learn how to set goals
- Relax, man. Relaxation is a great way to refocus your thoughts, particularly when things are becoming a bit overwhelming.
- Build your gratitude. Take some of your focus away from the negative things, and take 5 minutes each day to identify 3 things which you are thankful about.
If you need something stronger
You don't have to work this stuff out on your own. Counsellors are great at helping build and develop coping skills. They also can be good to talk to if you prefer not to talk to friends or family, or if your problems are making it hard to carry on with day to day stuff.
with ReachOut.com, Australia's leading online youth mental health service.
developing positive
coping strategies
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TENSES EXAMPLES
ExamPlanning.Com
SIMPLE PRESENT TENSE
* The earth revolves around the sun.
* She wakes up early in the morning daily.
* I speak French quite well.
* He works in this hotel as a chef.
* They lead a simple life.
* She serves the dinner at half-past eight and puts the children to sleep at half-past nine.
PRESENT PROGRESSIVE TENSE
* He is walking to the door.
* He is trying hard to complete the degree.
* The teacher is delivering the lecture.
* Is Jimmy attending the webinar on digital marketing?
* I understand what you are trying to tell me.
PRESENT PERFECT TENSE
* He has planted a ridge of cauliflowers in his garden.
* The teacher has explained the use of the verb to the class.
* Tom has completed two chapters of the book.
* I have not yet taken my lunch.
* Has he already left for England for higher studies?
1
TENSES EXAMPLES
ExamPlanning.Com
PRESENT PERFECT PROGRESSIVE TENSE
* I have been taking a dose of medicine for two weeks.
* I have not been speaking to her for two weeks.
* She has been trying to learn French for one month.
* He has been discussing the interior design for two hours.
* He has been working as an editor in this newspaper since 2013.
SIMPLE PAST TENSE
* I used to go for a walk.
* The teacher advised the students to frame a timetable for Mathematics.
* He admired the poetry of Shakespeare.
* The little boy fed the fish in the pond.
* I did not wish to talk to about that matter.
PAST PROGRESSIVE TENSE
* He was planning for his future studies.
* The gardener was mowing the grass of the lawn.
* The husband was reading a book and the wife was sitting beside him.
* I was peeling potatoes in the kitchen yesterday.
* Was he celebrating his birthday last week?
PAST PERFECT TENSE
* Julia had completed her assignment before the boss arrived.
* The sales manager had successfully achieved the target of sales.
* He had worked as a cashier in this bank.
* She had performed the research work to complete her degree.
2
TENSES EXAMPLES
ExamPlanning.Com
* It had rained heavily last year when the roads flooded with water.
PAST PERFECT PROGRESSIVE TENSE
* He had been playing hockey for two hours.
* He had been making satisfactory progress since his admission to the college.
* I had been working under the supervision of Mr. Williams.
* She had been looking for her lost watch for two hours but she did not find it.
SIMPLE FUTURE TENSE
* Tomorrow I am leaving for Dubai.
* I will go to the beach next Sunday.
* She will buy a gift for her friend.
* My father will buy a car for me.
* He will take the final exam next month.
FUTURE PROGRESSIVE TENSE
* She will be making pudding at the weekend.
* He will be drinking tea in the morning at 7 o'clock.
* They will be playing football next Sunday.
* She will be baking pies for her children.
FUTURE PERFECT TENSE
* Tom will have completed his graduation degree by the end of this year.
* Tom will have traveled to Rome.
* I will have planted a sapling in my lawn.
3
TENSES EXAMPLES
ExamPlanning.Com
* I will have done my duty before I'll leave the office.
FUTURE PERFECT PROGRESSIVE TENSE
* The guests will have been leaving the party for one hour.
* The farmer will have been sowing crops since November.
* He will have been painting his house since morning.
* I will have been learning Spanish for two weeks.
* My firm will have been progressing by leaps and bounds.
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Vivace: 7th movt. from Sonata in D, Op. 30 No. 11, Schickhardt Flute 2018-2021: Grade 2, A:2
LESSON ACTIVITIES
© ABRSM 2018
PITCH
Accuracy, clarity and definition of notes and/or intonation
TIME
Suitability of tempo, stability of pulse, sense of rhythm
TONE
Control and projection of the sound, sensitivity and awareness in use of tonal qualities
SHAPE Effectiveness and clarity of musical shaping and detailing
PERFORMANCE
Overall command, involvement with the music, musical communication
* What does the key signature tell us about this piece? D major is not a Grade 2 requirement scale, so it's not written in the grade pack; can you still work out how to play the notes from just this key signature? What would be the notes in the arpeggio? How do you know?
* In the first two lines, try circling the sharps – if you carried on doing this, would you remember to circle the top C-sharps too? Can you spot them?
* The middle section always adds one sharp, which one? This means the music goes into a new key, A major – try playing an A major scale.
* There is a trill in bar 20 – try playing it using the rhythm shown above. Ask your teacher about using the trill key for the semiquaver D.
* There are lots of leaps in the music; where is the longest stretch of steps you can see? Hint: lines 2 or 4.
* What's the most common bar-long rhythmic pattern you can see? It's bar 2, can you spot it all 7 times? Try playing this bar each time it occurs, let your teacher play the rest.
* There is a dotted rhythm later on; what does the dot mean? What words can you think of to match the rhythm of this bar? Can you think of a better one than "Amsterdam"?
* Look at the first line of music. Become a "human metronome" and play a beat on a low A steadily whilst your teacher plays the music over the top. If you can do it, try swapping over. Which was the hardest way round for you?
* There are high and middle C-sharps in this piece, a tricky note to make sound good. What can you do to make it sound as beautiful as the other notes? How do you adapt the way you blow and support? Can you do this whenever C-sharps turn up in the music, for instance in line 3?
* If you compare a loud section of music with a quiet section, which sounds best (maybe look at line 1 and line 5)? If the louder notes sound brighter and clearer, try and match this sound as you play quietly too, by blowing faster, squeezing the lips a bit more, and supporting well.
* When the composers write high notes for their flute, they often want those sections of the music to sound joyful; can you play the top register notes easily, without sounding like you're straining? What do you have to adapt to make this sound convincing?
* There are lots of slurred pairs of notes in this piece; how many can you see, including the crotchet-pairs as well as the quaver-pairs?
* Are the changes in loud and quiet playing sudden or gradual here? How many times do you have to swap?
* Try playing it with your teacher; one of you plays only the forte phrases, one of you only plays the phrases marked piano. Then swap over. Who was best at making the louds or the quiets? Try again if you want, see if you can do any better.
* How long are the phrases in this piece; if you could hold your breath, how far apart would the breath-marks be? Most phrases are 4 bars long (with phrases having upbeats in bars 4 and 12), and the fifth line has 2-bar phrases. When you take your breaths – and you'll probably need to take breaths during the phrases - be aware if you are breathing at a phrase-end, or whether you want to try and make it less obvious, like a comma in a sentence rather than a full-stop.
* This is a Minuet – what does that mean? See if you can find other Minuets to listen to, and perhaps watch how people would dance to it.
* What gives this the feeling of a dance? You could try playing with more sound on the first beat of the bar, playing it quite fast and fluently, tonguing clearly and neatly; they all add to the musical character. What else can you think of?
* Try playing this along with just the flute part, either with your teacher or Flute Practice Partner app. Then try playing it with just the piano accompaniment, again either live or using the Practice Partner. Which did you find easier and why?
* When you practise at home, do you remember to play it all the way through, or do you always go back? Plan with your teacher what needs to be practised at home to get this ready for a performance. | 1,684 | 1,081 | {
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EVERYDAY CURRENT AFFAIRS – october 17, 2023
CONFERENCES & SUMMITS
India And UK Hold First 2+2 Foreign And Defence Dialogue
The inaugural India-UK '2+2' foreign and defence dialogue was held in New Delhi.
The dialogue saw both sides focusing on ways to enhance cooperation in various critical areas such as trade and investment, defense, critical technologies, civil aviation, health, and energy.
In addition to bilateral cooperation, the dialogue also delved into international developments, with particular attention to the Indo-Pacific region.
Both countries share a vision for peace, stability, and prosperity in the IndoPacific, emphasizing the importance of a free, open, and inclusive region.
World Health Summit
The 2023 World Health Summit took place from October 15 to October 17 under the theme "A Defining Year for Global Health Action" in Berlin, Germany, and online.
1 | Page
This summit fosters international collaboration and open discourse rooted in scientific insights, placing global health at the forefront of political agendas and advancing the global health conversation in alignment with the UN Sustainable Development Goals.
Non-communicable diseases (NCDs) have emerged as a significant global health challenge, demanding immediate attention and a multi-faceted approach this year.
AWARDS
69th National Film Awards 2023
On 17 October, President Droupadi Murmu will confer the 69th National Film Awards 2023 at Vigyan Bhawan in New Delhi.
Best Actor Award - Allu Arjun for his role in the film "Pushpa.
Best Actress Award - Alia Bhatt and Kriti Sanon shared the spotlight as they were jointly awarded the title for their outstanding performances in "Gangubai Kathiawadi" and "Mimi," respectively.
Best Feature Film - The film "Rocketry: The Nambi Effect" received the prestigious award.
Nargis Dutt Award – Film "The Kashmir Files", highlighting its contribution to the cinematic portrayal of India's social fabric.
2 | Page
SCIENCE, TECHNOLOGY & ENVIRONMENT
Psyche
NASA has launched a spacecraft called 'Psyche' on a six-year mission to study a unique metal-rich asteroid also named 'Psyche.'
This asteroid orbits the Sun between Mars and Jupiter.
The primary goal of the Psyche mission is to explore the iron core, a previously unexplored aspect of planet formation.
Tilapia Parvovirus
India's first tilapia parvovirus reported in Tamil Nadu.
It is a small, nonenveloped, single-stranded DNA (ssDNA) virus.
It was first reported in China in 2019 and Thailand in 2021.
India is the third country to report the occurrence of TiPV.
This virus was localized in the gills, heart, brain, liver, pancreas, spleen, intestine, kidney, eyes, and muscles of tilapia.
IMPORTANT DAYS
Global Handwashing Day – October 15
3 | Page044-24339436, 044-42867555, 9840226187
Celebrating Handwashing Day on a global level is an opportunity to educate masses about the significant role of washing hands with soap and water in preventing the spread of germs, and associated diseases.
During the COVID-19 pandemic, people were often advised to keep their hands clean and wash them frequently because most of the disease spread through contact with hands.
Global Handwashing Day is celebrated annually on 15 October. This year's theme is "Clean Hands Are Within Reach."
International Day For The Eradication Of Poverty – October 17
The International Day for the Eradication of Poverty, celebrated annually on October 17th, is a global initiative aimed at raising awareness and addressing the pressing issue of poverty.
In 2023, the focus is on the theme "Decent Work and Social Protection: Putting dignity in practice for all." This theme emphasizes the importance of universal access to decent work and social protection in upholding human dignity.
International Day for the Eradication of Poverty 2023 holds immense significance as a global reminder of the ongoing battle against poverty.
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All living things go through these 7 life processes
* Chickens, like all birds, lay eggs. Inside an egg that has been fertilised, a chick will grow and eventually hatch.
* A similarity of female birds, mammals most reptiles and some species of fish is that their eggs are fertilised inside the female.
* Mammal life cycle
Sexual reproduct on of a plant
i
* The stamen is the male part of the flower which holds pollen
* The carpel is the female part of the flower which contains eggs.
* Pollen travels from the anthers of one flower to the stigma of another plant. This is called pollination. Plants rely on bees or other insects to carry their pollen while some pollen floats in the wind.
* After pollination, the pollen grain and the egg join together, fertilisation.
* The fertilised egg will develop into a seed.
Asexual reproduct on of a plant
i
Plant cuttings: Some plants stems can grow roots if they are planted in the correct conditions, such as geraniums. This allows for people to make lots of copies of the same plant.
Runners: Some plants, like strawberry plants, grow runners which have new plants on the end. These plants are an exact copy of the parent plant from which they have grown.
Bulbs: Other plants (onions, daffodils, garlic and tulips) produce bulbs which will grow if they are planted. The bulbs form under the soil. This helps the plant to survive during the winter months.
Jane Goodall, a behaviourist, is best known for her 60 year research on social interactions of wild chimpanzees.
Both animals go though metamorphosis.
Sir David Attenborough, a naturalist, who has dedicated his life to the study of natural history .
A butterfly starts its life as an egg, which hatches into a caterpillar. Eventually, the caterpillar forms a chrysalis . Inside the chrysalis, it undergoes metamorphosis, before emerging as an adult butterfly.
| behaviourist | someone who studies animal behaviour: how they learn from their environment, rather than emotions or feelings. |
|---|---|
| naturalist | an expert in, or a student of, natural history. |
| seed dispersal | it is the way seeds get from the parent plant to a new place. |
| stigma | the stigma is the area where pollen is received. |
| stamen | the stamen is the part of the flower that produces pollen. There are two main parts of the stamen: the filament and anther. |
| life processes | there are seven life processes that every living thing has in common. |
| asexual reproduction | offspring obtain all of their information from just one individual (one parent). |
| pollination | the transference of pollen to a flower, or plant to allow fertilisation. Happens in sexual reproduction |
| life cycles | the series of changes that an animal or plant goes through from the beginning to the end of its life. |
| root | the part of a plant which attaches it to the ground. It transfers water and nutrients to the rest of the plant. |
Frogs start off life as a mass of eggs called frogspawn. The eggs then hatch into tadpoles They then gradually grow a set of back legs, and front legs. They lose their gills, and their tail shrinks. | 1,241 | 718 | {
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What Are Emotions? Emotions are as normal as breathing!
Emotions or feelings are what make us all human. They are as normal as breathing. Experiencing emotion is normal and we will experience many emotions in one day.
Everyone's "normal" is different. You might experience different emotions to your friend, even though you have had similar experiences. The reason for this is that our brains and the things we have experienced in our lives are different. Therefore, everyone's feelings are valid and important.
Most of the time we have a neutral emotion. When we are in the neutral zone we might just experience "being". This might be our functioning emotion that enables us to focus on just getting on with things
As we interact with people and events throughout the day, these experiences may trigger different emotions for us. This is normal. I have given you some examples below:
* We might bump into a friend and feel happy
* The teacher might shout at us and we might feel angry
* We might watch something on TV and feel sad
* Someone might talk to our ex and we might feel jealous
We might feel all of these emotions in one day and again this is normal. Emotions shift. We may feel irritated one minute and then receive a call from a friend that lifts our spirits, the next.
Website: www.psychologyspace.co.uk
Unfortunately, sometimes we are told that feeling emotion and expressing our emotion is wrong. That it's wrong to feel angry for example. You might have heard people say:
"pull yourself together"
"boys don't cry"
"don't let them see how upset you are"
"have you not got over that yet"
When we hide our feelings or try to push them to the back of our minds, our mind and body stores these feelings. Feelings often don't go away but begin to build up and create pressure in our mind and body, a bit like a shaken bottle of fizzy juice, the fizz builds until we are ready to explode!
The pressure in our mind and body can impact on our physical health and our emotional health, we can find it difficult to sleep at night, our eating habits might change or we might be quick to fly off the handle.
THE FIXING MYTH
Unlike physical illness or harm, feelings can't be fixed. They do not disappear and they can't be pushed away. We cannot stop them and they can't be turned off.
But our emotions do change.
Emotions are with us during the best of times and during the worst of times.
When we feel stuck with difficult feelings, we can, with support, move through these feelings, we can experience different emotions and we can learn to cope with difficult feelings allowing us to continue living our lives.
"Support through Psychological Approaches in Care and Education"
Website: www.psychologyspace.co.uk | 1,019 | 592 | {
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Test Your Back
- Use this self-assessment to test the muscles that help support your back.
- Each part focuses on a certain muscles group.
- If you do well on this assessment, you are more likely to have a healthy back.
Single Leg Lift (Supine)
This test assesses the length of your hamstring muscles.
1. Lie on your back on the floor. Lift the right leg off the floor as high as possible without bending either knee.
2. Repeat using the left leg. Score 1 point if you can lift your right leg to a 90-degree angle to the floor. Score 1 additional point if you can lift your left leg to a 90-degree angle.
Knee - To - Chest
This test assesses the tightness of your iliopsoas (hip) muscles.
1. Lie on your back on the floor. Make sure your lower back is flat on the floor.
2. Keep the left leg straight and touching the floor. Bring the right knee up until you can hold it tight against your chest. Grasp the back of the thigh.
3. Repeat using your left leg.
4. Score 1 point if you can keep your left leg touching the floor while you hold your right leg against your chest. Score 1 additional point if you can keep your right leg touching the floor while holding the left leg against your chest.
Single Leg Lift (Prone)
This test assesses the strength of your lower back and hip muscles.
1. Lie face down on the floor. Lift your straight right leg as high as possible. Hold for a count of 10. Then lower your leg.
2. Repeat using your left leg.
3. Score 1 point if you can lift and hold the right leg 1 foot off the floor and hold for a count. Score 1 point if you can lift the left leg 1 foot off the floor and hold for a count.
Curl-Up
This test assesses abdominal muscles.
1. Lie on the back with your knees bent 90 degrees and your arms extended.
2. Curl up by rolling head, shoulders, and upper back off the floor. Roll up only until your shoulder blades leave the floor.
3. Score 1 point if you can curl up with your arms held straight in front of you an hold for 10 seconds without having to lift your feet off the floor.
4. Score 2 points if you can curl up with your arms across your chest and hold for 10 seconds.
Upper Back and Arm Lift
This test assesses the strength of your upper back muscles.
1. Lie facedown. Hold your arms straight out in front of your head. Lift your arms and upper body off the floor. Hold for 10 seconds. Caution: Do not lift your feet off the floor.
2. Score 1 point if you can lift your chin 1 foot off the floor. Score 2 points if you can lift your chin 1 foot off the floor for 10 seconds.
Back-to-Wall
This test assesses lower back and hip flexibility.
1. Stand with your back to a wall so that your heels, buttocks, shoulders, and head are against the wall.
2. Try to press lower back and neck against the wall without bending your knees or lifting your heels off the floor.
3. Have a partner try to place a hand between your back and the wall.
4. Score 2 points if you can press your back against the wall. Score 1 point if you can press your back against your partner's hand. | 1,145 | 725 | {
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2 0 0 6 H o n o r e e
Henry Hudson No. 28, Rochester, NY Primary Elementary Education • 2nd Grade
Lynn Astarita Gatto
Years Teaching: 31
Average Class Size: 24
Classes Taught Per Day: N/A
School's % of ESL Students: 32%
School Type: Public, Med. City
Type of Class: Self-contained
"My classroom offers a multitude of animal tanks, nooks, and crannies formed by comfy furniture, a book corner that houses one thousand books, state of the art technology, and a whole host of manipulatives and tools for hands-on learning experiences. Te children are always engaged in active lessons. You will see scarves waving, pipe cleaners bending, and glitter glistening as we learn to spell new words. Children are writing scripts, designing costumes, and painting scenery for performances or puppet shows as an extension of a literature study. Small jewelry boxes are turned into accordion books to showcase student authored stories, and as they learn about circuitry and measurement, the children convert shoeboxes into model rooms decorated with mini-furniture and lamps that light up with the flick of a switch. Even snack-time offers a chance for math thinking as we divvy up crackers and discover patterns in cookie packaging. All of this happens within a classroom structured around teamwork. My team approach to learning provides a caring and supportive environment. For me, teaching is not about imparting facts and skills to children, instead it is about the journey we take together as we seek new knowledge."
"My class is comprised of many children from families living in poverty. Tere are varying abilities and disabilities, differing languages and cultures represented. Te children are not lacking in
Other Highlights:
New York State Teacher of the Year (2004) • Toyota Tapestry Award (2002) • Teacher of the Month - Channel 8 (2002) • Presidential Award for Excellence in Mathematics and Science Teaching (1997)
intelligence, just experiences, resources, and an awareness of the greater world around them. I strive to provide a classroom that invites children to approach learning at their own level and using their own strengths through experiences. I want my students to think of school as an exciting adventure. Unlike many teachers, I encourage talk among the children. I believe language is a strength that urban kids bring to the classroom and I want to tap into it. Teir talk can often stimulate unique lessons."
"Lynn Gatto is the most creative and nurturing teacher I have ever had the occasion to encounter. Upon entering her classroom, you find yourself entering a world where learning takes place in every corner – her classroom is not like any other in the entire school. As a school-based planning team member and treasurer of the PTA, I've had many parents approach me asking how to get their child into Lynn's class as all of her students are excited to go to school each day."
– Darlene Schuler, parent of former students | 1,239 | 651 | {
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Using Matrices to Solve Systems of Equations Video Lecture Section Appendix E
Course Learning Objective:
Solve systems of linear equations using matrices.
Weekly Learning Objectives:
1)Use matrices to solve a system of two equations.
2)Use matrices to solve a system of three equations.
Using Matrices to Solve Systems of Equations
A matrix is a rectangular array of numbers. We use matrices to help solve systems of equations.
Use a matrix to write the linear system: x + 2y = 7 x - y = -2
Our goal for solving a system of equations having 2 equations with two variables is to get the matrix into the following reduced row echelon form:
Our goal for solving a system of equations having 3 equations with three variables is to get the matrix into the following reduced row echelon form:
In general, we want the matrix to be reduced to:
Matrix Row Operations:
1) Any two rows of the matrix may be interchanged.
2) The numbers in any row may be multiplied by any non zero real number.
3) Any two rows may be added or subtracted.
4) Any row may be changed by adding to the numbers of the row, the product of a real number and the corresponding numbers of another row.
Use matrices to solve the system: x + 2y = 7 x - y = -2
Solve: 4x + 5y = -7
x - y = 5
Solve: 5x + 2y = 8
3x - y = 7
2x - 4y = 7 -3x + 6y = 5
2x + 4y - 3z = -18
3x + y - z = -5 x - 2y + 4z = 14
3x - 2y + z = 9 x + y - 2z = -8 -x - 2y + 3z = 13
2x + 3y + 2z = 100
2x + y + 3z = 100 x + y + 2z = 65
3x + y + 2z = 31 x + y + 2z = 19 x + 3y + 2z = 25
3x - 2y + 2z = 18 -x + 3y + 4z = -6
5x - 5y + 6z = 45
3x-6y+ 3z =-9
2x+y+3z = 1
-3x+y - 2z =-4 | 933 | 565 | {
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Does Your Dog Have Cataracts?
The term Cataract refers to a problem with the lens inside the eye. Cataracts can start as a small dot or microscopic blisters or white streaks to a completely white lens. The rate of progression may be slow or progress rapidly. The rate of progression is difficult to predict and differs from animal to animal. The lens inside the eye is the part that transfers light from the front of the eye to the retina located in the back of the eye. When this transmission of light if altered, such as when a cataract forms, the vision becomes blurred. With a completely white lens, the eye sees only white and dark, no images.
Cataracts are classified into different categories; congenital (meaning born with), acquired (a cataract that develops as a young animal or from a trauma to the eye), and senile (develops during the aging). It is important to determine the type of cataract your animal has as this will determine whether surgery may be performed. There is no medical treatment known to slow the progression, prevent the formation or reverse the changes of cataracts.
The first thing you should do if you suspect your pet has a cataract is to have the animal examined by a veterinary ophthalmologist. The lens of the eye is an important link of the total vision system, but the health of the entire eye should be evaluated before the lens develops a complete cataract. Early evaluation of the eye with a cataract sometimes permits examination of the retina. If the cataract is complete, the retina cannot be seen directly and may require an ultrasound or electroretinogram examination. Not all cataracts lead to blindness. Incomplete cataracts may not impair vision significantly. Getting a good evaluation of the eye will determine if your pet would benefit from cataract surgery.
Cataract surgery involves removing the lens in the eye. It is important to know that your Veterinary Ophthalmologist can now implant an artificial lens in the eye, using the same procedure as is done in humans. This new lens will allow your pet to see much better following the surgery. You should ask your animal eye care specialist if this can be done for your pet. If the answer is no, is it because of a particular problem your pet has, or is it because this doctor does not have experience with the procedure.
This type of surgery does require a lot of post surgery care on your part. Your pet will require confinement to a crate for a period of time, eye drops given several times daily and they must wear an "E" collar to prevent them from scratching or rubbing their eye(s). If you are unable to provide this after surgery care and treatment, surgery for your pet may not be recommended. Also if your pet will not or cannot be treated as required it may not be a good surgical candidate. Animals that bite or are difficult to handle (giving repeated doses of eye drops and examinations), are generally not a good candidate for this type of surgery.
In conclusion, if you suspect your pet has a vision problem, see your veterinary ophthalmologist early. Your regular veterinarian should be able to refer you to the specialist in your area. With some diligence on your part, your pet can live a normal life following treatment for cataracts.
Information for this article was obtained from Dr Paul Jackson DVM and from the website of Michael Zigler DVM. | 1,279 | 698 | {
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2009 H1N1 and Seasonal Flu: What To Do If You Get Sick
This flu season CDC expects the new 2009 H1N1 flu to cause illness, hospital stays, and deaths in the United States along with seasonal flu. This flyer has information about what to do if you get sick with the flu this season.
How do I know if I have the flu?
You may have the flu if you have some or all of these symptoms:
fever *
cough
sore throat
runny or stuffy nose
body aches
headache
chills
fatigue
sometimes diarrhea and vomiting
*Not everyone with flu will have a fever.
What should I do if I get sick?
If you get sick with flu-like symptoms this flu season, you should stay home and avoid contact with other people except to get medical care. Most people with 2009 H1N1 have had mild illness and have not needed medical care or antiviral drugs and the same is true of seasonal flu.
However, some people are more likely to get flu complications and they should talk to a health care pro vider about whether they need to be examined if they get flu symptoms this season. They are:
Children younger than 5, but y y especially children younger than 2 years old
People 65 and older y y
Pregnant women y y
People who have: y y
Cancer •
Blood disorders (including sickle cell disease) •
Chronic lung disease [including asthma or chronic obstructive • pulmonary disease (COPD)]
Diabetes •
Heart disease •
Kidney disorders •
Liver disorders •
Neurological disorders (including nervous system, brain or spinal cord) •
Neuromuscular disorders (including muscular dystrophy and • multiple sclerosis)
Weakened immune systems (including people with AIDS) •
Also, it's possible for healthy people to develop severe illness from the flu so anyone concerned about their illness should consult a health care provider.
There are emergency warning signs. Anyone who has them should get medical care right away.
CS207215-A
What are the emergency warning signs?
In children
Fast breathing or trouble breathing y y
Bluish skin color y y
Not drinking enough fluids y y
Not waking up or not interacting y y
Being so irritable that the child does not want to be held y y
Flu-like symptoms improve but then return with fever y y and worse cough
Fever with a rash y y
In adults
Difficulty breathing or shortness of breath y y
Pain or pressure in the chest or abdomen y y
Sudden dizziness y y
Confusion y y
Severe or persistent vomiting y y
Do I need to go the emergency room if I am only a little sick?
No. The emergency room should be used for people who are very sick. You should not go to the emergency room if you are only mildly ill. If you have the emergency warning signs of flu sickness, you should go to the emergency room. If you get sick with flu symptoms and are at high risk of flu complications or you are concerned about your illness, call your health care provider for advice. If you go to the emergency room and you are not sick with the flu, you may catch it from people who do have it
Are there medicines to treat 2009 H1N1?
Yes. There are drugs your doctor may prescribe for treating both seasonal and 2009 H1N1 called "antivi rals." These drugs can make you better faster and may also prevent serious complications. This flu season, antiviral drugs are being used mainly to treat people who are very sick, such as people who need to be hospitalized, and to treat sick people who are more likely to get serious flu complications. Your health care provider will decide whether antiviral drugs are needed to treat your illness. Remember, most people with 2009 H1N1 have had mild illness and have not needed medical care or antiviral drugs and the same is true of seasonal flu.
How long should I stay home if I'm sick?
CDC recommends that you stay home for at least 24 hours after your fever is gone except to get medical care or for other things you have to do and no one else can do for you. (Your fever should be gone without the use of a fever-reducing medicine, such as Tylenol®.) You should stay home from work, school, travel, shopping, social events, and public gatherings.
What should I do while I'm sick?
Stay away from others as much as possible to keep from making them sick. If you must leave home, for example to get medical care, wear a facemask if you have one, or cover coughs and sneezes with a tissue. And wash your hands often to keep from spreading flu to others. CDC has information on "Taking Care of a Sick Person in Your Home" on its website.
For more information, visit www.cdc.gov or www.flu.gov or call 1-800-CDC-INFO.
09/24/2009 | 1,872 | 1,057 | {
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Using Landmark Numbers to Add on the Open Number Line
The interactive white board tool for this lesson can be found on our website under Resources and Teacher Tools on our website.
http://www.dreambox.com/teachertools
This lesson describes an open number line virtual manipulative for teachers to use in a variety of instructional contexts. In contrast to number lines where all of the counting numbers are visible, the open number line displays only the starting points, change amounts, and resulting values. Using the open number line model, students leverage landmark numbers such as multiples of tens or hundreds to solve addition problems.
Sample Lesson
Objective:
Students use landmark numbers as a mental math strategy when adding.
Background:
With a problem such as 96 + 79, we want students to realize how close 96 is to 100. By decomposing 79 into 4 + 75, students can add 96 + 4 to make use of 100 as a landmark number.
Instruction:
1. Write 38 + 6 on the board.
Ask, "Which one of the two values is close to a landmark number (rounding), and that landmark number is?" Call on a student to respond.
Ask, "If we use 40 as a landmark number, what new equation could we generate to find the sum of 38 + 6? Discuss your strategy with your partner." After students discuss, call on an individual to respond. As the student responds, write the new equations on the board and ask the student to draw the strategy as an open number line.
Sample student responses and explanations:
a. "40 + 4 because we added two to 38 so we need to take two away from 6."
b. "40 + 6 but then we need to take 2 away because we made 38 become 40."
c. "The answer is 46 – 2 because I added 40 + 6 in my head to make 46 so I only need to subtract 2 because of making the friendly number."
2. Continue the conversation additional equations such as
47 + 24 and 28 + 46
3. Show the DreamBox open number line on the interactive white board.
(Example: 96 + 79)
Ask, "How can we use a landmark number to solve this problem? Discuss your strategy with your partner and draw your own open number line."
4. After students have developed and discussed their strategies, ask for a volunteer to type the number on the line that will become a landmark to use. That student types the number in the open number line. Ask, "Why is that number close to a landmark number?"
Sample student responses:
a. "96 is the landmark number because it is close to 100."
b. "79 because it is real close to 80."
Adapted from: Fosnot & Dolk. "Addition and Subtraction Facts on the Horizon." Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction (Portsmouth, NH: Heinemann), 137-138.
5. Ask another student, "How far do we need to jump to reach the landmark number?" Request this student to model that jump on the white board as well as type in the next point on the number line and explain his direction and strategy.
Sample student responses:
a) "A jump of 4 to the right to make it 100."
b) "A jump of 1 to the right to make it 80."
6. After the student has made the jump ask, "What is the next jump that we will make as well as the next location on the number line?" Invite individual students to respond and then ask them to describe how they arrived at an answer. Discuss their strategies.
Sample student responses:
a) "All I have to do is add 79 to 100 to get 179. Then I need to take 4 off the back end since I made 96 the landmark number of 100."
b) "All I have to do is add 75 since I already added 4 to make 96 into 100. The total is 175"
c) "I'll add a jump 90 to 80 and get 170. I decomposed 96 since I don't know 80 + 96. I need to then add 6 to 170. Finally I'll need to take 1 away because of my first friendly number.
d) "I'll add 80 to the hundred and then take five away because I changed both 79 and 96 to landmark numbers."
7. Click the "Next" button on the DreamBox open number line tool and begin a new problem. Engage all students in using the open number line to solve the problem and ask them to explain their thinking and justify their answers. Use the questions above when appropriate to scaffold as needed. | 1,743 | 1,013 | {
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The livestock markets
Until supermarkets evolved in the mid-20th century, livestock markets were the key trading arenas for farmers, dealers and butchers, and important social gatherings for the farming community. When the new Cambridge cattle market opened in 1885, it had capacity for up to 700 bullocks, close to 2,000 sheep and large numbers of pigs, every Monday market day.
Apart from local breeders, the market was supported by some 40 Irish cattle dealers shipping their livestock cross-country from Holyhead.
The three main markets were in Cambridge, Saffron Walden and Ely. Cheffins eventually gained a dominant position in each through either the acquisition of another firm of auctioneers (as at Saffron Walden) or mergers with other firms.
The first major step forward was the acquisition of the firm of Wm Rand in Saffron Walden, in 1875, for which Henry Joshua Cheffins paid £2,800. Wm Rand had set up the new Saffron Walden cattle market in 1860 on the site of the former Bell public house in Market Street. Records show that in the late 1880s the average weekly throughput was 25-30 fat steers, heifers and cows, 80-120 fat hogs, porkers and store pigs and 180-220 fat and store sheep.
New Cambridge Market
In the mid-late 1800s, the market situation in Cambridge was close to chaotic. The Cambridge livestock market had been moved from its earlier location in St. Andrews Hill to Pound Hill on the north side of the town close by the Castle. The licensing and control of the market was in the hands of the Borough Market Committee, who were responsible for collecting the market tolls from the auctioneers calculated on a headage basis. Other markets, though, were being operated by auctioneers Grain & Long and their competitors H. Philip & Thos. Chalk on different sites in Hills Road.
In 1880, the Market Committee had reported to the main council that the income currently being received from the Pound Hill market was wholly unsatisfactory and that many representations had been received from cattle dealers and farmers that a new market should be built on a site that was close to the railway at Hills Road. In addition, the four railway companies serving Cambridge were keen to capitalise on the livestock trade.
Eleven acres of open land fronting Cherry Hinton Road was purchased by the Cambridge Corporation from Jesus College for £5,500, and on 28 September 1885, the Cambridge cattle market opened to a fanfare and celebratory lunch. And so began more than 100 years of active trading.
The two firms of auctioneers, Grain & Long and H. Philip & Thos. Chalk were licensed to operate there. Within 20 years it became one of the major markets in the eastern counties and subsequently grew into one of the biggest markets for draught horses outside London.
By 1967 both these firms had morphed into Cheffins, Grain & Chalk of Cambridge and Saffron Walden, to be joined in 1987 by the firm of Comins who, along with part of the Chalk dynasty, were active in the Ely livestock market, creating Cheffins, Grain & Comins.
Demise of the markets
The impact of the supermarkets, in particular, gradually led to the decline of these three markets. Ely was the first to close, on 7 September, 1981. Saffron Walden market followed, closing in December of that year, with Cambridge cattle market closing in 1990.
As the livestock markets declined, or ceased temporarily on occasions with the onslaught of foot and mouth disease, so Cheffins sought to diversify, making use of the market facilities, initially, for the sale of vintage farm equipment, and later for Fine Arts and Property auctions. | 1,494 | 804 | {
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Living shoreline work wraps up
OXFORD Oxford's second living shoreline project is finished, and town officials are working on a constructed wetland proposal designed to address stormwater problems.
Living shorelines are the state's preferred method of shoreline protection. They offer an alternative to riprap or bulkhead, with stone sills backfilled with native grasses planted in sand. Oxford's commissioners first explored funding for living shorelines in 2008. Since then, more than $200,000 in state and federal grants has funded two projects, both completed in the past year.
The latest project, finished the day before Oxford Day, held April 30, is along about 140 linear feet between the ferry dock and Tred Avon Yacht Club. Wetland restoration signs and stakes mark and protect plantings, which need one growing season before people can walk there.
Plantings include more than 1,750 smooth cordgrass plants in the low marsh, or intertidal zone, said Kody Cario, Wetland Restoration Manager with Environmental Concern, a company in St. Michaels that did both shorelines.
The high marsh area consists of more than 2,000 salt meadow hay plants, and some marsh hibiscus. And at the bioretention area, about 500 plants include switchgrass, coastal panic grass, northern sea oats, marsh hibiscus, seashore mallow, seaside goldenrod and spikegrass, Cario said.
Those native grasses trap sediment, filter pollution and create habitat for marine life.
This latest project is about half the size of the town's first, at town park, said Gene Slear, Environmental Concern Vice President. That project finished in October, when Easton High School students planted the shoreline's native grasses.
Both areas had significant wave energy to deal with, and the orientation and elevation of each area's stone sills address that energy, he said.
Because the ferry dock's shoreline is smaller, those sills are closer to shore.
Money for the ferry dock project came from the Chesapeake Bay Trust, the National Oceanic and Atmospheric Administration (NOAA) and the Maryland Department of Environment. Funds for the park project came from the Bay Trust and from the National Fish and Wildlife Foundation.
Peter Dunbar, town commissioner who spearheaded both projects, plans to let those two projects grow out and mature before doing another. In the meantime, work has started on a grant proposal for a stormwater runoff project.
That proposal, due to the NOAA in June, is for about a $200,000 project that would literally construct wetlands. Those wetlands would hold and delay runoff and are similar to residential rain gardens, but on a larger, municipal scale, Dunbar said.
Originally, the proposal included two areas, each of about one to two acres. The updated proposal also includes the large fields east of the fire hall, along state Route 333, about twice the size originally proposed.
Dunbar said the Cooperative Oxford Lab, part of NOAA, has led the effort, which would include several partnerships.
© Copyright 2011, The Star Democrat, Easton, MD. Powered by Blox CMS from TownNews.com. | 1,298 | 648 | {
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699
662
650
640
601
699
Exceeds the Standard Recognizes when it is appropriate to apply the concept of factoring; sees connection between factoring and application in a problem solving situation; efficiently translates between fraction, decimal, and percent forms of positive rational number to solve problems; compares ratios and understands their relationship to fractions; recognizes ratios in context.
Meets the Standard Understands the concept of factors and factoring (composing and decomposing numbers); determines equivalences among fractions, decimals, and percents but reverts to one representation to solve problems (e.g., changes everything to decimals); creates ratio to represent situation when given key words in context; understands concept of ratio.
Partially Meets the Standard Names pairs of factors of numbers (e.g., 12 = 2 x 6, 12 = 3 x 4); recognizes equivalences among common fractions, decimals, and percents; recognizes a ratio (only) in numeric form; solves unit rate problems in a straight-forward context (division).
Does Not Meet the Standard Can only name common pairs of factors of a given number (e.g., 12 = 3 x 4); uses decimals to separate numbers (e.g., ¾ = 3.4); sees decimal in money context only; solves ratio or rate problems as multiplication and division problems.
Exceeds the Standard Determines area and perimeter of irregular shapes; determines surface area; understands and uses relationships between angles in geometric figures; converts among units of measure within a measurement system.
Meets the Standard Recognizes and applies formulas for two- and three-dimensional figures; determines area and perimeter of irregular shapes when key is one-square unit; recognizes vocabulary associated with angles; knows basic conversions among units within a measurement system (e.g., feet to inches, centimeters to meters).
Partially Meets the Standard Calculates area and volume for basic figures (rectangles) when dimensions are provided; determines area and perimeter of irregular shapes by counting; calculates surface area when a net is provided; converts between feet and inches, hours and minutes.
Does Not Meet the Standard When determining area and perimeter of irregular shapes, counts by whole numbers (part is whole, diagonal is always one unit); associates 180 degrees with a triangle and 90 degrees with a right angle; finds one missing angle if given the other two in a triangle; given a problem requiring unit conversion, will multiply or divide.
699
Exceeds the Standard Interprets equations and inequalities with multiple unknowns; understands that solving for a variable is not always the answer to the question.
Meets the Standard Represents relationships between varying quantities using equations and inequalities, involving variables, graphs, and verbal descriptions; uses the properties of arithmetic as well as order of operations to generate equivalent expressions and to solve problems.
Partially Meets the Standard Solves one-step problems in straightforward situations; uses computational facts, instead of equality, to find solutions; recognizes patterns (e.g., multiplicative and additive patterns); recognizes relationships between varying quantities represented in tables, graphs, or verbal descriptions.
Does Not Meet the Standard Understands concept of variable as a place holder for an answer; recognizes patterns (additive) within lists of numbers; occasionally solves one-step problems in very familiar situations (money); can find missing whole number based on number facts, not algebraic properties.
Exceeds the Standard Represents probabilities in real-world problems, including determining sample space in a variety of ways; understands concept of probability; solves problems involving compound probability.
Meets the Standard Determines sample space; understands simple probability in fractions, decimals, and percents.
Partially Meets the Standard Determines sample space (i.e., the set of all possible outcomes) in a simple and very familiar context; understands simple probability expressed in fractional form.
Does Not Meet the Standard Determines probability as a fraction when sample space is given. | 1,911 | 784 | {
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Children's Books for Child Abuse Prevention Month 2017
Contributed by Jennie Wintermote, MLS, Director of the Western District Resource Library
Talking about abuse prevention with young children is essential but often difficult, and even more so during a church worship service! Below are eight books that could serve as a children's feature (or be adapted for use) at church. Please preview the books to determine what best fits your context and time frame. Not all books will be appropriate for all congregational settings. Be sure to encourage caregivers to continue the conversation with their children after church.
| I Can Play It Safe. Feigh, Alison. (2008). Free Spirit Publishing. | Sharing safety rules through story form; a good choice for introducing a safe, holistic life for our kids. |
|---|---|
| God Made All of Me: A Book to Help Children Protect Their Bodies. Holcomb, Justin S. (2015). New Growth Press | Helping convey a message that God created all of our body parts good and none of them are shameful. The book highlights the differences between the appropriate and inappropriate touch of others. |
| It’s MY Body: A Book to Teach Young Children How to Resist Uncomfortable Touch. Freeman, Lory. (1982). Parenting Press. | A short, simple book with basic black-and-white pictures that helps celebrate our bodies and teaches about safe boundaries. |
| A Tale Worth Telling. Grossman, Linda Sky. (2002). Second Story Press. | A rhyming story about a child who needs to tell about something that’s wrong and feels like he isn’t being listened to. The overall message is to remember that there are adults who care—keep telling someone until one listens. |
| Your Body Belongs to You. Spelman, Cornelia Maude. (1997). Albert Whitman & Company. | Fitting nicely with the idea of the Circle of Grace, this book helps children understand that a child’s body is his or her own and it’s okay to decline a friendly hug or kiss, even from someone they love. |
|---|---|
| I Can Be Safe: A First Look at Safety. Thomas, Pat. (2003). Barron’s Educational Series. | Read part or all of this story that covers many aspects of safety, from adults who help keep you safe to feelings that warn us of danger. (A longer option.) | | 957 | 516 | {
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2 0 0 6 H o n o r e e
De Portola Middle School, San Diego, CA Middle School Humanities Education • 8th Grade History
Carmen Munnelly
Years Teaching: 16
Average Class Size: 34
Classes Taught Per Day: 5
School's % of ESL Students: 3%
School Type: Public, Large City
Type of Class: Self-contained
"Every day as I unlock the door to my small bungalow and welcome 173 thirteen-year-olds through the door, I am acutely conscious that my challenge is not easy. I am to take dozens of standards that are posted on my wall, standards the great state of California has selected for all of its U.S. History teachers, standards obviously written and approved by committee, and use magical powers to make them come alive. Tat is a tall order. But this is the part of my job that I relish most, next to actual interaction with students. I love mapping out a lesson, prescribed by the standards, tweaking it so it's student-friendly and memorable. It's not all songs and skits of course; tackling 18th and 19th Century primary sources is no tea party. But that is what historians do, so our class does it too. We also DO history over again. We recreate it to experience it for ourselves. Consider for a moment the relationship between the words 're-creation' and 'recreation.' Such thinking and interaction promotes both intellectual and social growth. Such serious play is welcome because it makes history come alive, creating both memories and learning that last far beyond next Friday's test."
"Mine is no ordinary 'names and dates' history class. I adhere to Mary Poppins' philosophy: 'In every job that must be done, there's an element of fun.' It is my job to find that element of fun, to spark imagination, to ignite curiosity, to stir passion. It's my responsibility,
Other Highlights:
Middle School Teacher of the Year Runner Up - San Diego City Schools (2005) • California Wal-Mart Teacher of the Year (2005) • Nominee for Region Nine's Educator of the Year - California League of Middle Schools (2005)
through the content and our interaction, to move all students closer to their potential. Imagination abounds in my classroom. Variety and novelty are enemies of apathy and bordeom – they are the history teacher's mightiest allies."
"As my eighth-grade year came to a close, I realized how much I had learned from Miss Munnelly in such a short period of time. As I've moved onto high school, it has become clear that she truly inspired me to reach my full potential as a student and as an individual. Every month or so, I go back to De Portola to visit her, and she always amazes me. She remembers everyone's name that was in my class and even where we sat. She remembers our inside jokes and happy memories. I have the greatest respect for Miss Munnelly."
– former student | 1,193 | 661 | {
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SCRIPT How to Use JAINpedia in the Classroom
Hello and welcome to another in the series of videos which explores how the JAINpedia project can help teachers and young people learn about the faith of Jainism. In this video we will be exploring how the JAINpedia website can help teachers and older pupils discover more about the faith of Jainism.
JAINpedia website
JAINpedia has drawn together into one digital space the collections of manuscripts and other works of art held by museums and libraries across the country, such as the British Library and the Victoria and Albert Museum. Most of these items have not been on public view before. This in itself makes JAINpedia an invaluable resource for both teachers and young people. However, along with images of the manuscripts there is an article, which provides plenty of context. Selected manuscripts also have transliterations and translations. There are glossaries, pronunciation guides and reading lists. All of this can help teachers learn more about the faith of Jainism in preparation for teaching in the classroom.
Manuscripts
Let's look at one of the manuscripts to see what's available.
Go to:
www.jainpedia.org/manuscripts/detail-view-meta/manuscript/lilavati-or-13457/homage-tosarasvati-1.html
Tabs allow users to discover more about the background to this manuscript, along with both a transliteration and translation of the text.
The digitised image can be explored in detail with a zoom facility and can be either printed off or downloaded.
Themes
In much the same way that religious education can be largely based on themes, JAINpedia is divided into four themes.
The 'People' section explores the lives and beliefs of the Jinas or Tirthamkaras and how Jains are inspired by their example in their own lives. The 'Principles' section looks at the main principles of Jainism, especially the
idea of non-violence; at the symbols prevalent in Jainism and the sacred writings of the Jain faith. The third section is 'Practices', which concentrates on how Jains live their faith through their everyday lives. The last part is 'Places' and this looks at where Jains practise their faith, from grand temple complexes to shrines in the home.
Example of how to use the JAINpedia website
Festivals play an important part in the lives of all people of faith, including Jains, and they also provide a good point of reference for teaching religious education in schools. The JAINpedia website has plenty of materials on the main festivals that are observed, all found in the Practices theme of the website.
Divali is one of the most important festivals celebrated by Jains, alongside both Sikhs and
Hindus. Let's find out what resources JAINpedia has on Divali so that if teachers wanted to teach their pupils about Divali they would be able to see how Jains celebrate this event.
The easiest way is to click on the link to the Practices section and then follow the link to Divali in the right-hand column. Here teachers can find an article exploring the significance of Divali to Jains; a picture gallery; a reading list; links to other websites and a glossary.
Another way to get to a specific article is to enter the key word, such as Divali, as a search term and then to explore through the content type on the right.
www.learnjainism.org
Other parts of the curriculum
Of course, JAINpedia can also be used for the teaching of other subjects apart from religious education. Art and design lessons can be inspired by some of the rich decoration and symbolism in the digitised manuscripts, and literacy lessons can draw on the same images to encourage both descriptive and imaginative writing.
Images of the 14 dreams of Mahavir's mother, such as this one to the left, provide an excellent starting point for both a retelling of a classic Jain tale and illustrations of the story.
Go to:
www.jainpedia.org/manuscripts/detail-view-meta/manuscript/kalpa-sutra-or-13700/trisalas-14dreams-1.html
We hope that teachers will find the world of JAINpedia an inspiration for finding new ways to teach religious education in the classroom and that it will also provide pupils with a greater knowledge and understanding of the lives and beliefs of Jains, both in Britain and around the world. | 1,747 | 981 | {
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PRESENTATION SKILLS
How many times have you had to get up in front of a group of people that you may not know and talk about something you probably know even less on knowing all eyes are on you and you are being judged on your performance???
Presentation skills are important throughout our career –it may be that you are at college having to do group presentations or you are working giving regular talks/presentations to clients and/or colleagues. In addition, having to give presentations as part of an interview for a new job are becoming increasingly popular as part of the selection process used by organisations.
It can be daunting having to make presentations, particularly if you have been given a specific time frame –ten minutes for some presentations is not a great deal of time! However, with preparation, the art of giving presentations on a regular basis can be made easier.
Some tips which may help you through the process:
Research and background preparation:
- Think about what the topic is that you have been given. What are you trying to achieve ie what is the aim?
- Who will be in the audience? Can you target your presentation to meet their needs and interests?
- Research and brainstorm all the points you want to get across so that you can prioritise and decide what is more important.
- Think about how much time you will speak for and how much you will allow for questions at the end
Panning/organising the presentation
- Think about how you will be delivering the presentation –will you have media equipment such as the use of powerpoint or overhead projectors
- Will you give a copy of the presentation to the audience to read whilst you deliver or will you give out a copy at the end?
- Will you have speaker notes on cards for yourself?
Delivering the Presentation
- To help you plan and deliver, think about your presentation having an introduction, a middle and a conclusion
Introduction section –
- Introduce yourself and what the presentation will cover; if appropriate why this is relevant
Middle –
- These are your main points and any key phrases you want to use with any examples or even anecdotes to explain your key messages.
Conclusion –
- This is an opportunity for you to summarise and reiterate your main points referring back to the introduction to make sure you have covered your aims
- Ask if there are questions and don't forget to thank the audience!!
Coping Strategies:
- Always smile even if you do not feel confident. Body language often can be more revealing than words.
- Use a clear voice and make sure that you are speaking loud enough for all to hear but not so as you have to shout. Think about the tone you are using and vary it according to the importance of the words you are using (but not too much!!)
- Eye contact is vital with all your audience during the presentation time. Don't keep your vision on just one person
- If you are using the computer, make sure you have practiced using the equipment first
- Make sure you do not crowd your slides with too many words if using them
- Have key words on the slides but you can elaborate the point when speaking about it. You want the audience to listen to you and not get lost in trying to read the slide.
- Practice, practice and practice –get a friend to listen to you or even stand in front of the mirror while you practice –you will be able to see your mannerisms that you are using. Don't rush the presentation –use pauses to break up the presentation where appropriate
- Try and see if you can get to the room you are using at least twenty minutes before to set up and practice if you need to
Finally:
This is your chance to make an impact –believe in yourself and your ability to deliver in a confident manner and you will start to enjoy making presentations – you have the audiences' undivided attention for that short space of time – make the most of it!!! | 1,393 | 789 | {
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PRUNING
The first thing to know about pruning is that the more you prune, the more there will be for you to prune. Pruning encourages new growth so it will never keep plants in a confined area, never change a plant's growth habit, and never solve spacing problems. Pruning will, however, train or guide growth, will improve the quality of flowers, fruit, foliage, and branching, and will maintain vigorous plant growth and health.
The first step in pruning is to select the proper tools. Handheld pruning shears can be used to cut stems up to 1/2" in diameter. Lopping shears have longer handles that provide extra leverage and make it possible to cut stems up to 1-1/2" in diameter. Hedge shears can be used for trimming formal hedges or when a wall of foliage is desired. Narrow, curved pruning saws are good for sawing off crowded stems or branches in tight, narrow spaces. A chain saw may have to be used to saw branches larger than 3" in diameter. There are also loppers and saws mounted on the ends of extension poles to help reach overhead branches.
Late winter or the dormant season is the best time to prune but it may be done any month as long as the timing is right so as not to prune of flower buds that have set for the following season. For spring flowering shrubs, the best time to prune is late winter or immediately after the plant has flowered.
Summer-flowering shrubs should be pruned in late winter or early spring before new growth starts. Pruning after the plant has leafed out can be harmful to the health of the plant because it depletes energy stored in those branches and leaves. It can also cause a dwarfing effect on some plants. Dead or diseased branches, suckers, water sprouts, crossing-over branches, and multiple leaders can and should be removed at any time.
Do not cut off the tips of branches. Prune back to a lateral shoot or branch. When pruning larger branches, be careful not to cut too close to the main branch. These flush cuts must be avoided because they leave large wounds that make the plant more susceptible to diseases and insects. If shrubs have been neglected for years, they will need what is called a rejuvenate pruning. This involves a process of selecting and removing 1/3 of the oldest branches over a 3 year period. By pruning these branches as low to the ground as possible, light will be able to reach the center of the plant and encourage new growth.
Pruning at the time of planting should be limited to broken, crossing, crowded, or rubbing branches. The new plant needs all of its healthy branches to produce leaves that in turn produce carbohydrates needed for root development.
We carry a wide array of pruners, pole pruners, saws and IC Leaf bags for your clean up projects.
Pleasant Valley Garden Center *1301 S. Gilbert St *319-337-3118 *www.pleasantvalleyic.com | 1,045 | 622 | {
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What is tenor clef? B
Bœœ œ œ œ
œœœœœœœœœ
Tenor clef is a form of an earlier century's moveable clef in which the center portion of the clef's curve marks a certain line as middle C. Its purpose is to avoid the extensive use of ledger lines. Where tenor clef is used, it indicates a five-line staff comprised of the bottom (E) line of the treble clef staff, the middle C line, and the A, F and D lines of the bass clef staff (see below). In classical music, it appears in music for bassoon, double bass, euphonium, trombone, and violoncello.
This book of melodious etudes is intended for the serious upper level high school student or first year college music major. The purpose of these studies is to quickly get a student comfortable in basic tenor clef fluency in order to move on to literature that uses it.
The book focuses on quickly establishing familiarity with tenor clef notation in a systematically progressive way while keeping technical challenges to a relative minimum. It covers a variety of time signatures, key signatures and rhythms as well as accidentals including some double sharps and double flats. Redundancy of accidentals in key signatured pieces is deliberate. The objective here is to learn note placements on lines and spaces rather than attempt to remember altered notes from unfamiliar key signatures.
Slurs or bowings? As all teachers know, string bowing and wind slur markings are not the same. As the book serves both wind and string players, there are no slur or bowing marks. Teachers may freely add some if and where they desire for stylistic purposes.
Range of this book: G2 to B-flat 4.
Student tips: The many ways to think of note reading tend to condense down to three ways of thinking:
1. seeing lines and spaces (and the notes thereupon) as letter names;
2. seeing notes (on lines and spaces) as fingering positions on the instrument;
3. seeing notes (lines/spaces) and hearing sounds that are then played on the instrument.
Neither of these is "more correct" than the others. Use and practice all three. Usually, each person tends to find one way of thinking to be more natural than the other two, depending on one's personal brain wiring. Discover the mix that best fits you. Whatever the approach, memory requires much repetition.
This author's personal recommendation is to avoid any attempt at "visually translating" bass or treble clef. Instead, learn the notes, a few at a time, from scratch like you learned to read pitches originally. Play slowly at first,and absorb the appearance of the pitches with the sound and instrument feel. Sing letter names while looking at notes (associative learning, like memorizing new friends' names and faces). Be sure to avoid writing letter names near the notes as this impedes the memory process because it can cause you to look at the letter names instead of the notes. Your goal is to see each note and automatically make your instrument play it, so program your learning process to get as close to that as possible from the beginning.
Ken Davies www.kendavies.net
Before playing this etude, memorize the notes in the first two measures. Finger them individually, say their letter names and play them. Work through the piece, repeating 4-8 measures at a time if necessary.
{q = c 72}
œ œ
œœ œ œ œ
Observe the appearance of the key signature. Notice that a courtesy sharp is added to each F to enhance memory. Practice until your eye and hand coordination on each note is automatic.
It can be helpful, here, to first play the F major scale to orient your ear to hearing key of F. In 3/8 meter, sometimes all notes are beamed, sometimes not.
Look closely at the notes in large skip intervals. Memorize their names, appearance and fingering positions.
œ
‰ Jœ
In F-sharp, every scale note is sharped except the 4th degree B. Even the 7th degree E is sharped. Listen carefully to hear where you are in the key as you read. | 1,572 | 929 | {
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What to do about....
Old Farm Drainage Tiles
The Soil and Water Conservation District often gets calls from landowners who have mysterious holes that have developed in their yards. There may be only one hole or there may be several in a line. Those who have filled in the holes report that they reappear after awhile and many tell us they are concerned because their mystery holes are growing larger. What could they be?
Historically, Marion County was a land of many wet and swampy woodland areas. As settlers moved in, they cleared the land to farm it but found the ground too wet to establish their crops in these high groundwater table soil types. The first factory in the county was built to provide drainage tiles for these farmers to dry their land out enough to keep their crops from drowning. Farmers installed these tiles by the miles by hand, on average about 3 feet deep, draining the groundwater to the nearest ditch or stream. Drainage tiles are sized according to how much water flows through them. Small tiles, some only a few inches wide, are used on the upper reaches of the water shed. These connect, often herringbone style into larger tiles which eventually empty into ditches or streams.
It is estimated that we have more miles of drainage tile in our county than we have roads. These tiles have worked diligently in crop fields, with little maintenance, for over a hundred years. They have two main reasons for failure – tree roots and construction.
Tree roots can grow into drainage tiles and clog them, and construction can crush, cut or plug tiles. Whenever there is a blockage of the tile the water which flows through it starts backing up and the water pressure increases. The holes that develop are called 'blow holes" because they are created by the mounting water pressure in the tile. These blow holes will grow larger and/or more holes will develop along the tile line unless the tile is cleaned out and repaired.
Broken tiles can be dug up to see which direction they are running or you can use a tile probe to follow it. (Red clay tile will rub off on the tile probe tip letting you know you've hit one) If a ditch or stream is nearby you may be able to find the outlet end. Once you've found the tile direction, look down hill to see if there are trees along the path whose roots may be growing into it. Remember that the root systems of trees often spread out further than the branches. Clay tiles can be roto-rootered to clean them out, then
replace or repair the broken tile areas. Adding a "clean-out" will help you locate and maintain the tile in the future.
Continued on Page 2
For more information contact the Marion County Soil & Water Conservation District
(317)786-1776 www.marionswcd.org
Old Farm Drainage Tiles - Page 2
If a tile was broken or plugged during building construction the old field tile should be located on both sides of the building and the tile re-routed around the building. In new construction always take this precaution, even if the tile appears to be clogged with sediment and no longer functioning. Tiles which are cut can clean themselves out eventually. We've seen basement sump pumps pumping an unbelievable amount of water because an old field tile was draining right to their basement wall.
NEVER PLUG AN OLD FIELD TILE! Intentionally plugging a tile will only cause blowholes above and behind it.
Check the Marion County Soil Survey to see if your property has a high ground water table soil type. (Soils information can be found at http://soils.usda.gov/survey/ ). For more information or to request a listing of local drainage contractors see the service providers list under the "Additional Help" tab on our website (www.marionswcd.org) or contact our office at 317-786-1776. | 1,446 | 784 | {
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Our Standing Ground
The Constitution. The mere name of it roars with justice and freedom. It envelops our nation with pride found nowhere else. Our freedoms, our rights, bundled into a document that has set us free for years. One dictionary definition of constitution is "a way in which a thing is composed or made up". In this manner, our Constitution is our way of composing our rights. Beethoven composed symphonies, America composed freedoms. Many different instruments playing diverse notes together can create a beautiful song, just like many different articles of privileges can work together to create our beautiful freedoms. And our Constitution is living proof of that. How does it set us free? It states our freedoms and loyalties that keeps us, both as individuals and as a country, unbound. How does it keep us free? It is written and signed with the ink that was the product of many lost lives; lives that were lost for freedom. Ever since the ink stained the crisp paper creating this momentous paper, it has given us our authorities, and no one can take them away.
Establishing our rights, the Constitution defines who we are as a country. Can you take away something that is a symbol of who you are? Can anyone eliminate the basis of your morals? "The Constitution is the guide which I never will abandon," stated George Washington. In light of this statement, we are reminded to never abandon the Constitution because it is our standpoint, the foundation of our nation, the reason we are united. This document is what every single president and leader should go to as a reference. It proclaims boldly our freedoms and speaks to us despite national conflicts. It puts a fire inside our souls that makes us proud of our country. If we stand firm and never let anyone take away the testimony of our country, only then can no one ever take away our rights.
Not only is the Constitution an unbreakable, immovable statute, but it is also the people's rock that we can trust to represent us when our voices are not heard. In government it stands above all in authority and protects us, the people. With strong arms it can push back the laws that threaten our freedom. It holds firm as a safe ground that gives us the stance we need to defend ourselves and our rights. It is ever supporting, always true, never weak, and consistently inspiring us to strongly represent ourselves. This flaming document gives us a clear understanding of our nation's boundaries, where we may stand, and how we can express our rights. The fire that is burning within every sentence of the Constitution engulf us in its flame, but the words of this document alone cannot help us, it's the people that hold firm to its precepts that protect our liberties. As long as this fire continues to smolder inside of our leaders, there is nothing that can take us down as a nation.
Many times, the government has tried to infringe upon our rights in order to make our nation more "peaceful". Not only does this not make for a better country, but it also assists in quietly stealing the privileges that we have. For instance, lately the government has tried to pass a new gun law. When presented with this, it sounds as if it will make our country much safer, when in reality, it is only gaining more control over our lives. Thankfully, the Constitution seeks to free us from this potential bondage. By firmly setting our rights in stone, this document is the protector we need. It has been inspiring us to strive for our freedoms all our lives. The government can take away the Constitution itself, but they can never take away the impact it has left with many people that live in this country. Even if the document that has proclaimed our rights is snuffed out, its lasting impression will never leave us when we stick to our convictions.
We know what freedom is because of the Constitution, and no one can haul away our love for freedom. If ever the Constitution is taken away from us, it has still taught us to be proud and fight for our rights.
Abraham Lincoln states clearly, "Don't interfere with anything in the Constitution. That must be maintained, for it is the only safeguard of our liberties." If we preserve this, our abilities to express ourselves are protected. The document gives us a voice, so that it may speak through us. Another dictionary definition of constitution is "the physical character of the body as to strength, health, etc." According to this, constitution is the strength in one's body. Our nation is the body, the Constitution gives us our strength. It protects our rights. How does it do this? By standing firm, never changing, and being our symbol. By being the hope for our country. | 1,678 | 960 | {
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Baby's Name:
DOB:
Mother's/Guardian's Name:
A hearing screening using Automated ABR or
OAE was completed on
for your baby. Testing showed:
RIGHT EAR:
LEFT EAR:
Passed (see back)
Passed (see back)
Did not pass and further testing is required.
Did not pass and further testing is required.
Testing could not be completed and further testing is required.
Testing could not be completed and further testing is required.
An appointment has been scheduled for you at
(Date/Time)
(Clinic/Hospital)
(Address)
(Phone)
OR
Please call
to schedule an appointment.
(Name/Phone)
Please take this card with you to your baby’s doctor and audiologist appointments.
For more information or assistance in locating follow-up service providers, please contact the Early Hearing Detection & Intervention Program at
e-mail: email@example.com
A PASS is not a PASS for life. Watch for these milestones:
BIRTH TO 3 MONTHS
YES NO
* Reacts to loud sounds
* Is soothed by your voice
* Turns head to you when you speak
* Is awakened by loud voices and sounds
* Smiles when spoken to
* Seems to know your voice and quiets down if crying
3 TO 6 MONTHS
YES NO
* Looks upward or turns toward a new sound
* Responds to "no" and changes in tone of voice
* Imitates his/her own voice
* Enjoys rattles and other toys that make sounds
* Begins to repeat sounds (i.e., "ooh", aah", "ba-ba")
* Becomes scared by a loud voice
6 TO 10 MONTHS
YES NO
* Responds to his/her own name, telephone
ringing, someone's voice, even when not loud
* Knows words for common things (cup, shoe) and
sayings ("bye-bye")
* Makes babbling sounds, even when alone
* Starts to respond to requests such as "come here"
* Looks at things when someone talks about them
10 TO 15 MONTHS
YES
* Plays with own voice, enjoying the sound and feel of it
* Points to or looks at familiar objects or people when
asked to do so
* Imitates simple words and sounds; may use a few
single words meaningfully
* Enjoys games like peek-a-boo and pat-a-cake
15 TO 18 MONTHS
YES
* Follows simple directions, such as "give me the ball"
* Uses words s/he has learned often
* Uses 2-3 word sentences to talk about /ask for things
* Knows 10 to 20 words
18 TO 24 MONTHS
YES
* Understands simple "yes-no" questions
("Are you hungry?")
* Understands simple phrases ("in the cup", "sit down")
* Enjoys being read to
* Points to pictures when asked
24 TO 36 MONTHS
YES
* Understands "not now" and "no more"
* Chooses things by size (big, little)
* Follows simple directions such as "get your shoes"
* Understands many action words (jump, dance, run)
If you ever have concerns regarding your child's hearing, contact your baby's doctor. For help finding an audiologist, contact: UIC-Specialized Care for Children at 1-800-322-3722 or ehdi-pals.org
NO
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Summer Reading
Quick Facts
- Teachers spend 4-6 weeks re-teaching information lost over the summer.
- As much as 85 percent of the reading achievement gap between low-income and high-income students is attributed to the "summer slide."
- Reading as a leisure activity is the best predictor of comprehension, vocabulary, and reading speed.
- Students who read at least four books over the summer do better on comprehension activities in the fall than students who read one or none.
- Facts from 10 Critical Facts About Summer Reading.
Essential Vocabulary
- character – the people or animals central to a story
- plot – the events of a story; the beginning, middle, and end
- summer slide – a back slide in skills or retention that happens over the summer or long breaks from academics
- theme – the main lesson or overarching idea of a story
- vocabulary – the body of words known and used with ease
Lesson Ideas
Summer Reading Challenge
Enroll your class in the Scholastic Summer Reading Challenge: Power Up & Read. Students can log in and track their minutes spent reading, while unlocking short stories from favorite authors and earning digital rewards. Whole schools can work toward winning an author visit. Printable pledges, tools and resources, and parent engagement pieces are available.
Travel Brochure
Create a travel brochure of summer reading books. Pick a selection (or two!) that takes place far away from home and research the location. Provide places to visit pulled straight from the book. Encourage students to visit the location, if possible, or virtually travel using a Convention and Visitor's Bureau. Students can cook dishes common to the region and research culture with geography.
Make a Book Trailer
Show students the many book trailers available on Scholastic, and have them create one of their own to show off a book they read this summer. Open an online forum to post book trailers and keep kids interacting and finding new books to read with the help of their friends. Share select trailers on video message boards in the school next fall. No tech? No problem. Have students create paper storyboards for their trailers.
Make a Musical Playlist
Have students make a playlist of songs that personify a character or convey the mood at different points in the book. Students can add a song for each chapter or major event, and explain why they think the song is appropriate to represent that portion of the book or the character's feelings.
Lesson Ideas Continued
Book Club Setup
Set a schedule of book club meetings throughout the summer at the local library or school, if the campus is open. Lay out a reading plan for students, so they are able to keep up throughout the summer. Pre-plan questions for each meeting, and students can independently meet (or meet with the help of parents) to discuss the books. Go one step further and take it online, with links to various activities and ideas that match what is happening in the books.
Character Cutouts
Have students lie on butcher paper and trace to make a full-sized person to cut out. Send paper home with them. While completing summer reading, students select one character to create a character map about. They can add favorite quotes, character thoughts and inferences, and even decorate the character to look like the book character. Have students bring characters back in the fall to make a hall display that will interest other readers.
Resource Connections
Scholastic Summer Reading Challenge
Articles & Blogs
- Avoid the Summer Slide
- Five Ways to Celebrate Summer Reading
- Pam Allyn's Five Tips for Summer Reading
- Five Ways to Keep Students Writing All Summer Long
- 65 Videos to Build Excitement for Summer Reading
- Summer Reading Goals | 1,547 | 745 | {
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KING JOSIAH AND GOD'S WORD
pursueGOD.org/josiah-boy-king
A
Lesson Overview
Find this lesson, along with the Kids' Video and other helpful resources, at the online lesson page (see link above).**
B
MEMORY VERSE:
Your word is a lamp to guide my feet and a light for my path.
Psalm 119:105 NLT
BIG IDEA:
The Bible shows us how to honor God.
KEY QUESTION:
What can I do with God's Word?
❏ LARGE GROUP: Gather for songs and videos with other kids. Then return to small group to finish this guide.
RECAP: Read the Lesson Overview from the Teacher’s Guide and then answer the KEY QUESTION. ❏
EXPLORE: Read 2 Timothy 3:16 Why is the Bible so important to people who love God? How does it help us? ❏
PLAY: Choose a group activity from Activity Page #2. ❏
CLOSE: ❏
❏ What will you do with the Bible this week?
❏ Share prayer requests as a class and pray.
❏ PLAY: Begin working on Activity Page #1.
WARM UP: Are you an “expert” at something your parents know nothing about? (science, TV show, legos, a sport) Have you tried to teach them? How did it go? ❏
PREVIEW: Draw the bubbles on a whiteboard and fill in the BIG IDEA, MEMORY VERSE, and KEY QUESTION. ❏
Discussion & Activities
Use this box in the classroom or with your small group.
1. Niños, expliquenle a sus padres lo que significa para ti la GRAN IDEA 1. Kids, explain to your parents what this week’s BIG IDEA means to you.
(BIG IDEA) de esta semana. 2. Niños, reciten el VERSÍCULO PARA 2. Kids, recite the MEMORY VERSE with your parents every day.
MEMORIZAR (MEMORY VERSE) con sus padres todos los días. 3. Families, use the space below for PRAYER REQUESTS this week.
3. Familias, utilicen el espacio de
abajo para las peticiones por las
cuales orar esta semana.
C
Llévatelo Takeaway
Usa este espacio en casa con la familia. Use this box to follow up on the lesson at home.
C
#2465KA
**Learn how to use this guide @pursueGOD.org/how-it-works-kids. | 1,031 | 534 | {
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Storm water is rainwater and snowmelt. When stormwater flows across parking lots and streets, it can pick up pollutants that empty directly into our rivers and streams through the storm drains on streets and in parking lots. Pollutants entering these drains flow untreated to the water bodies that we use for drinking water, swimming, and fishing.
Spills & Leaks
- Keep outdoor areas free from grease and food spills.
Best management practices (BMPs) are specific steps to prevent stormwater pollution as a result of day-to-day activities. All employees must make every eff ort to keep pollutants from going down the storm drain by putting the following BMPs into practice.
- Sweep and inspect parking lots regularly.
Outdoor Material Storage & Handling
Good Housekeeping
Outdoor Washing & Cleaning
Additional Behaviors
- Securely cover and provide secondary containment for materials and containers stored outside, such as used grease.
- If a spill occurs, control, contain, and clean up immediately using dry cleanup practices. Clean up and dispose of dirty absorbent properly. If a spill reaches the storm drain system, notify the municipality.
- Keep outdoor areas free from trash, dirt, litter, and debris.
- Maintain storm drainage systems and permanent stormwater BMPs onsite.
- Keep lids closed on dumpsters and recycle containers. Make sure containers are free from spills and leaks. Do not place liquids in the dumpster unless they are contained.
- Discharge all wastewater to a sanitary sewer.
- Keep lids closed on dumpsters and recycle containers.
- Keep outdoor areas free from trash, dirt, litter, and debris.
- Protect storm drains during maintenance work or construction projects.
The best way to clean the patio and sidewalk is to use "dry" cleanup methods such as sweeping, using absorbents, and spot scrubbing stains.
- Discharge all wastewater to a sanitary sewer.
- When pressure washing, block the nearest storm drain, and capture wash water for disposal in a sanitary drain.
- Do not wash kitchen equipment, such as floor mats, outdoors.
- Direct wash water to nearby landscaping OR contain it onsite and allow it to evaporate ONLY if no chemicals or detergents were used or ONLY ambient dust was collected.
- Limit the application of sand/salt, deicer, fertilizer, and pesticides, and always follow instructions on the label.
- Dispose of wastewater, including chlorinated water, fire suppression water, HVAC or boiler cleaning water, street sweeping water, and storm drain cleaning water, to a sanitary sewer, or use BMPs outlined in permits and guidance.
- Make sure all contractors, including landscapers, pressure washers, hood cleaners, carpet cleaners, and painters are aware of their responsibility to protect stormwater. | 1,126 | 543 | {
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9 1 530
3 SUPERVISOR'S USE ONLY
Tick this box if you have NOT written in this booklet
Level 3 Agricultural and Horticultural Science 2021
91530 Demonstrate understanding of how market forces affect supply of and demand for New Zealand primary products
Credits: Five
Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.
You should attempt ALL parts of the task in this booklet.
If you need more room for any answer, use the extra space provided at the back of this booklet.
Check that this booklet has pages 2–12 in the correct order and that none of these pages is blank.
Do not write in any cross-hatched area ( ). This area may be cut off when the booklet is marked.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
INSTRUCTIONS
You must select TWO different New Zealand primary products to use in your answers.
The products chosen must be ones that earn signif cant export revenue in their processed or unprocessed form, or allow for self-sufficiency within New Zealand.
Planning space is provided on page 3. Begin your answers on page 4.
Choose from the following list of market forces when answering part (a) and part (b).
Market forces
* Weather events
* Quality requirements
* Consumer preference
* Seasonality
* Production costs
* Political intervention
* Exchange rate
PLANNING
(a) Market forces affecting demand
Explain how a market force impacts the demand for a primary product. Use evidence and data from the last five years to support your answer.
Choose a primary product.
New Zealand primary product:
Select a market force from the list on page 2.
Market force:
(b) Market forces affecting supply
Explain how a market force impacts the supply of a primary product. Use evidence and data from the last five years to support your answer.
Choose a primary product. It must be different from the product chosen in part (a).
New Zealand primary product:
Select a market force from the list on page 2. It must be different from the market force selected in part (a).
Market force:
(c) Market trends
Global market trends, like some mentioned below, can have a significant effect on the supply of, and demand for, New Zealand primary products.
Examples of current and recent market trends from around the world and within New Zealand
UK 'buy local' campaign
COVID-19
Companies in the UK, traditionally one of New Zealand's major export markets, are pushing 'Buy Local' campaigns to support their local farmers and businesses and reduce the number of food miles required to get food on their tables.
Conscious consumers
They are
New Zealand survey showed 15 per cent of Kiwis aged 18 and over always, or mostly, eat plant-based meals –
After much of the world spending the majority of 2020 in some level of lockdown, there have been changes in the dining behaviour of consumers. Many people who would normally eat out in restaurants have had to change their dining behaviour.
Plant-based diets
choosing to shop with companies based on how environmentally or socially conscious the company is.
A recent
Sources: https://www.newshub.co.nz/home/lifestyle/2020/02/number-of-new-zealanders-going-vegetarian- surges.html https://www.tgmcreative.co.nz/conscious-consumer-care/
Discuss how a specific market trend has affected the supply AND demand of one of your chosen primary products. In your answer consider how significant this trend has been.
Use evidence and data from the last five years to support your answer.
There is more room for your answer on the next page ➤
QUESTION
Extra space if required. Write the question number(s) if applicable.
NUMBER
QUESTION NUMBER
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PARENTAL NOTIFICATION FOR STUDENT EXCLUSION FROM JUNIOR HEALTH (III) SEXUALITY EDUCATION UNIT(S)
Delaware Valley Regional High School
19 Senator Stout Road ● Frenchtown ● New Jersey ● 08825-3721
Lance Jacobs: Supervisor of Health and Physical Education/Athletic Director email@example.com - 908-996-2131 ext. 6701
Although we encourage families to have their student participate in these essential health topics, we want to remind Parents/Guardians that they do have the option of excluding their child from any portion of sexuality education instruction. In accordance with the provisions of BOE Policy 2422 and N.J.S.A. 18A:35-4.7, any student whose parent presents to the Principal a signed statement that any part of the instruction in health, family life education, or sex education is in conflict with his/her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the course where such instruction is being given and no penalties as to credit or graduation shall result. If this is the case with your child, please fill out the exclusion form below, and send it to the Director of Athletics. Students who are excused will be assigned to a separate classroom for the identified lessons.
I wish for my student,
Name of Student
to be excused from the portion(s) of the junior health sexuality education unit(s) indicated below.
Junior Health (Health III)
Marriage, Dating Relationships, Dating Violence (3 instructional class periods)
* Describe warning signs of dating violence
* Identify characteristics of healthy relationships
* Define assault, abuse, and rape
Parenting, Family Decisions, Birth (5 instructional class periods)
* Describe safe and effective parenting skills, and identify resources for information and help with parenting
* Describe and demonstrate effective communication skills, decision-making skills, refusal skills, negotiation skills, and assertiveness in situations that influence adolescent health
* List different types of family setups
* Describe the three stages of the birthing process
* List different ways to strengthen family relationships
* List issues that can occur within a family and how to deal with the issue in an effective manner
Diseases and Health Conditions (3 instructional class periods)
* Outline the cardiac risk factors and explain how they can be modified by diet, exercise, and the avoidance of chemical substances
* Outline the cancer warning signs, list the foods included in an anti-cancer diet, and outline the measures to control cancer of various body systems
* List different types of diseases, their causes, and treatment/cures
Review of Freshman Health (5 instructional class periods)
* The Male and Female Anatomy
* Prejudice/Racism/Discrimination/Sexual Identity
* Abstinence and Birth Control
* Pregnancy, Conception and Birth
* Sexually Transmitted Infections (STIs)
Parent/Guardian Signature:
Date:
Name of Student's Health Teacher:
FOR OFFICE USE ONLY:
Date Received by Principal:
Copy to Health Teacher:
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Curriculum Map : Geography
Our place in the world and
impact on it.
Resources and
management
Year 11
Physical landscapes in the
Pupils continue their study of rivers, prepare for
Mouth
Staffordshire.
Paper 3 study and Preparation.
UK- Rivers. Awareness and
AUTUMN
TERM
SPRING
TERM
SUMMER
TERM
8
AUTUMN
TERM
SPRING
TERM
SUMMER
TERM
Rivers and Coasts
Introduction to
fieldwork and
data collection
The UK’s weather
patterns: Use
weather forecasts
and weather events
Contrasting
landscapes to
the UK: East
Africa
Contrasting
landscapes to
the UK: China
Ecosystems: The
tropical
rainforest
Tectonic
landscapes:
Investigating
responses to
natural hazards
Glacial and Ice landscapes:
Tourism opportunities in
the UK
How the world is
connected:
Globalisation and
trade
How is the world connected:
Our shared resources. Coral
reefs and Oceans
The challenge of Resource Management:
Understand economic geography.
Revisit the UK’s industrial revolution.
Make reference to the economics of North
Water as a resource: An
introduction to Geopolitics.
The first fieldwork investigation is
based on Tittesworth Reservoir.
Changing Urban environments.
Importance of UK cities.
Reference to location , trade and
ethnic diversity.
Links to
personal geographies.
The changing economic
world: Economic futures in
the UK. Global trading
partners. Economic
opportunities
The challenge of
Natural hazards.
Understanding
topical Geography.
Enhance knowledge
of local, national and
international events.
SPRING
TERM
The living world: The
tropical rainforest
and desert
ecosystems.
Identification of
globally recognised
landmarks. Impacts
and response to
human activity
Physical landscapes in the
UK-coasts. Awareness and
understanding of the
landscapes in the UK.
Links to tourism.
SUMMER
TERM
Revision:
Past Papers and
individual topics.
understanding of the
landscapes in the UK.
Fieldwork investigation 2: Offsite visit
to the Peak District and a study of the
upper course of the River Dane.
What is an issue
evaluation?
Use of topical Geography
to set as examples of issue
evaluations.
Year 9
Pupils study human impact on the environment throughout the
year. They will consider issues concerning natural resources,
water, the changing economic world and changing urban
environments.
The changing economic world:
Development.
Economic Geography and
interconnections
Settlement and
Population: Changes
in population and
settlement in the UK
Climate Change: Topical
geography. Identifying fact,
fiction and bias
Year 7:
Firstly pupils study the UK by looking at its settlement
structure; it’s weather patterns and its landscapes
(Coasts and rivers). In the summer term pupils start to
expand their knowledge by comparing the UK with other
contrasting regions of East Africa and China.
SUMMER
TERM
Year 8:
The curriculum focus is on interconnections through shared
environments with the study of Tropical Rainforest, Glacial
Landscapes, Tectonics. This is followed by a study of our
interconnections through trade, globalisation and environmental
issues.
SPRING
TERM
AUTUMN
TERM
AUTUMN
TERM
10
SUMMER
TERM
11
AUTUMN
TERM
SPRING
TERM
9
PPEs with revision blocks and study the pre-release
information and Issue Evaluation.
Study of issue evaluation sent
by AQA.
Revision
Ecosystems
Climate
Landscapes
Year 10
Pupils study physical geography; The
Living World, The
Challenge of Natural
Hazards, Landscapes of the UK of Coasts
and Rivers .
Pupils will also complete their
fieldwork by travelling to the
Peak District to look at how the river
Dane changes as you travel from its
source towards its mouth.
Source
The principles Of
Geography:
Establishing geographical standards
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Open-ended Questions
These are questions that can generate multiple responses. They can lead to or open the discussion into other avenues that interest visitors. One visitor's idea or observation might expand on what other visitors are thinking. A visitor can draw attention to a detail that hasn't been noticed before or introduce a theme or interpretation that hasn't been considered before – even facilitators hear and learn new things about a piece of art they've used many times before.
Characteristics of good open-ended questions:
* Allow for many responses
* Encourage closer looking at the art to form an answer
* Require no prior knowledge about art or the art work being considered
* Allow visitors to draw on their own experience, ideas and perceptions of the art
Characteristics of poor questions:
* Ask for the right answer
* Call for 'yes' or 'no' as an answer
* Test knowledge of the art work
* Ask a 'leading' question (i.e., the question contains the answer)
Types of open-ended questions:
* Description/Observation (How would you describe the clothing in this art work?)
* Imagination (If the people here were speaking, what might they say to each other?)
* Impressions or Moods (How does this art work make you feel?)
* Clarification/Explanation (Tell me more about that.)
* Personal Experience (If you've worn a mask before, what was it like? How do you think it would feel to wear this mask?)
* Analyze the art; develop Information (The artist traveled extensively across the American West. What can we find in this art work that might show that influence?)
* Interpret (The title of this painting is Lynch Family. How does that information change or affect your view of this piece?)
Compare and Contrast Questions are very useful:
* Provide relief from concentrating on just one piece; helps if conversation is 'stuck'
* Engage visitors without being threatening
* Visitor doesn't need prior art knowledge
* Help encourage those in the group to talk to each other
* Offer an opportunity for discovery and surprise
Some good Compare and Contrast questions:
* These two pieces were made about the same time. How are they similar to and different from each other?
* How are the figures in this painting similar to and different from each other?
* Let's focus on the facial features of the two figures you see here. What do you imagine each could be thinking?
* We just looked at an Egyptian sarcophagus. How is this Roman sarcophagus similar to and different from the one created in ancient Egypt?
What are some good open-ended questions (with some follow-ups)?
* What's going on in this painting? What do you see that makes you say that? What more can we find? (VTS)
* What's the first thing you noticed about this work of art? Why did you look there?
* If you could ask the artist one thing about this piece, what would it be?
* What surprises you or intrigues you about this work of art?
* How would you describe this work of art to someone who isn't here today?
* If you were standing in this piece of art, perhaps off to the side, what would you smell (or hear)?
* If you could touch the [object] in this painting, how would it feel?
* What if I told you the title of this piece is [name]? How does that change your view?
* All of the pieces here were found in a tomb. Knowing that, what can we discover about how the objects might have been used by those who placed them there?
* Thinking of all the pieces we've talked about today on our tour, which one would you want to take home and why?
* If this scene were a movie or a television show, what would happen next?
What are some questions that aren't open-ended, that can halt the conversation?
* What medium did the artist use to create this? (calls for art knowledge)
* Where did Monet paint this picture of his Water Lilies? (calls for art knowledge)
* Was this Native American jar functional? (calls for art knowledge)
* How were Napoleon's royal court and household organized? (calls for historical knowledge and is just too hard!)
* What stone is that on the necklace we're looking at? (calls for art knowledge)
* Why do you think the artist put symbols of rain on this jar made by the Pueblo tribes? (leading question)
* Would you say the woman in this painting looks sad? (leading question)
2022 National Docent Symposium
Beyond Art History Adult Questioning Strategies
Craig Anderson
Karen Skillett
The Nelson-Atkins Museum of Art September 18, 2022 | 1,803 | 961 | {
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Y3 PE Knowledge Check PE@Chesswood
Indoor Athletics
Where do your feet need to be before you do a standing long jump?
What happens if you lift your feet off the floor in the chest push?
How many strides do you take in the event?
Where should your thumbs end up after releasing the ball in chest push?
Indoor Athletics
How many speed bounces completed
Road Safety
Name this safe place to cross the road?
Y3 PE Knowledge Check PE@Chesswood
What is the first thing you should do when trying to cross a road?
When walking across the road, what else should you be doing?
Which part of the scooter should you use to slow down?
Road Safety
What is this car going to do?
Dance
What number is missing from the counts?
2, 4, 8, ??, 32
Basic body actions – which action is this a definition of? "Move part of your body, but not travelling."
What is different about stillness to all the other actions?
a) It creates a pause in the movement
b) It uses your arms
c) It doesn't use counts
Gymnastics
What body position is this?
How many points is this balance?
Y3 Answers
Indoor Athletics
Where do your feet need to be before you do a standing long jump? Behind the line
What happens if you lift your feet off the floor in the chest push? Foul / Disqualified
How many strides do you take in the event? 5 strides
Where should your thumbs end up after releasing the ball in chest push? Pointing down
Speed bounces 33
Y3 Answers
Zebra crossing
What is the first thing you should do when trying to cross a road? Find a safe place to cross
When walking across the road, what else should you be doing? Looking left and right and listening
Which part of the scooter should you use to slow down? Brake at the back
The car is turning (indicating)
Y3 Answers
Dance
What number is missing from the counts?
Basic body actions – which action is this a definition of? "Move part of your body, but not travelling." – Gesture
What is different about stillness to all the other actions?
a) It creates a pause in the movement
b) It uses your arms
c) It doesn't use counts
Seated straddle
4 points of balance
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Montag Manufacturing, Inc.
2737 Van Dorn Rd Milford, NE 68405
3816 461 st Ave Emmetsburg, IA 50536
Phone: (712)-852-4572
Email: firstname.lastname@example.org
Website: www.montagmfg.com
THE AGRONOMY CORNER
SULFUR
The last of the minor nutrients to be discussed is sulfur.
Sulfur is a part of every living cell and without it, life would not exist. It is required for synthesis of certain proteins as well as being part of photosynthesis, chlorophyll and winter hardiness of plants. It is also involved with seed production and nodule formation on legumes.
Sulfur is supplied to plants through the breakdown of mineral sulfur and the conversion of organic matter to the sulfate ion by soil bacteria. The demand for sulfur by rapidly growing crops can overwhelm the slow process of breakdown or conversion of the organic matter. For this reason, sulfur needs to be supplied to the soil well before it is needed.
Most of the sulfur measured through a soil test is the elemental sulfur as a mineral or locked up in organic matter. Also, because sulfur is very mobile in the soil, soil test levels will probably not show the plant available level of sulfur. Thus the only good method of determining sulfur levels is through plant tissue tests.
Once it is converted to sulfate, sulfur becomes very mobile in the soil and can be leached below the root zone by heavy rain or irrigation. It can then still rise with evaporation. This is the reason that some soils will show deficiency signs of lack of sulfur early but grow out of them later.
Sulfur deficiency shows up as a yellowing of plant tissue. Since nitrogen deficiency has the same symptoms, it can be difficult to tell which nutrient is short. Because sulfur is immobile within plant tissue, it will not readily migrate from older tissue to new growth. New growth must obtain sulfur from the sulfate ion from the roots. Thus look for deficiency signs on new growth. However, sulfur can be deficient and the plant will show no signs until a reduced harvest.
A potential problem with sulfur deficiency is that nitrate nitrogen can accumulate since it is not being converted into proteins. This can pose significant health risks for grazing animals or animals eating such hay or stover. Sulfur deficiency can also cause a reduction in seed formation for certain legume crops.
Crops that produce large amounts of dry matter like corn and hay require large amounts of sulfur. Certain vegetables also have high sulfur demand. Balancing sulfur and nitrogen is thus very important to make certain that sulfur deficiency is not caused by high demand along with high application of nitrogen.
Sulfur is likely to be deficient in most crop production fields unless the fertilization program adequately accounts for it. The reason is twofold. First, we are producing more and more plant tissue with high yielding hybrids that require more sulfur and second, there is far less sulfur being applied. Agriculture chemicals now contain far less sulfur than they used to and far lower levels of sulfur gases are in the air to be absorbed by rain water.
Sulfur fertilization needs to be done while paying close attention to the pH of the soil since the different sources of sulfur affect the pH in different ways. Elemental sulfur along with ammonium sulfate and thiosulfate lower the pH. K-Mag, Gypsum and magnesium sulfate do not.
Take aways.
Sulfur is vital to all life and without it, life would not exist.
Most of the sulfur in the soil is held in mineral form or organic matter and must be converted into the sulfate ion before a plant can use it.
Because of sulfur's slow breakdown from the mineral or organic matter form, fast growing crops can exceed the readily available sulfur. Apply needed sulfur well ahead of planting the crops.
Soil tests for sulfur do not give a reliable picture of the availability of sulfur because most of the sulfur is tied up as elemental sulfur or organic matter. The available sulfur, as the sulfate ion, is very mobile in the soil and can be below the soil test probe. Only tissue analysis will tell you about the true availability of sulfur.
Sulfur deficiencies can be masked by nitrogen deficiencies since they both exhibit the same symptoms. Accumulated tissue sulfur is not readily relocated to new tissue so look at new growth for possible sulfur deficiency.
Over fertilization of nitrogen can cause a deficiency in sulfur. Proper balance, especially for crops with high dry matter is critical.
A sulfur deficiency can cause excessive nitrate nitrogen in plants and be a health hazard to livestock.
Sulfur is likely to be deficient in modern crop production fields.
The source of fertilizer sulfur can affect the pH of your soil.
Links to the sources for this discussion:
http://www.cropnutrition.com/efu-secondary-nutrients http://eldoradochemical.com/fertiliz1.htm | 2,040 | 994 | {
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Electroencephalogram (EEG)
What is an electroencephalogram (EEG)?
An electroencephalogram (EEG) is a test that records electrical signals in the brain. An EEG can help your child's doctor learn about how your child's brain works.
What should I do to help my child prepare for the test?
Some guidelines to follow include:
* Your child needs to be sleepy for the test.
− Keep your child up 2 to 3 hours later than normal the night before the test.
− Wake up your child 2 to 3 hours earlier than normal the morning of the test.
− Children over 3 years of age should not sleep more than 5 hours the night before the test.
* Your child may eat or drink a regular diet before the test but may not have foods or drinks with caffeine or a high sugar content. If your baby still takes a bottle, please bring full bottles with you.
* Wash and rinse your child's hair the night before the test. Do not use any conditioners, hair sprays or other hair products.
* Bring a comfort item, such as a pacifier or blanket, if needed.
* If your child is a baby or toddler, bring diapers with you.
* If your child is on any medicines:
− Please bring a list of them with you.
− Give them at the regular times unless your child's doctor gives you different instructions.
What will the test be like?
* This test is done by placing wires called electrodes (small, flat, round discs) on your child's scalp. We may wrap your child's head in gauze to hold the electrodes in place. The electrodes do not hurt or shock your child.
* Colored wires attach the electrodes to a machine. The machine records the electrical activity of the brain.
* Photo activation (light stimulation) may be done for children 6 months and older. A strobe light is connected to the machine.
* During the test, your child:
− Will need to sleep.
− Should not feel any pain.
− Will not have their hair cut or shaved.
− May be asked to blow on a pinwheel if 5 years of age or older.
Neurology / PFEK 018 / 06.21
©2021 Children's Healthcare of Atlanta, Inc. All rights reserved.
Page1of2
Electroencephalogram (EEG), continued
What happens after the test?
After the test, the technologist will:
* Remove the electrodes and wires.
* Give you any special instructions you may need and tell you when you may leave.
When do I get the results?
The technologist cannot provide you with results. The test needs to be read by a neurologist (a doctor who cares for the nervous system). The results are then sent to your child's doctor.
This teaching sheet contains general information only. Talk with your child's doctor or a member of your child's healthcare team about specific care of your child.
Neurology / PFEK 018 / 06.21
©2021 Children's Healthcare of Atlanta, Inc. All rights reserved.
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MARS FACT FILE
Mars is the fourth planet from the Sun and is often described as the most Earth-like of any other planet. This is due to the solid surface, having surface temperatures of between 20 degrees Celsius and –140 degrees Celsius, a thin atmosphere and indications that water once flowed on the surface. As such it is the next key target for human spaceflight.
and plains were caused by flowing water, even extreme flooding. There are many indications that Mars once had a warm, wet climate. Today though it is a cold, dry planet. One of the big questions that planetary scientists are trying to answer is what happened to Mars to change it from a planet that may have been hospitable to life to one that is now only to be visited if you are wearing a spacesuit.
Mars is named after the Roman god of war. This is because, when it is seen in the night sky, it looks like a star that has a reddish tinge, a little like a drop of blood. It has long been regarded as a place where life would be found but if life does exist there, it is only likely to be very simple life forms rather than the intelligent aliens so often portrayed in science fiction.
Though the red, dusty surface of Mars lacks the rich diversity of Earth, the Martian surface varies dramatically, from huge volcanoes to vast canyons. Some of the planet's geological features were very probably formed by the action of water and there is plenty to suggest that certain channels
Did you know that…?
Though roughly half the size of the Earth, Mars has some features bigger than the equivalents on our planet. Valles Marineris or Mariner Valley is a canyon, over 3000km long and up to 8km deep. By contrast, America's Grand Canyon is 447km long and 1.5km deep.
Mars' largest volcano is Olympus Mons. This dome-shaped, dormant volcano is 24km high, three times higher than Mount Everest, and the base is 600km across.
Missions:
Mars has been the centre of attention for a vast array of planetary exploration missions for many reasons: It is one of the closest planets to Earth; it is the most Earth - like of any other planet; it may have liquid water and therefore may be another harbour for life and it is the next place after the Moon most likely to be visited by astronauts. At the moment there are several important missions at Mars from NASA and the European Space Agency (ESA): NASA's most famous current Mars mission is that using the Mars Exploration Rovers, Spirit and Opportunity. These are roaming the surface, studying the mineralogy and looking for evidence of water. The American space agency also has Mars Reconnaissance Orbiter, Mars Global Surveyor and Mars Odyssey surveying the planet from orbit. ESA's Mars Express is also studying the surface of Mars in detail and searching for evidence of reservoirs of water beneath the surface. It did carry the lander Beagle 2 to Mars that was to look for signs of life but Beagle was lost after it was released from Mars Express. ESA have a Solar System exploration programme called 'Aurora' in which Britain will play a big part. One of the objectives is to land an astronaut on Mars by the 2030s. The next stage of 'Aurora' is to land a rover on Mars. | 1,243 | 691 | {
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