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If requested a "mix & match" programme of learning activities from different day courses may be selected.
To reduce travel costs it may be possible for 2 classes from the same school to follow 2 different courses on the same day.
At KS1 & 2, CEES Day Course themes at Stibbington Centre, Burwell House, Wisbech Castle and Vine House Farm include:
Science
Exploring the environment Rocks & soils Energy & renewables Habitats & food chains Plants & minibeasts Crime Scene Investigation
Geography
Map skills & location Weather & climate Exploring a locality Rivers and water
History
Romans Vikings Victorians WW1 WW2 Evacuation
Art & design Eco Art & the environment
English & maths
. . . outdoors
Contact details
for further information
Tel 01780 782386
Fax 01480 377601
cees.stibbington@ cambridgeshire.gov.uk www.cees.org.uk
Warriors and settlers . . . A Viking experience at KS2
Curriculum focus – History
A depth study of Viking invaders and settlers;
Aims
To ask and answer questions about Vikings using appropriate vocabulary.
To apply design and measurement skills to create Viking boats.
To learn about and participate in the re-telling of Viking legends.
To understand aspects of social and cultural life in Viking times.
To empathise with Vikings
Programme When there are two classes the welcome will be common to both. Classes then separate and sessions A and B are interchangeable before and after lunch. The programme may vary depending on the number and needs of pupils, length of visit and weather conditions.
Welcome
A CEES teacher will welcome your group to the Centre. A brief presentation will then be used to introduce or re-visit the Vikings, including who they were, where they came from and why they came to Britain.
Session A:
Viking Warriors. Groups participate in activities to prepare them for life as Viking Raiders. They design and create model longboats and use measuring skills to plot life size longboats for crossing the high seas. They are also challenged to work together to find a way to cross the Fens in order to raid the rich monastery at Medehampstead (Peterborough).
Session B:
Viking Settlers. Groups learn about the characters from Viking Myths in preparation for evenings of entertainment in the Longhouse. Participatory performances feature either 'Sif's Golden Hair' or 'Thor's Hammer'. They also practise their runic writing and weaving skills and prepare a tasty morsel to cook at the camp fire.
Review
Prior to departure there will be a chance to reflect on the day.
Risk management
See separate "Guidance notes for safe and effective Day Courses"
Supervision: For this Day Course our recommended adult:pupil ratio for safety is 1:8 in pre-arranged working groups
Weather conditions: CEES teachers are aware of daily weather forecasts and may adjust programmes depending on weather conditions on the day. See separate guidance on outdoor clothing and footwear.
Site conditions: CEES teachers will draw attention to any relevant risks
Equipment: Instructions are given on the safe use of all equipment.
Fire site: A behaviour code for the fire site is carefully managed, with pupils seated on benches well away from the fire. | 1,463 | 695 | {
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EXAMINATION OF CONSCIENCE
To prepare for going to Confession
Review each of the commandments below and ask yourself if you have offended God. If you feel that you have offended God then you would need to confess that offense as a sin.
First Commandment:
I am the Lord your God, you should have no strange God's before me.
- Have you put other things more important than God?
- Are things like money, toys, and electronic games more important to you than God?
Second Commandment:
Do not take the name of the Lord your God in vain.
- Have you said God's name in a disrespectful way?
- Have you said any bad words or called anyone bad names?
Third Commandment:
Keep holy the Sabbath.
- Have you missed mass on Sunday?
- Remember if you were sick or did not have a ride to church it is not a sin to miss mass, but if you were happy that you did not have to go, then it is a sin that you would need to confess.
Fourth Commandment:
Honor your father and mother.
- Have you been disrespectful to either your mother or father?
- Have you been mean or ugly to any other person?
- Have you not listened to your mother or father on purpose when they asked you to do something?
Fifth Commandment:
You shall not kill.
- Have you told anyone that you hated him or her? (If you truly hate someone you actually wish that they were dead and buried in the ground.)
- Have you ever wished that something bad would happen to someone?
Sixth Commandment:
You shall not commit adultery. (Remember adultery is a sin that only a married person can commit. If you do not respect your body before you are married you are sinning against the sixth commandment.)
- Have I touched my body in a disrespectful way?
- Have I touched someone else's body in a disrespectful way?
- Have I let someone else touch my body in a disrespectful way?
Seventh Commandment:
You shall not steal.
- Have you taken something from another person that did not belong to you and keep it?
- Did you find something and keep it without trying to find out who lost it? (Did you say to yourself, "Finders keepers, losers weepers.")
Eighth Commandment:
You shall not lie.
- Have you said anything to someone else that was not the truth and you knew it was not the truth?
- Did you gossip or say things about someone else that would hurt them or hurt their good name?
Ninth Commandment:
You shall not covet your neighbor's wife. (Only a married person would sin against this commandment.)
Tenth Commandment:
You shall not covet your neighbor's goods.
The word covet means desire.
- Do you want things that belong to other people more than the things that you already have?
- Are you jealous of something that belongs to someone else? | 1,018 | 597 | {
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PLANT OF THE MONTH: Carolina Buckthorn
Carolina False Buckthorn, Indian Cherry
SCIENTIFIC NAME: Rhamnus caroliniana
(Frangula caroliniana)
FAMILY: Rhamnaceae
Type: Late deciduous small tree or large shrub.
Natural Habitat: Moist woods and bottomlands, along streams from Virginia to Edwards Plateau to Gulf of Mexico. In Texas, they are found in Piney Woods, Post Oak Woods, Houston, Blacklands, and the Edwards Plateau.
Growth: Slow; reaching 12 to 25 feet.
Deer Resistance: May be browsed especially during times of drought. All young trees must be protected from deer browsing and rubbing for several years.
Wildlife: Fruit attracts a variety of birds. Larval host to the American Snout Butterfly.
Light Tolerance: Dappled shade, part shade to full sun.
Flowers: Spring to summer; small and inconspicuous, pale yellow-green, bell-shaped, appearing at the base of leaves.
Fruit: ½ inch berry; turns red in late summer, ripening to black in October and consumed by several species of birds.
Leaves: Shiny, deciduous, alternate, simple, elliptical to oblong, 2 to 5 inches long; veins are parallel and turn upward near edges of leaf creating a slightly wavy margin.
Water Requirements: Medium
Soil Requirements: Sand, loam, clay, limestone; can tolerate poor drainage.
PLANTING INSTRUCTIONS: Space trees 8-12 feet apart. Dig a hole at least two times wider than, but the same depth as the root ball in the nursery container. Sides of the hole should be irregular, not smooth. Remove plant from container, taking care to support the root ball. Loosen exterior roots gently with your fingers. If plant is root-bound and cannot be loosened by hand, the outer roots may be cut in several places. Lift the plant by the root ball and place into the hole. Backfill hole, using soil dug from hole. Do not add any soil to the top of the root ball. Gently firm the soil with your hands, but do not tamp it down. Place 2-3 inches of mulch over the bare soil around planting and the root ball but not touching the base of the plant.
WATERING INSTRUCTIONS: Water deeply after planting to settle soil around roots. Then water every 7-10 days, or more often as needed, during the first growing season. Before watering, check for soil moisture at a depth of an inch or two at the edge of the root ball. Skip a watering after a rainfall of 1 or more inches. Maintain this watering schedule until the first fall. Reduce watering during the cool fall and winter months. In a "normal" year, no watering may be necessary during the fall and winter, but during a dry period, monthly watering will be needed. Second Spring and thereafter: water 1-2 times monthly only during periods of drought. Once established, which may take 2-4 years, natives will survive with little supplemental irrigation if rainfall averages around 30 inches/yr.
OPERATION NICE! TIP: Carolina buckthorn is thornless and almost evergreen but may show yellow and red color just before dropping its leaves in the late fall or early winter. It is prettiest under the shade of a large tree but needs at least 3 or 4 hours of sun. In full sun, the plant tends to lose some of its charm, becoming dense and shrubby. Many bird species feed on the fruit which is toxic to humans. Plant diversity in the landscape encourages a healthy, sustaining habitat for wildlife.
Care Instructions are provided by the Native Plant Society of Texas- Boerne Chapter. Our meetings are free and open to the public and begin at 7:00 pm with a social time at 6:30 pm on the first Tuesday, September-June at the Cibolo Nature Center Auditorium. Please visit our website www.npsot.org/boerne for other suggested NICE! Plants of the Month. | 1,586 | 858 | {
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If you have 4 red marbles, 3 green marbles and 7 yellow ones, what is the probability that you will draw a red marble?
May 78:14 AM
If you roll a dice three times, what is the probability that you will roll a 1 all three times?
May 78:16 AM
If 3 out of 5 people prefer pizza over chicken, how many people out of 100 would prefer pizza?
What is the probability when rolling one dice two times that you get a 2 the first time and a 5 the second time?
May 78:15 AM
A bag of marbles contains 3 red, 5 orange, and 4 blue marbles. What is the probability of randomly selecting a marble that is not blue?
May 78:17 AM
If you have 4 shirts, 3 pairs of pants and 5 pairs of shoes, how many outfits can you make?
1
Using a regular number cube: P(rolling an even number; then rolling a number >4)
May 78:30 AM
Draw a tree diagram to show all of the possible outcomes of spinning a 4 section spinner with red, blue, green and yellow and flipping a coin?
May 712:06 PM
If you have a red pen, a blue pen and a green pen and you randomly select one from your backpack 6 times and get the red pen twice, how do the experimental and theoretical probabilities of getting a red pen compare?
Using a coin and a dice. P(heads, tails, then a 5)
May 711:19 AM
How many possible dinner choices are there if you select one from each category? 4 entrees, 3 drinks, and 4 desserts
May 72:54 PM
At Hightower 3/4 of all students have a music class and 1/2 of all students are in PE. If a student is picked at random, what is the probability that they will have music and PE?
2
Make a table showing all the possible outcomes of rolling two dice.
May 73:09 PM
A bag of m & m's contains red, green, blue and orange candies. 3/5 of the bag is red and green and 1/3 of the bag is blue, what is the probability of picking an orange m&m?
May 73:36 PM
If Debra has 4 skirts, 10 shirts, and 5 scarves how many possible combinations of outfits can she create?
May 73:33 PM
```
ANSWER KEY 1. 2/7 2. 1/36 3. 1/216 4. 2/3 5. 60 people 6. 60 outfits 7. 1/6 8. 1/24 9. R..H,T B..H,T G..H,T Y..H,T 10. 48 choices 11. the probabilities are the same 1/3 12. 3/8 13. see table on study guide question #20 14. 200 outfits 15. 1/15 orange
```
May 73:44 PM
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Letter to the Editor Published in Tampa Bay Times January 13, 2014
Saving Florida's Past is Worth the Trouble
This week, Tampa Bay Times reporter, Ben Montgomery, and columnist, Daniel Ruth, dissed their readership by diminishing the importance of Florida archaeology and by continuing the idea that artifacts of prehistory (and those from historical times for that matter) are worth something in dollars and cents. They are worth much more than that. These remains have value intrinsic to the knowledge they can provide about the past. Montgomery and Ruth understate this importance when they minimize the fact that these objects were made and used by people who were entirely culturally different from us today.
However, similar to the great and mysterious state within which we live, Florida in the past was just as distinct and unique as it is today. Artifacts and archaeology sites, when properly preserved and purposefully excavated, offer clues to help tell these stories. Stories that, for instance, revolve around monumental architecture and land modification, burial practices and trade patterns, daily lives, and the civic and domestic routines of people whose ancestors arrived some 14,500 years ago. Archaeology and the basic artifact can only deliver these stories to us in pieces. It's up to us to fill in the blanks. Each piece adds value to these stories.
Some of these stories can be found near Lake Okeechobee or on Hontoon Island, on Tyndell Air Force Base or at Pinellas Point where early Floridians built huge mounds and earthworks from sand and things that we call artifacts but to them were used up and discarded food and tool remains. Together these bits and pieces of oyster, clam and whelk shell, animal and fish bones, ceramic pots and flakes of chert or agatized coral comprised the building materials of the day. If you believe Montgomery and Ruth's portrayal you might think that these people were just chunking rocks into rivers and moving along, or worse, you might not think of these people at all.
Some of these stories can also be found around Charlotte Harbor or along the Crystal River, on hilltops near Tallahassee or in a wetland near Titusville where people with basic community needs shared in religious and ceremonial activities and rituals. At these places, archaeology and artifacts tell us of trade networks that stretched as far away as present-day Michigan. These sites can also tell us about a person's last meal, as some of their bodies and stomach contents remained preserved in muck and mud for some 5,000 years. Archaeologists carefully recover these remains because they are finite, and they are the only evidence we have of these past ways of life. They cannot be replaced and they cannot be remade.
When we have the choice we choose to preserve these things in place but if that's not possible it is then and only then that they are carefully recovered. Instead of selling our history short by relegating it to the corner of a collector's living room we should celebrate and honor it in the best way we can by preserving it where it is or at the very least preserving the knowledge hidden within it. The men and their "plight" profiled by Montgomery and Ruth in recent articles are not just stealing rocks from state lands. What they have done is to steal knowledge from past, present, and future residents of this great and wacky state. This activity is more than worthy of punishment.
Jeff Moates & Becky O'Sullivan Florida Public Archaeology Network | 1,318 | 710 | {
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Government Spending on Pre-K: Does it Serve Students?
Over the last six months, the Obama Administration, teachers unions, and child advocacy organizations, including some in Nebraska, have begun a coordinated effort to increase funding for government-run pre-K education programs. This is an important issue for Nebraskans for several reasons.
First, numerous studies show these government-run programs do not work to achieve the goal of enhanced cognitive performance or better educational outcomes later in life. According to the Obama Administration's own 2010 Head Start Impact Study, which tracked the progress of three- and four-year-olds entering Head Start through kindergarten and first grade, the Head Start program had little to no positive educational effects for children who were granted access. For the group of four-year-olds that were studied, access to the Head Start program failed to enhance the cognitive abilities of participants as measured by forty-one different metrics compared to similarly situated children who were not given access to Head Start. The experimental group did not see significant improvement in areas such as language skills, literacy, math skills, or overall school performance.
Head Start also had little to no positive effect on the other socio-emotional, health, or parenting outcomes of children participating in the program. For the four-year-old group, access to Head Start failed to have an effect for sixty-nine out of seventy-one socio-emotional, health, and parenting outcomes. According to the report, "Teachers reported that Head Start group children were more shy or socially reticent than the control group children." The three-year-old group reported similar results— access to Head Start failed to have a positive effect for sixty-six of the seventy-one socio-emotional, health, and parenting outcomes.
These conclusions are consistent with dozens of studies over the last forty years that show Head Start and similar pre-K programs have had no lasting effect on educational outcomes for children. No studies have shown that pre-K programs have an enduring positive effect. These programs simply do not work the way that their advocates have hoped that they would. This means the argument for expanded pre-K programs, including Head Start, is based on a false premise.
Second, these programs crowd-out private sector programs that do work. When the Omaha Public Schools expanded their early-childhood programs several years ago, many privately-run preschools—including numerous long-standing, church-affiliated preschools—shut down because they were unable to compete with this "free" program.
Third, Nebraska currently suffers from one of the worst tax climates in the entire country. Our property taxes, income taxes and sales taxes are all higher than neighboring states. In order to improve our business climate we need to reduce our tax burden, which will require us to reduce spending by state and local governments. Although Head Start is federally funded, state general funds and lottery dollars are also used for early childhood and pre-K programs, including both programs that comply with federal Head Start requirements and many programs that do not. While the federal government spent $107.6 billion on education in 2012—about 20% as much as what it expended on Medicare—the lion's share of education funding comes from state and local governments, for whom education is the single biggest budget item.
Education spending exploded in the early 2000s based, in part, on the assumption that greater education spending would improve outcomes. Unfortunately, outcomes have not improved as a result of the expenditure of these additional federal, state, and local tax dollars.
The best way to reduce our tax burden is to reduce spending on programs that do not function as promised, and which do not work to achieve the goals for which their funding is intended. This is especially true when the failing programs are part of the largest budget category for both state and local governments.
There is a different way. Nebraska is lagging behind other states in every area of education reform. Studies show charter schools, vouchers, opportunity scholarships, and teacher accountability laws all improve educational outcomes. Despite the compelling evidence, Nebraska has not enacted any of these reforms. Instead of spending even more money on pre-K and early-childhood programs that don't help children succeed, Nebraska should focus on reforms that will improve outcomes.
If you do not wish to receive this newsletter or if you wish to be removed from all future newsletters, please click here to manage your subscriptions. | 1,913 | 862 | {
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Fundred Curriculum Connections- North Carolina Standard Course of Study
Visual Arts
K-12 Strands:
* Perceiving - To develop a conscious awareness of sensory stimuli.
* Producing - To use art media, tools and processes to communicate content, ideas and themes.
* Communicating - To initiate an interchange of ideas through means of artistic expression that may include any or all of the multiple intelligences ( verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal )
* Connecting - To discover and understand integral, intrinsic relationships among other disciplines, life, individuals, ideas, skills and all learning.
K-12 Competency Goals:
* Competency Goal 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
* Competency Goal 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)
* Competency Goal 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )
* Competency Goal 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
* Competency Goal 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)
* Competency Goal 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)
* Competency Goal 8: The learner will develop an awareness of art as an avocation and profession.
Social Sciences
Competency Goals:
* K and 1
st grade Competency Goal 6:
The learner will apply basic economic concepts to home, school, and the community.
* 3 rd Grade Competency Goal 3: The learner will examine how individuals can initiate change in families, neighborhoods, and communities.
* 2 nd grade Competency Goal 2: The learner will evaluate relationships between people and their governments.
* 5 th grade Competency Goal 5: The learner will evaluate ways the United States and other countries of North America make decisions about the allocation and use of economic resources.
* 10 th grade Competency Goal 4: The learner will explore active roles as a citizen at the local, state, and national levels of government.
* 8 th grade Competency Goal 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.
* 10 th grade Competency Goal 6: The learner will explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels.
* 10 th grade Competency Goal 10: The learner will develop, defend, and evaluate positions on issues regarding the personal responsibilities of citizens in the American constitutional democracy.
Science
K-12 Strand:
* Science in Personal and Social Perspectives | 1,387 | 631 | {
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The Catholic High School of Baltimore Summer Reading List
Teacher's Name: Mrs. Vandergriff
School Year: 2017-2018
Grade Level: 10
Course No.: 123
Course Name: American Literature II
Academic Level (Honors/AP/CP1/CP2/CPA): CPA
Reading
The Secret Language of Sisters by Luanne Rice
ISBN-13: 978-1338095548
Assignment(s)
Directions: Respond to the following questions in your own words, and in complete sentences and paragraphs. Your answers need to demonstrate that you have thought carefully about the questions, to include specific examples from the novel, and to demonstrate good writing skills and critical analysis. Remember to proofread your work.
1. Create trading cards for the main characters in the novel. You should use large 5" x 8" index cards. Use colored pencils, crayons, but not markers to complete this activity. On the front, please draw a neat, colorful, well-represented picture of the character and label the card. The front and back of the card should have a colorful border drawn on it. Then, on the back, you are to list and answer the following sections:
a. Character's role in the story in four or more sentences
b. Six or more adjectives to describe the character's personality
c. Your favorite thing about the character
d. Favorite quote from the character and what this tells us about the character's personality. Provide an explanation of what this tells us about the character.
2. Analyze the plot by answering the following questions in complete sentences:
a. Is the plot engaging—do you find the story interesting and feel involved in it OR Do aspects of the plot keep you separate from the story—a spectator?
b. Is this a plot-driven book—a fast-paced page-turner? OR Does the plot unfold slowly with a focus on character?
c. Were you surprised by complications, twists & turns; OR Did you find the plot predictable or formulaic?
3. Choose one specific theme (overall message) from the novel. What do you think the author is trying to get across to the reader?
4. Is the ending satisfying? If so, why? If not, why not...and how would you change it?
Numbers 2, 3, and 4 should be typed, double-spaced, Times New Roman font, 12 pt size. All MLA writing standards apply. Please use a left-aligned header that includes your name, date, American Literature II - 123, Mrs. Vandergriff.
Submission & Assessment
* Your summer reading assignment is due on the first full day of school – Tuesday, September 6, 2017.
* Make sure you proofread your summer reading assignment before turning it in. Grammar, spelling, and punctuation count!
* There will be a test on the summer reading book at the beginning of the school year. You will receive more information about the test during the first week of school.
* My email should you have any questions is: firstname.lastname@example.org
The rubric for the trading cards is:
| Requirements | 4 points | 3 points | 2 points | 1 point |
|---|---|---|---|---|
| Front of Trading Card (illustration, name) | Illustration is neat, detailed, and based on description in novel. Crayons or colored pencils are used. Name is legible and traced in black. | Illustration is lacking one of the following: Neat, detailed, not based on description in novel, crayons or colored pencils are used, name is legible and traced in black. | Illustration is lacking 2-3 of the following: Neat, detailed, not based on description in novel, crayons or colored pencils are used, name is legible and traced in black. | Illustration is lacking 4 or more of the following: Neat, detailed, not based on description in novel, crayons or colored pencils are used, name is legible and traced in black. |
| Border (front and back) | Border is on both sides. It is colorful (crayons or colored pencils) and has to do with the story. | Border lacks one of the following: colorful (crayons or colored pencils) and has to do with the story. | Border lacks 2 of the following: colorful (crayons or colored pencils) and has to do with the story. | Border lacks 3 of the following: colorful (crayons or colored pencils) and has to do with the story. |
| Character’s Role in the Story | Four or more well-written sentences are listed that accurately tell the character’s role. | Three well- written sentences are listed that correctly tell the character’s role. | Two sentences are fairly well-written that tell about the character’s role. | One or fewer sentences are written about the character. |
| Adjectives to Describe the Character | Six or more adjectives are used and correctly describe the character. | Five adjectives are used and somewhat correctly describe the character. | Three or four adjectives are used and somewhat correctly describe the character. | Two or less adjectives are used and may not correctly describe the character. | | 2,038 | 1,101 | {
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Restoring Biodiversity: a significant project.
I have become involved in this project as a way of contributing to the greening of Hamilton.
Waiwhakareke Natural Heritage Park (WNHP), Hamilton, New Zealand
http://waiwhakareke.co.nz
The journey to restore 60 hectares of farmland began in 1975 when Hamilton City Council purchased the land, within the city boundary, surrounding Horseshoe Lake. Some 20 years later the wheels are well in motion with volunteers turning more and more of the park's 60 hectares back to its four original ecosystems each year.
Waiwhakareke will be a rich resource for everyone to enjoy - drawing an estimated 85,000 visitors per annum by 2027 and supporting recreation, education, conservation and science. Already WNHP has drawn international recognition. It is one of Australasia's Highly Commended ecological restoration projects, as judged by the Global Restoration Network.
The Four Project Partners
The growth of Waiwhakareke Natural Heritage Park is managed by four project partners. Representatives of these partners meet as the Waiwhakareke Advisory Group (WAG) to make operational decisions regarding activities on the park. The partners are:
Hamilton City Council (HCC) administers the reserve land that the park is located on. They also look after the operational side of activities on the park including track construction, organisation of plantings and signage.
The Centre for Biodiversity and Ecology Research at the University of Waikato provides scientific advice regarding plantings at the park and water quality of the lake etc. The Centre have set up sample plots within the existing plantings to monitor growth rates. Post Graduate students often undertake work at the park as part of their studies for the University.
Tui 2000 Incorporated is a community group made up of like-minded volunteers committed to restoring Hamilton's biodiversity. Members of the group organise planting volunteers through the Friends of Waiwhakareke group and apply for funding to further grow the park. There is also a group of volunteers who pot up plants for the park. It is critical that the plants be eco-sourced so as to provide a valid seed source for the Hamilton Ecological District in the years ahead.
Waikato Polytechnic provides scientific advice on aspects of the park such as invertebrates. They organise student groups from a variety of study fields to volunteer at the park which in turn helps the students learn more about restoration.
Nga Mana Toopu O Kirikiriroa are not an official partner but provide advice regarding iwi matters at the park. Waiwhakareke is a culturally significant area for local maori and it is important that this is recognised in the park's development.
Critical Milestones
1. Ensuring that the land was gazetted as a reserve under the NZ Reserves Act 1977
2. Supply of ongoing funding for plants and infrastructure including an education centre and walking tracks.
3. Community participation in planting (Autumn /Winter) and releasing of plants (Spring / Summer).
4. Sign off on, and adherence to, a comprehensive Operative Management Plan
5. Publicity through articles, presentations, and submissions to local, regional and central government.
6. Participation in Arbor Day which this year attracted 1700 school children, teachers, parents etc and resulted in 23, 000 plants being put in the ground in 3 hours! | 1,460 | 708 | {
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JAMES A. GARFIELD
James A. Garfield is most commonly recognized as the twentieth president of the United States and the second president to die from an assassin's bullet. Often overlooked, however, is the fact that Garfield was a friend and admirer of Alexander Campbell, and life-long member of the Stone-Campbell Movement. As a political figure, a preacher (the only preacher to serve as a U.S. president), and a participant in the movement, Garfield is a noteworthy contributor to StoneCampbell history.
Ohio's Western Reserve served as both a fertile ground for Campbellite ideas and the birthplace of Garfield in 1831. With his mother's influence, Garfield accepted the teachings of the Stone-Campbell Movement and was baptized in 1850. The year after his baptism, Garfield entered the recently formed Western Reserve Eclectic Institute (an academic institution affiliated with the Stone-Campbell Movement and now known as Hiram College), from where he graduated in 1854. Upon completing additional studies at Williams College in Massachusetts, Garfield accepted the presidency of Hiram College in 1857. By 1860, however, Garfield resigned from his college presidency and began his political career as an Ohio State Senator.
The outbreak of the Civil War in 1861 prompted Garfield to pledge his allegiance to the Union and to promote a loyalty resolution within the American Christian Missionary Society. The organization's acceptance of the loyalty resolution essentially disenfranchised southern supporters of the society because of their failure to remain loyal to the Union. In addition, Garfield eagerly accepted the command of Ohio's Forty-Second Infantry, where he engaged in numerous military engagements and ultimately rose to the rank of major general before retiring from the army in 1863 when he was elected to the U.S. Congress.
During his years as a congressman (1863-1880) and his brief stay in the White House, Garfield remained faithful to his Stone-Campbell heritage. Along with his regular attendance at the Vermont Avenue Christian Church in Washington, D.C., Garfield served as a member of the board of directors for Hiram College. Moreover, he played a significant role in organizing and calling together the group that founded the Christian Standard.
Garfield's political career reached its pinnacle when he won the presidential election of 1880 and was inaugurated on March 4, 1881. His presidency was cut short, however, when Charles Guiteau, a mentally-unstable office seeker, shot Garfield on July 2. After slightly more than six months as president, Garfield died at the age of forty-nine on September 19, 1881.
Visitors may view Garfield's final resting place at Lake View Cemetery in Cleveland, Ohio. The impressive Garfield Monument, dedicated in 1890, houses a beautiful memorial rotunda above the Garfield family mausoleum. In Mentor, Ohio, nearly twenty miles from his burial site visitors may tour "Lawnfield," the Garfield home. Garfield purchased the home in 1876 and ran his "front porch" campaign for the presidency from this site. After Garfield's assassination, his wife, Lucretia, maintained the home as a memorial to her husband. Most of the objects contained in the house are authentic family possessions.
For additional information see:
* www.nps.gov/jaga
* http://www.lakeviewcemetery.com/index.asp
* Allen Peskin – Garfield: A Biography
* William C. Ringenberg, "The Religious Thought and Practice of James A. Garfield," in The Stone-Campbell Movement: An International Religious Tradition, edited by Michael W. Casey and Douglas A. Foster.
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Grasshoppers on Nihoa: thinking about and doing science
STUDENT PAGE: Experiment #1: Grasshopper Plant Food Preference
Background:
Grasshoppers, Schistocerca nitens, were first seen on Nihoa in the 1980's. Even though the endemic Nihoa Millerbird eats this alien grasshopper, the bird can't eat it fast enough to keep the grasshopper's numbers under control.
In the last few years there has been a population explosion of these grasshoppers, and they have denuded all the broad-leafed plants; populations of the native palm (Nihoa loulu) and grasses have not been as heavily impacted.
Therefore, the scientists' goal is to bring the grasshopper numbers under control. To accomplish this goal, one experiment they will do is a survey of Nihoa to see which plants the grasshoppers "hang out" with. That will indicate that the grasshoppers prefer that kind of plant for food.
Question: Which plants do the grasshoppers prefer?
Hypothesis: Make a prediction, using this format—
"If ___________________________________________________________ ________________________________________then __________________ ______________________________________________________________ ."
Materials: These are the materials that the Nihoa group plan to use:
* A quadrat, or a square made out of pvc pipes
* Data table
Methods: These are the methods that the Nihoa group scientists plan to use:
1. Designate 3 different plant sites on Nihoa. One site will have mostly broad-leafed plants (like naupaka); the second, mostly grasses; the third, mostly loulu palms.
2. Use a quadrant, probably 0.5m x 0.5m PVC square to count the number of grasshoppers.
3. The scientists plan to repeat the quadrat count 5 times at each plant site.
4. So, there will be 5 counts of the grasshoppers in each plant site (a total of 15 data sets).
5. Whichever plant site has the most grasshoppers will tell us which plants the grasshoppers prefer to eat.
Results: The scientists are scheduled to leave Nihoa and return to the ship on Saturday, August 20, and they will share their data. On a piece of paper draw a data table where you can write down the numbers of grasshoppers found at each plant site. Include 2 extra columns in your data table for later.
Conclusion:
After the Nihoa data has been shared with you, use it to answer these questions:
1. What was the average number of grasshoppers attracted by each plant type?
Include this information into one of the blank columns o in your data table.
2. What was the range in the number of grasshoppers attracted by each plant type?
3. Which plant food do the grasshoppers prefer? How did you figure out your answer?
4. Was your hypothesis correct or partially correct? How did you know? | 1,261 | 616 | {
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Norway maple Acer platanoides L.
Native Origin: Europe and Western Asia
Description: A deciduous tree in the maple family (Aceraceae) growing 4060 feet in height, but can reach heights of 100 feet with dense foliage, broad-rounded crown, and stout stems. The bark of the tree is grayish and shallowly grooved or furrowed. Palmate leaves are opposite, simple, and 1018 cm across with 5 to 7 sharply pointed lobes. The glossy dark green leaves develop into yellow fall foliage. Leaves often have hairs in axils of veins and a milky sap can be observed when petiole is removed. In spring (April and May), showy clusters of flowers develop before leaves open. The yellow or greenish-yellow flowers are approximately 8 mm in diameter. Fruits mature during summer into wide-spreading wings that look like helicopter blades which split down the middle, releasing each half to the wind. Norway maple can be confused with many maple species, especially sugar maple (Acer saccharum). Milky white sap that oozes out of leaf veins and stalks when broken can help distinguish them from native maples. Also bud tips of sugar maple are pointy and sharp to the touch, while those of Norway maple are more rounded and not sharp to the touch.
Habitat: Norway maple prefers full sun, withstands hot dry conditions and tolerates ozone and sulfur dioxide air pollution. It is adapted to extremes in soils (sand, clay, acid, calcareous) and hardy to USDA Zone 4. It can be found in early and late succession forest, forested wetlands, open disturbed areas, roadsides, vacant lots, yards and gardens.
Distribution: This species is reported from states shaded on Plants Database map. It is reported invasive in CT, DC, DE, IL, IN, MA, MD, ME, MI, NH, NJ, NY, OR, PA, TN, VA, VT, WI, and WV.
Ecological Impacts: Trees produce a large quantity of seeds that can germinate rapidly and crowd out native species. Norway maples have been found in woodlands near cities, especially in the northeastern U.S. It has escaped cultivation and invades forests, fields, and other natural habitats. The species can be locally dominant in forest stands, create dense shade, and displace native trees, shrubs and herbs. Its dense canopy also can shade out native wildflowers.
Control and Management: Don't plant Norway maple.
* Manual- Pull seedlings when soil is moist. Dig out larger plants, including the root systems. Cut down large tree. Grind out the stump, or clip off re-growth. Girdle tree by cutting through the bark and growing layer (cambium) all around the trunk. Girdling is most effective in spring.
* Chemical- It can be effectively controlled using any of several readily available general use herbicides such as glyphosate or triclopyr. Follow label and state requirements.
References: www.forestimages.org, http://plants.usda.gov, www.nps.gov/plants/alien, www.invasive.org, http://oregonstate.edu, Invasive Plant Atlas of New England http://webapps.lib.uconn.edu/ipane, www.mdflora.org/publications/invasives, www.hort.uconn.edu/cipwg/art_pubs/docs/norway_maple.pdf, Plant Invaders of Mid-Atlantic Natural Areas, NPS & USFWS, p. 52-53 | 1,383 | 732 | {
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Namwon City, South Korea (Category C)
Namwon is an urban-rural incorporated city of 87,000 inhabitants. The total area is 752.3㎢, and 73.2% of it is green zone.
The 1 st national park Mt. Jiri is bordered to the east and Seomjin river to the west and through the center runs Yocheon stream into Seomjin river. Taking advantage of the nature, Namwon city has been pushing ahead with the environment-friendly developement to build a sustainable eco-city where man and nature coexist. In 2010 the city was selected one of the green cities in Korea.
〈Green city in the nature〉
Surrounded with Mt. Jiri and bordered to Seomjin river, Namwon is affulent in water and green zone. So the city set its developemental vision "let the nature in the nature, let the urban in the nature". According to that aim, Namwon is realizing its present and future by making eco-friendly use of the natural benefit. There are involved the restoration of Mt. Jiri round tracking route, building Mt. Jiri herb special zone, environment-friendly renewal of the streams, maintenance of beautiful green streets. By doing so, Namwon hopes to realize a city of the sustainable developement on the world-level.
〈City of tradition and art〉
City of love, Namwon is a backdrop of three ancient Korean novels. Among them the Chunhyang story is so typical one that the culture of Namwon is defined as Chunhyang culture. The Chunhyang festival is the longest one in Korea and one of the best festivals representing Korea. And
Namwon is the birthplace of Pansori (Korean traditional vocal music) inscribed in World Heritage. There is Korean traditional music masters' memorial site in Namwon where annual competition is held. Namwon's wooden-crafts is well known as one of the time-honored industries of Korea.
〈Recycling of resources and green energy use〉
The gas resourcing factory of wasted disposal is due to open in 2014 to be a reclaimation-free city. Also as a way of building sustainable and green farm villages, the city is operating the sewage-sludge resourcing system and joint resourcing system of livestock excertion. And to provide the green energy to the mountain villages and to make the most of the by-products from forestry, the city is making efforts to spread the green energy system like heating boiler by wood pellets, producing solar energy and terrestrial heating and rainfall collection.
<Green city governance with the citizens>
Together Namwon is the slogan having the citizens involved in public administration through mutual communication. As a partner to drive the green movement campaign, citizens are participating in the Green start network. The environmental education for citizens, the green pratice in daily lives, tree donation, setting the rest stop in vacant space and Clean Namwon day campaign are some of the policies to make the city cleaner and more beautiful.
<Healthy and vibrant city>
The health improvement program for the citizens covers all range of age from children to senior citizens. There are included such like the walking exercise, bicycle riding, encouragement of sports activities and support for the settlement of marriage migrant women, visiting health care for the single-living seniors and extension of the right to moving of the physically challenged people.
<Namwon plan 2025>
Namwon plan 2025, the urban developement basic plan for the next 20 years focuses on the change of the expansion policy in the urban developement, the connective developement between the historic relics and the cultural assets with the eco-friendly environmental resources to set up the sustainable and environment-friendly green city. It has been created by citizens' participation in draft-making through the public hearings and on-the-spot presentations. | 1,524 | 777 | {
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Home Alone
An essential part of a GDB puppy raiser's job it to teach the puppy good house manners. As the puppy matures it should be introduced to being left alone loose in the home without being destructive or distressed. The goal is to send a young dog into formal training that is reliable in the house if left unattended for a couple of hours. Some dogs may only reach half an hour alone in one puppy-proofed room; others may be reliable for several hours with freedom in the whole house. The dog's individual temperament will affect how quickly it can be left "home alone". (See document "Final Goal Behaviors")
When the young dog comes into the GDB kennels for formal training there is little opportunity for the trainers to proof house behavior. The dogs may be tested for short periods in home settings but there is no time, or opportunity, to teach these dogs what they should already know about living in a home. The instructors trust that the youngsters come in for guide training knowing how to behave in a home environment even when left unattended.
Reference documents for teaching house manners:
Teaching Good House Behavior
Preventing Destructive Behavior
Teaching Settled Behavior in the Home
Preventing Counter Surfing
Before Introducing "Home Alone" (not crated, alone in the house)
- If the puppy still attempts to pick up inappropriate items or is investigating food smells etc. in the raiser's presence, then it is not ready to be left alone.
- The puppy should show calmness and reliability as the raiser moves from room to room around the house. Puppies still needing direct supervision are not ready to be left alone.
- The puppy should no longer need a drag-line to prevent ot interrupt undesirable behaviors.
- It is difficult to say at exactly what age the puppy should be left loose in the house because much depends on the individual pup's propensities. We do not want to risk the puppy engaging in inappropriate behaviors so it must prove that it is ready; for some pups this may be as young as 6-7 months and for others it may be as late as 12 months.
First Steps
- A room that the puppy is familiar with should be chosen for first times alone. Leaving the pup in a less familiar room may cause anxiety leading to chewing behavior.
- If the pup is respectful of X-pens and/or baby gates these can be utilized to cordon off open areas in place of closed doors. (Only to be used if the raiser is present in another part of the house.)
- The room/area should be picked up so that nothing tempting or dangerous is available for the pup to chew on.
- The pup should be exercised, relieved, calm and relaxed before being left.
- The pup may be given a new or favorite approved toy to keep it occupied.
- At first the raiser should just nonchalantly leave and go to another part of the house.
- The raiser should return after just a few minutes in the same relaxed way. The raiser should come and go a few times if the pup seems comfortable.
- Praise should be kept low key; too much excitement upon the raiser's return will create anticipation the next time the raiser leaves and can actually lead to behavior issues.
- Once the pup is comfortable alone while the raiser goes into different areas of the house for five minutes, the raiser may go outside into the yard.
The amount of time alone should be built up slowly. Short, frequent practices make it a positive learning experience for the puppy. Should the puppy get into something when left, the raiser should do some set-ups with that temptation when present or when in another room close by. Small bells attached to the object or placed in a garbage can, will alert the raiser to the puppy's transgression and the raiser can immediately give a verbal interrupter, "Ay!" from the other room. Puppies with busy natures need especially thoughtful introduction to being home alone!
Going to the mailbox or doing yard work are good opportunities for raisers to practice leaving the pup alone in the house. Raisers should be aware of passing time and only gradually give the pup more responsibility around personal belongings.
The first few times the raiser actually drives away and leaves the pup loose it would be wise to go back several steps in the training (e.g. leaving for only a very short time in one puppy- proofed room). Many dogs are unsettled when the owner drives off without them until they realize that someone will be back shortly. This would also be a good time to give the pup that novel toy to occupy him. If an individual puppy finds it very difficult to settle when the raiser is gone, the CFR may recommend a food-stuffed toy.
Some puppies will take longer than others to be trustworthy house dogs and really busy pups are the most challenging. Some pups will seem to do fine for several months then have a regression as they go through an adolescent stage. In this case raisers are advised to go back to using a crate and training set-ups with careful reintroduction of home alone at a later time. | 1,884 | 1,062 | {
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Answers to Activity Sheets
Sheet 1 - What do we use electricity for?
Lamp - Heat and Light
Iron - Heat
MP3 Player - Sound (light on display?)
Washing Machine - Heat, Movement (Sound as by-product)
TV - Light, Sound (Heat as by-product)
Hairdryer - Heat, Movement (Sound as by-product)
Laptop - Light, Sound (Heat as by-product)
Torch - Light (Heat as by-product)
Vacuum Cleaner - Movement (Heat and Sound as by-products)
Sheet 2 - What is Energy
Energy is the ability to do WORK . It comes in many different FORMS . These are heat, light, mechanical, electrical, nuclear and kinetic (movement) energy.
We use energy in everything we do, from jumping to watching television. There are two main sources for the energy we use every day:
* Energy that is made using natural resources that can be replaced, like wind, water and sunshine, is called RENEWABLE energy. This is also called 'clean energy' or 'green power' because it does not pollute the air or water.
* Non-renewable energy sources are those that cannot be replaced once they are used, such as the FOSSIL fuels oil, natural gas and coal. Most of our electrical energy comes from burning non-renewable energy sources. Non-renewable energy sources also cause pollution.
Renewable and non-renewable energy sources can both be used to produce ELECTRICITY.
Sheet 3 - How long will fossil fuels last?
Oil and Gas will be depleted by the time the pupils are 50 (at current known reserves and rate of use) The other answers will depend on the pupils opinions but may include -
* no gas and oil for producing electricity - reliance on other resources
* no oil to produce petrol, plastics, chemicals, drugs etc
* Replace use of fossil fuels with alternatives (e.g. biofuels, hydrogen or electricity for cars
* Conserve supplies by using less energy
Sheet 4 - How much energy do we use?
Results and explanations will vary from pupil to pupil.
Cost per unit can be found from an electricity bill or on most electricity companies' websites.
Variations may occur due to number of people at home, weather, occasional use of high power device etc.
Sheet 5 - Electricity travels!
The correct order is:
1. Firstly coal, gas and nuclear power stations make most of the electricity we need. The rest comes from wind farms and other types of power station.
2. All of these power stations work together to generate and supply enough electricity for the UK.
3. The electricity from all the power stations goes into a system of power lines called the National Grid.
4. The National Grid supplies mains electricity to our homes.
5. In our homes a meter measures the amount of electricity we use and this is used to work out how much we have to pay.
6. The mains electricity supply passes through fuses in our homes to prevent electrical accidents.
7. Finally the sockets in our houses are connected by wires to the mains supply so that we can plug in the TV and other electrical items.
Sheet 6 - Supply and Demand
The winter bill is invariably higher due to use of extra heating and lighting in winter - also often more cooking of hot food etc.
Sheet 8 – How a Turbine Works
Sheet 9 – From the Wind Farm to our Homes
The correct order is:
1. Firstly, the electricity is generated at a power station.
2. This power station is called a wind farm.
3. The wind spins the wind turbines' blades.
4. The blades spin a generator.
5. Inside the generator, a magnet spins inside a coil of wire to generate electricity.
6. The electricity flows away from the wind farm along thick wires (cables).
7. Cables carry electricity to a transformer which changes the low voltage electricity to high voltage electricity to make it travel better over long distances.
8. High voltage electricity flows from pylon to pylon across the countryside.
9. In substations, the high voltage electricity is changed back to low voltage electricity because we can't use high voltage electricity in our homes.
10. Lastly, cables carry the electricity from the substation to our homes.
Sheet 10 - 18
Some of these sheets are information sheets, some describe experiments the pupils can perform and on other the answers will vary from pupil to pupil. | 1,808 | 912 | {
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Eco-toilets and tools for water-wise living
ECO-DRY URINE-DIVERTING TOILET FOR COMPOSTING SYSTEMS
Divert urine for separate nitrogen processing and easier solids composting
A porcelain toilet stool for attractive water- less sanitation
The Eco-Dry porcelain urine-diverting toilet by Wostman Ecology provides an attractive urine-diverting toilet stool option for either making your own composting toilet system or to reduce the liquid to an existing below-floor composting toilet system.
A special drain cast in the front of the bowl collects urine as it naturally expresses forward, keeping it separate for hygienic processing. An optional bowl rinse uses just a tablespoon of water to "flush" the urine drain.
Urine contains as much as 90 percent of the nitrogen and 50 percent of the phosphorus in domestic wastewater, so diverting urine is the most direct and cost-effective way to keep nutrients out of shorelines and groundwater.
Most users choose the Eco-Dry simply to ensure their composting toilet systems are as easy to maintain, odor-free and attractive as possible.
Urine can be:
* Collected by a wastewater pumpout truck
* Drained to a graywater system
* Collected for land application
* Grown away on site with a lined, engineered Ecocyclet ® or Growaway garden
www.ecovita.net • 978-318-7033 • firstname.lastname@example.org 3800 Route 28 at Cotuit Solar, Marstons Mills, MA 02648 West coast office: 101 S. Delaware St., San Mateo, CA 94401
Many installation options
The Eco-Dry is used with a variety of systems. Some options:
* Install it with a simple composter you make with an aerated barrel, bin, or large chamber.
* Install it with a manufactured composting toilet system, including Carousel, Phoenix, Sun-Mar Centrex, and more.
What to do with the collected solids:
* Compost it: in a contained barrel composter
* Bury it: under at least 6 inches of well-drained soil
* Dispose it: in plastic or thick paper bags with your garbage
* Burn it: allow to dry and burn
Keeping water clean worldwide
Worldwide, Eco-Dry toilets help their users manage excreta separately and with no water. Two examples:
An ecological condominium building: Outside of Stockholm, Gebers is a renovated former hospital transformed into several condominiums. To protect the nearby lake and conserve water, all flush toilets were replaced with EcoDry toilets that drain to composters in the basement. Urine drains to 500-gallon tanks that are periodically emptied by a farmer under the auspices of the water authority.
A Gebers resident examines the urine tanks
The Shackleton Expedition School: Located on a sensitive water source for a nearby town, the Shackleton School in Massachusetts installed waterless urinals and Eco-Dry toilets that drain to EcoTech Carousel composting toilets. Urine drains to a specially designed leachfield. | 1,312 | 633 | {
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Fact Sheet
Junior Certificate
Metalwork
Metalwork is one of the technology subjects offered at junior cycle.It is an activity-based course focusing on metal,how to work with it and how to assemble different parts.Other materials such as plastics and wood are also investigated and used in project work.You will be working with basic electronic components too.
What will I learn in Metalwork?
How will I learn Metalwork in school?
Some of the things you will learn include:
* how to read and follow a technical drawing
* skills in shaping,cutting and joining materials
* how to use a wide variety of tools and machines correctly and safely
* the properties of different metals and how they are made
* the importance of metal in our everyday lives
Some of the things you may do with your teacher and your classmates are:
* examine the properties of different metals, plastics and wood
* examine simple mechanisms and'how things work'
* learn how to do freehand sketching
* develop good craft skills using hand tools and machines in a safe way
* learn many different methods of joining and assembling materials
* how to use the internet in your research.
* learn how to apply a variety of decorative finishes to your project work
* learn about basic electronic components and how to construct simple electronic circuits.
How can I learn more about Metalwork outside of school?
Some of the things you may do are:
* take note of the importance of metals and engineering materials in everyday life in the world around you
* look out for different metals and try to name them
* look at designs of everyday items around you.Try to work out how they are put together and why they are put together in this way.
How will I know how I am getting on?
Your teacher will let you know:
* what you have done well
* how you can improve your work. Other things you may do are:
* as you progress through the junior cycle,have a look back over your earlier projects to see how your metalworking skills have improved
What is the Metalwork Junior Certificate exam like?
There are two (or three) parts to the exam:
* coursework project - there is a project worth 37.5% at Higher level or 75% at Ordinary level. You will have approximately four months to make it
* written examination - the written paper is based on metalwork theory and makes up 25% for both levels
* you will notice that project drawings will become easier to read and understand.
* practical exam (Higher level only) - this is worth 37.5% of the total marks for Higher level.This involves making and assembling parts from a given drawing and you will have three hours to do this.
You can take the exam at Higher level or at Ordinary level. When the time comes to decide,your teacher will help you choose the level that suits you best.
Will Metalwork have anything to do with other subjects I will be studying?
Yes.Metalwork covers some of the same topics studied in Materials Technology Wood and also in Technology.Many of the practical skills learned in Metalwork are similar to those learned in the other two subjects.If you are taking Technical Graphics it will help you to understand drawings and diagrams that you will be using in Metalwork.You will also find some of the same topics coming up in Science and Geography.
Is learning Metalwork anything like what I did in primary school?
Will Metalwork be very different after the Junior Certificate?
You will find that aspects of Maths you did in primary school will be useful to you,for example working out measurements from drawings.You will also have examined different materials in SESE:Science so you will be building on this knowledge.
How will Metalwork be useful to me?
You will be able to work with metals and other materials such as wood and plastic.You will be able to assemble these materials into useful and interesting items.You will know the most suitable finish to apply to your project and how to apply it.
This fact sheet and other fact sheets are available to download from www.ncca.ie
24 Merrion Square, Dublin 2 l Tel: + 353-1-6617177
Leaving Cert.Engineering (Engineering
Technology) builds on what you learned in
Junior Cert.Metalwork.
However,the topics are covered in much greater
detail and a higher level of skill is necessary in
practical work.
For more information about the Metalwork course
www.curriculumonline.ie
For more information about the Junior Certificate exam
www.examinations.ie
For more information about metalwork www.scoilnet.ie
www.skool.ie www.technologystudent.com www.practicalstudent.com | 1,850 | 942 | {
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How to Freeze Fruit
Freezing fruit is an excellent way to preserve food and reduce waste.
This resource provides information on how to freeze fruit using dry or wet pack methods. It also includes specific recommendations for preparing various fruits.
Tools
How to do a Wet Pack
* Fruit
* Freezer bags/food storage containers
* Baking tray
* Wax paper
How to do a Dry Pack
1. Select fresh, ripe fruit in season
2. Wash fruit in cold water and pat dry using a tea towel or paper towel
3. Prepare fruit according to the fruit freezing chart (see next page)
4. Spread fruit in a single layer on baking tray lined with wax paper or parchment
1. Select, wash, and prepare fruit as in steps 1–3 for the Dry Pack
2. Place fruit in containers and pour water or 100 per cent fruit juice over fruit. Leave 1.5 cm of room at the top of containers in case the fruit expands
3. Place a crumpled piece of wax paper on top to hold the fruit under the liquid
4. Put lids on containers, seal tightly and label. Freeze for up to six months
Applesauce or other crushed/pureed fruit can also be poured into containers and frozen (remember to leave 1.5 cm of room at the top of containers)
5. Place baking tray in freezer. Freeze fruit just until firm
6. Transfer fruit to freezer bags or food storage containers that seal tightly to prevent exposure to air and moisture loss
7. Label packages with name of fruit and date frozen. Return to freezer for storage, and use within six months for best flavour
Prevent browning of fruit
Peaches, nectarines, apples, apricots and pureed fruits start to turn brown once they are cut and exposed to the air. You can prevent browning by adding ascorbic acid crystals or a commercial anti-browning product (follow the package directions). Lemon juice works as well but it will change the flavour of the fruit.
Directions for using ascorbic acid crystals:
* Dry Pack – Sprinkle onto prepared fruit before freezing, mix gently
Do I need to add sugar?
Sugar is not required to freeze fruit safely. Storing food at freezing temperatures (0°Farenheit or colder) stops bacterial growth without the need for added sugar.
Enjoy the natural sweetness of fruit without adding sugar!
* Wet Pack – Mix directly into water/juice/puree before pouring into containers
| Fruit Freezing Chart | |
|---|---|
| Fruit | How to prepare fruit for the freezer |
| Peaches | 1. Wash and peel peaches 2. Slice or halve peaches and remove the pits 3. Sprinkle with ascorbic acid (or peaches will darken during freezing) |
| Strawberries | 1. Wash and remove stems 2. Slice strawberries, cut in half, or freeze whole |
| Blueberries | 1. Remove stems 2. Do not wash blueberries before freezing as the skin may become tough 3. Instead, wash blueberries before serving |
| Rhubarb | 1. Wash stocks 2. Prepare rhubarb by trimming and cutting into one inch pieces |
| Apples | 1. Wash, peel, core, and slice apples 2. Pack in water or 100 per cent fruit juice mixed with ascorbic acid |
For more fruit freezing tips, visit Foodland Ontario's Freezing Fruit Chart at: www.foodland.gov.on.ca/english/freezing-on-fruit.html
For more information on healthy eating, visit EatRight Ontario at www.eatrightontario.ca or call toll-free 1-877-510-5102 to speak with a Registered Dietitian.
Region of Waterloo Public Health
Healthy Eating and Active Communities
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If requested a "mix & match" programme of learning activities from different day courses may be selected.
To reduce travel costs it may be possible for 2 classes from the same school to follow 2 different courses on the same day.
At KS1 & 2, CEES Day Course themes at Stibbington Centre, Burwell House, Wisbech Castle and Vine House Farm include:
Science
Exploring the environment Rocks & soils Energy & renewables Habitats & food chains Plants & minibeasts Crime Scene Investigation
Geography
Map skills & location Weather & climate Exploring a locality Rivers & water
History
Romans Vikings Victorians WW1 WW2 Evacuation
Art & design Eco Art & the environment
English & maths . . . outdoors
Contact details
for further information
Tel 01780 782386
Fax 01480 377601
cees.stibbington@ cambridgeshire.gov.uk www.cees.org.uk
From source to sea . . . Investigating Rivers in Y3 & 4
Curriculum focus - Geography
Physical geography: Rivers and water cycle. Fieldwork skills.
Aims
To identify and locate rivers in the UK, including the River Nene.
To observe and describe geographical features relating to rivers and how they erode, transport and deposit materials.
To interpret maps and models and to use fieldwork techniques.
To understand how human activity can affect and be affected by rivers and the associated hazards and risks.
Programme When there are two classes the welcome will be common to both. Classes then separate and sessions A and B are interchangeable before and after lunch. The programme may vary depending on the number and needs of pupils, length of visit and weather conditions.
Welcome
A CEES teacher will welcome your group to the Centre. An introductory presentation will then include river and valley features from source to mouth, including the names of some UK rivers.
Session A
- Study a model of the local landscape to identify and name features.
- Observe a simulation model to experience erosion, transportation and deposition, and consider hazards of flooding.
Create models of river drainage basins using sand trays.
-
Session B
- Walk through Stibbington Village to the River Nene to observe river features and think about the effects of flooding on the area.
- Complete a field sketch showing the river landscape.
- Work beside the River Nene using fieldwork equipment to measure and record the speed of flow.
Review Prior to departure there will be a chance to reflect on the day.
Risk management
See separate "Guidance notes for safe and effective Day Courses"
Supervision: For this Day Course our recommended adult:pupil ratio for safety is 1:8 in pre-arranged working groups
Weather conditions: CEES teachers are aware of daily weather forecasts and may adjust programmes depending on weather conditions on the day. See separate guidance on outdoor clothing and footwear.
Site conditions: CEES teachers will assess site conditions, including water levels and speed of flow to make appropriate decisions on safety beside the river. Clear verbal instructions are given for working safely beside water. Fieldwork will not be carried out where any kind of water pollution is suspected. Pupils with cuts or abrasions will be given protective gloves before working near water. Pupils will be instructed to wash hands thoroughly after working with water.
Equipment: Instructions are given on the safe use of all equipment.
Unfamiliar surroundings: Pupils are made aware of safe standards of behaviour and are closely supervised by adults at all times. | 1,593 | 737 | {
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"Stone Soup" or "Nail Soup" is a popular folktale told and retold in many cultures around the world. This version, depicting soldiers riding into a town during the Mexican Revolution, is a rich retelling of the familiar story. As soldiers ride into the town of San Miguel, the townspeople, fearing the soldier's arrival, hide all of their food. How surprised and lucky they are when they learn that the soldiers can make soup from a kettle of water and a cactus thorn!
Encourage the children to find examples from the story to document their answers.
> Why are the people of San Miguel so fearful of soldiers coming into their town?
> What words would you use to describe the mayor? the captain?
> Did the people of San Miguel really learn how to make cactus soup? What are some lessons they did learn?
Read a version of Stone Soup. Discuss ways Cactus Soup and Stone Soup are different and the same.
> What ingredients were used to make the soup?
> Where was each story set?
There are numerous ways for your children to respond in writing to the story of Cactus Soup by Eric Kimmel. You might encourage them to choose from one of the following suggestions:
A letter to a friend:
Imagine that one of the townspeople is sending a letter to a friend about the soldiers' visit to the town. What would he/she say in the letter? How would the person describe the soldiers? the soup? the fiesta?
The next community gathering
Describe how the community of San Miguel might treat the next visitors who come into town. Would they volunteer to make cactus soup for the next visitors?
Or, describe how the people have changed due to the soldiers' visit. How have their actions changed? How do they celebrate together now?
1
Cooking with cactus
Thanks to Gloria Montalvo and Sylvia Koite, librarian friends of Eric's from the San Benito School District, for these additional pointers and ideas for cooking with cactus:
Fried Cactus:
Cactus can be purchased already diced in jars or cans in the canned vegetable section of your grocery store. Drain the water completely from the cactus. If it's fresh, you need to boil the cactus first and then let it drain. Be very careful of the spines or thorns! Heat some cooking oil in a saucepan and add the cactus. Cook over medium heat and add spices to taste: salt, pepper, chili powder, etc. Add tomato if you like.
Cactus Scramble:
Scramble an egg into the cactus mixture
With chicken, beef or pork:
Dice chicken, ground or cubed meat. Brown them and then add to the cactus and spices mixture.
Cactus Soup
There are many versions of Cactus Soup (Sopa de nopales) available on various cooking websites. The easiest one is located at the following site:
www.elook.org/recipes/latin/32597.html
Researching cactus
Are cacti native to your area? Find out what species are native to your state or area of the country. In addition to encyclopedias and researching on the internet, some books to assist you are The Desert Alphabet Book, by Jerry Pallotta and Cactus Hotel, by Brenda Z. Guiberson.
Bring cacti into the classroom for observation
Almost all florist have cacti available for purchase. Bring several kinds into the classroom for children to observe their slow growth. Monitor the amount of water given, measure growth in height, etc. Do some of the cacti bloom? Do they all have thorns? What purpose do the thorns have? Do you think they would taste good? These and other simple ideas for exploring cacti can be found in the many children's books about simple science experiments. | 1,384 | 783 | {
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Prevention Thematic Days 2016 Packaging Waste Reduction: Use Less Packaging!
Reusable cups system
Most paper cups and their plastic lids are designed for single use and then disposal. Considering the amount of coffee cups used every day in the world, especially in Europe and the US, this represents an incredible amount of waste which could be avoided.
This factsheet will give you some guidance in how to offer reusable cups to go in your coffee shop. As an individual, you can also use this factsheet to promote reusable cups and convince your local coffee shop. Moreover, this system can be used for many different types of goods, such as chocolate boxes thus making the scheme fit also for any reusable containers!
Offering reusable cups, or simply giving the option to bring one's own, has proven beneficial as it raises awareness on the issue of packaging waste and encourages people to take action. When combined with interesting information on the topic, it can make a real difference in people's life and for the environment!
Objectives
Raise awareness about the amount of packaging waste produced every day
Raise awareness about the fact that actions to reduce packaging waste can be taken on a daily basis
Avoid unnecessary packaging waste by setting up a reusable cups (or else) system in your shop
What you need
A location, preferably your shop, but you could also try to convince other local shops
Information and communication material: Don't forget to advertise your action among your customers as well as your friends, family and neighbours. They might be interested in setting up the same idea. Prepare information material on how to avoid waste that you could make available in your shop.
A board where you can write the explanation, such as a blackboard
Reusable cups (or reusable containers if you adapt it to other items)
Preparing the action
Before the EWWR (at least one month beforehand)
Decide on how to organise your reusable cups system
o Do you want to sell your own reusable cups or simply offer your customers the possibility to bring their own?
o You could offer a discount to the customers bringing their own cups, or if you have a customer loyalty card, offer them a free coffee or goodie after a certain number of stamps
o Make calculations regarding the impact of this system (costs or eventual savings)
Start informing your usual customers
Set a date for the start of your action during the EWWR
Prevention Thematic Days 2016 Packaging Waste Reduction:
Use Less Packaging!
Pre-EWWR (two weeks beforehand)
Enhance advertisement of your event: social media, posters in your shop, inform other shopkeeper around you
Prepare the information material: key facts on packaging waste, explanation on this new system
Disseminate the information material through social media, websites, in your shops. Take this opportunity to inform people about waste prevention measures and Tips to reduce packaging waste.
Implementing the action = days of the action!
Make the information material visible in your shop, for instance next to the counter, on boards
Explain your approach to your customers
Encourage your customers to use your reusable cups or bring their own
Take pictures and videos
Evaluation and feedback
After the EWWR
Give feedback to your Coordinator: number of participants, amount of waste avoided, etc.
Send back pictures and videos of your action to your Coordinator
Decide if you would like to continue this system after the EWWR
More information
Share your commitment to waste reduction with our online tool: www.ewwrcommitment.eu
More content on the EWWR website
o More tips to reduce waste
o Reuse waste
o Reduce waste
o 12 good habits for reducing waste
EWWR Guide of Good Practices
Tips to reduce packaging waste
Interesting links
o Challenges to boosting reuse rates in Europe
o Benefits of reusing and recycling bulky waste
o Environmental and economic benefits of reuse
o Generation and recycling of packaging waste
o Packaging waste statistics
o Carry your cup
EWWR Coordinator's website/contacts: www.ewwr.eu/en/coordinators/ewwr
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THERAPY IN SCHOOLS QUIZ
Question
1 The Speech and Language Therapist in Mainstream Schools may address the following difficulties:
A) Articulation Difficulties
B) Receptive and Expressive Language Difficulties
C) Emotional Difficulties
D) Auditory Processing and Phonological Awareness Difficulties
E) a, b and d
2 Fluency refers to
A) the rate at which a person speaks
B) an interruption of the normal flow of speech
C) whole word, part word or sound repetitions
D) all of the above
E) b and c
3 Auditory Processing refers to:
A) normal hearing acuity
B) the ability to understand what is being said
C) the ability to hold auditory information in order to process it and manipulate it
D) the ability to read aloud fluently
4 Collaboration with teachers involves
A) an understanding of the curriculum
B) ongoing communication that is professional and ethical
C) making time to meet with the teachers
D) making time to interact and to be acquainted on a social level
E) All of the above
5 Speech Therapists should endeavour to offer the following services within a mainstream environment:
A) individual, paired or group therapy sessions tailored to what is in the child's best interest
B) individual sessions in a therapy room outside of the classroom only
C) provide service within the classroom environment in collaboration with the teacher
D) individual and group session within the classroom environment only
E) A and C
6 Speech Therapists should consult teachers at the beginning of each term to discuss
A) the extra-curricular calendar
B) the timetable and suitable times for therapy
C) afternoon therapy times
D) the teachers attitude towards speech therapy
7 It is imperative for the school staff to have a comprehensive understanding of :
A) What each therapy discipline does and what services each therapist can offer within the school environment
B) When the therapists arrive and leave the school
C) Articulation difficulties
D) Phonological Awareness development
8 Collaboration with teachers includes:
A) socialising together on weekends
B) having an understanding of the classroom curriculum
C) daily feedback meetings
D) b and e
E) a knowledge of the literacy goals, language and spelling objectives
9 How can a school maximize the speech and language therapists knowledge?
A) this can only be done if they school employ the therapist on a full time basis
B) encourage them to provide a service within the classroom
C) ask the therapist to present at new parent information evenings
D) organise multi-disciplinary meetings with each teacher
E) b, c and d
10 A positive attitude towards therapy within the school environment requires:
A) a mutual respect and a willingness to embrace change
B) that the therapist is employed by the school
C) an understanding that the therapist is not part of the school
D) an understanding that the teacher always knows what is best for the child
11 The Speech and Language Therapist addresses literacy difficulties by
A) teaching a child to articulate words clearly
B) teaching a child to use expression and appropriate volume when reading aloud
C) targeting phonological awareness skills, grapheme phoneme identification and reading comprehension
D) teaching spelling rules only
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Year 8 Knowledge Organizer 3—Judaism in daily life
You are a Jew if your mother was Jewish, but some Jews choose not to follow the rules for being Jewish or celebrate the festivals or rituals.
For practising Jews the Torah provides the rules or MITZVOT that you have to follow. If you are an ORTHODOX Jew you will try and keep all of the rules, while REFORM Jews will be less strict but will follow many of the laws.
Keeping the Mitzvot effects all aspects of a Jews life from what they can do on the Shabbat (sunset on Friday to sunset on Saturday) what a Jew can and can't eat, how they should pray and what materials they can wear.
How are Torah laws interpreted for modern day
The Torah contains 613 laws or Mitzvot but were written at least 2,500 years ago. In order that the principles in the Torah are explained and can be interpreted to tell Jews how to behave in a number of circumstances they wrote supporting documents called the MISHNA and GEMARA which together are known as the TALMUD.
One law in the Torah says "Keep the Shabbat Holy"
SHABBAT is the holy day for the Jews starting at sunset on Friday and goes onto sunset on a Saturday. Rabbis said keeping the Shabbat Holy means doing no work on the Shabbat.
In the TALMUD this is then explained giving a list of 39 MELACHOT or principles counted as being work. One of these says that Jews may not tie or untie knots on the Shabbat.
So, this means today that Jews cannot wear laced up shoes or a tie on the Shabbat.
Another Torah law says "you shall not kill"
Today we have new medical procedures that the writers of the Torah could not have known.
One such procedure is IVF where embryos are created outside the body of the women in labs for couples who are finding it difficult to get pregnant in the usual manner.
Multiple embryos are made and several are implanted at the same time in the mother. If all the embryos implant the mother might be carrying multiple babies and it is usual to selectively abort some to make the pregnancy manageable.
For an Orthodox Jew (very strict) this would be unacceptable as they believe life begins at conception and therefor this would be breaking the Mitzvot "you shall not kill"
A less complex example of a Mitzvot is "you shall not cook a kid (young goat) in it's mothers milk" For a Jew today this means they could not eat foods like Lasagne where there is both meat and dairy. Jews have to leave 3 hours between eating any food that has either a meat or dairy quality. So it is very important that a Jew knows exactly what ingredients are in any food they eat or drink.
Jewish clothing for prayer
Jews wear a Tallit of prayer shawl for prayer and rap it round thenm symbolising God's love. It has 613 little tassels to represent the 613 Mitvot. Some
of the tassels are tied into 5 knots in each corner to symbolise the 5 books of the Torah.
Jew also wear the Tefillin which are 2 leather boxes which are kept in place by leather straps. In each box are passages from the Torah. These are worn for the prayers 3 times a day except for the Shabbat as they can not tie knots on the Shabbat.
One important prayer said by Jews daily is the SHEMA. This is "Hear Oh Israel the Lord your God, the Lord is One and you will love the Lord your God with all your hearts, souls and mind"
Kosher Food
A way Jewish identity is shown is by following the dietary rules found in the Torah.
Jews can only eat animals the chew the cud and have completely split hooves.
Animals must be killed in a particular way by trained religious slaughtermen who will draw a VERY sharp knife across the animals throat and will say a prayer over the animal.
Fish can be eaten if they have scales and fins
Jews cannot mix meat and dairy but leave 3 hours between consuming something that has a dairy content and or a meat content.
All plants can be eaten.
Insects cannot be eaten, so some foods needs closely checking.
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7.1Year 7 Module 1
Water on the land
Geography Knowledge Organiser
7.1.3 - River processes
Erosion processes
| Hydraulic action | The sheer force of the water hitting the banks (sides) of the river |
|---|---|
| Abrasion | The stones and pebbles (load) carried by the river hits and scrapes the banks of the river |
| Solution | Slightly acidic river water dissolves some rocks |
| Attrition | Stones and boulders hit each other in the river and break up becoming smaller and smoother |
Transport processes
| Traction | Large boulders and rocks are rolled along the river bed |
|---|---|
| Saltation | Small pebbles and stones are bounced along the river bed (leapfrogging) |
| Suspension | Sand grains are carried along in the water |
| Solution | Minerals are dissolved in the water and carried along in solution |
7.1.1 - Drainage basins
Drainage Basin- is the area of land drained by a river and its tributaries
Watershed- the area of high land forming the edge of a river basin
Source- where a river begins
Mouth- where a river meets the sea
Tributary- a small river or stream that joins a larger river
Confluence- the point at which two rivers meet
Main river channel- main river flow in the drainage basin
Floodplain- flat land on the sides of the river that takes the overflow water
Impact of Glaciation on a Drainage Basin
U and V-shaped valleys form following periods of glaciation, as the
temperature drops and snow/rain falls into cracks it freezes, known as freeze thaw, causing the rock to expand and break. This process increases the size
of the drainage basin, and leads to higher levels of river discharge.
7.1.4 - River landforms
The formation of a meander
7.1.2 - Water cycle
Condensation- when water vapour cools to form clouds
Evaporation- where water is turned into water vapour (gas)
Precipitation- any water that falls from the sky (rain, snow etc)
Interception- vegetation traps water before it reaches the ground
Transpiration- water is evaporated from the leaves of vegetation
Surface runoff- water runs across the ground to a river
Infiltration- water seeps into the soil in the ground
Percolation- water seeps into rock deeper in the ground
Throughflow- water flows through the soil and rock in the ground
7.1.5 - Flooding
Toon Monsoon 2012 Causes
In the summer the jet steam was over us bringing us storms; 2 inches of rain fell and the old drain systems couldn't cope; Storms came over the Pennine mountains creating more rain.
Toon Monsoon 2012 Effects
[Health/People]500 homes were flooded;
[Health/People]People were evacuated from their homes some
were in temporary housing and B&Bs for months;
[Health/People]Drivers abandoned their cars and walked home;
[Infrastructure]Some roads collapse and were closed off;
[Infrastructure]The Tyne Tunnel was flooded and closed;
[Infrastructure]The metro lines were flooded;
[Economy]£8 million damage for the local councils;
[Economy] The Hoppins was cancelled;
[Economy]The Swan Pub in Heworth was flooded.
Toon Monsoon 2012 Responses
Laying waterproof concrete and putting plug sockets 1m+; In Morpeth they put flood defences in e.g. a flood storage reservoir, flood gates, flood walls;
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The Santa Cruz City Schools Co-Curricular Policy Highlights
WHY - The goal of Santa Cruz City Schools is to create a safe environment for all students. The reduction of use of alcohol, marijuana, and other drugs among students attending is key to creating an optimum learning environment. The Seven Challenges is part of our school substance use prevention/intervention procedure. It is a strength-based curriculum that may allow students an early return to the classroom and maintain their involvement in athletics and co-curricular activities.
WHO - Students identified as being under the influence of controlled substances during school hours or at school events will have the option of being suspended with limited impact on school participation and athletic eligibility by completing The Seven Challenges program.
WHAT - The Seven Challenges curriculum is a common sense, decision-making approach to working with teen alcohol and drug issues. The program is a partnership between Santa Cruz City Schools, and County Alcohol and Drug Programs and guides youth through a process that helps them look at their substance use, reflect on the impact and consequences and focus on personal goals. Students meet in a small group setting to discuss issues, journal about their thoughts and experiences and are provided adult guidance and support. The Seven Challenges is a collaborative response between school administration, parents, and the student to addressing the use or possession of alcohol and other drugs.
HOW - Once the parent/guardian agrees to student participation and signs the consent forms, the student will be responsible for adhering to all school board policy in addition to the following guidelines of the Co- Curricular Policy Program:
First Offense: Restitution for dishonoring uniform and co-curricular activity Imposes a consequence of a 10 school day suspension from participation in cocurricular activities reduced to 5 school days if:
* The Student participates in a mandatory alcohol and drug screening
* Completes The Seven Challenges Program
* Attends all practices that do not interfere with The Seven Challenges Program
* Attends all games/events during the suspension and is not allowed to participate
Second Offense: Intervenes in potentially hazardous pattern of behavior
* Accomplish objectives within 1 st offense consequence; suspension increased to 20 school days
* Mandatory alcohol and drug assessment and referral
* Attend alcohol and other drug counseling with Youth Services or other indicated program
Third Offense: Protects integrity of team and co-curricular activity
* Mandatory drug and alcohol treatment program
* Accomplish all objectives of 1 and 2
* Referral for expulsion from school athletics
If student does not attend all assigned sessions they will be referred back to the Assistant Principal for failure to participate. For more information contact Brenda Armstrong, Santa Cruz County Alcohol and Drug Program at: 454-5483 or firstname.lastname@example.org.
We decided to open up and talk honestly about ourselves and about alcohol and other drugs.
We looked at what we liked about alcohol and other drugs, and why we were using them.
We looked at our use of alcohol or other drugs to see if it has caused harm or could cause harm.
We looked at our responsibility and the responsibility of others for our problems.
We thought about where we seemed to be headed, where we wanted to go, and what we wanted to accomplish.
We made thoughtful decisions about our lives and about our use of alcohol and other drugs.
We followed through on our decisions about our lives and drug use. If we saw problems, we went back to earlier challenges and mastered them.
© Copyright Robert Schwebel, Ph.D | 1,567 | 710 | {
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Summer Session, Worksheet Lesson 28
Formulas that may be used (found on the course formula sheet): For the following formulas: S is future value, P is present value, r is the annual interest rate, k is the number of compounding periods in a year, t is time in years, A is the amount of money, and R is the amount of payment; with the formula for the periodic interest rate r i = .
5. Future Value of an Investment with continuously compounded interest: rt S Pe = (The amount at the end of an investment when an amount P is allowed to grow with interest compounded continuously.)
6. Future Value of an Investment: (1 ) kt S P i = + (The amount at the end of an investment when an amount P is allowed to grow.)
7. Present Value of an Investment: (1 ) kt P S i − = + (The amount that must be invested now to provide for a future value.)
8. Effective Rate of Interest: (1 ) 1 k E i = + − (The effective rate for an account.)
9. Future Value of an Annuity: (1 ) 1 kt i S R i + − =
(The amount at the end for an ordinary annuity with regular payments.)
1) George can invest in an account paying an annual interest rate of 12 ½ % compounded semiannually. What is the periodic interest rate (as a percent)?
2) Find the effective interest rate for an account with an annual interest rate of 9 ¼ % compounded quarterly. Round to the nearest hundredth of a percent.
3) Susan has a choice of investing $15,000 with Citywide Bank or Cornerstone Bank. Citywide offers her a 3.6% annual interest rate compounded monthly. Cornerstone offers her a 3.8% annual interest rate compounded semiannually. Compare the effective rates of interest (rounded to the nearest hundredth of a percent). Which bank offers Susan the better investment option?
4) John invested $2500 in an account that paid 6.45% annual interest compounded semiannually. He let the account grow for 4 years, and then withdrew $1500 from the account. The remaining money was reinvested at 7.1% annual interest compounded quarterly. How much money (to the nearest dollar) was in that account after 3 years? Assume no additional deposits or withdrawals were made.
5) How much (to nearest cent) would Julie have to invest now in order to have $10,000 in 10 years? Assume she can invest at 3.2% annual rate compounded monthly.
6) When Henry retires in 10 years, he expects to supplement his social security with money earned on an investment he is making today. He will be investing $150,000 that earns an annual interest of 7 ½ % compounded quarterly. If he retires in 10 years, how much will that account equal? Round to the nearest dollar.
7) Sam and his wife, Leslie, would like to make a $50,000 down payment on a home in 5 years. What investment would they have to make now, if the annual interest rate is 2 ½ % compounded monthly? Round to the nearest dollar.
8) Luke invested $2000 4 years ago. His account has been earning 4% annual interest compounded semiannually. During this 4 year period, how much interest (to the nearest cent) has he earned?
9) Adam's bank told him an investment was earning an annual interest of 2 ¼ %. However, this investment is compounded monthly. How much higher is the effective rate of interest? Round each percent to two decimal places.
10) Craig borrows $1200 for an unexpected car repair. He arranges to repay the loan in 90 days (3 months) at an annual interest rate of 12% with interest compounded daily. How much will he owe the bank in 90 days? Round to nearest cent.
11) Which account earns more in 5 years? An investment of $5000 earning 8% annual interest compounded continuously or an investment of $5000 earning 8.2% compounded quarterly. How much more?
12) Hank's regular $1200 quarterly contributions to his retirement fund have earned 6.5% annual interest, compounded quarterly, since he started saving 25 years ago. How much is in his account now? Round to the nearest dollar.
13) Marvin plan to invest $4000 at an annual interest rate of 2 ¼ % compounded semiannually. How much will be in the account in 8 ½ years? Assume he makes no additional deposits or withdrawals. Round to the nearest cent.
14) The Lucas family begins saving for next year's vacation. They family decides to put away $250 a month in an account paying 3.2% annual interest compounded monthly. How much will the family have for their vacation in 1 year (to the nearest dollar)? | 1,951 | 1,067 | {
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Microbiology
Engineering bacteria to save honey bees
1 1
by Sean Leonard | Postdoctoral Research Fellow; Nancy Moran | Professor doi.org/10.25250/thescbr.brk471
1 : Integrative Biology, University of Texas at Austin, Austin, US
This Break was edited by Akira Ohkubo, Scientific Editor - TheScienceBreaker
Honey bees are essential industrious insects, which pollinate crops and help ensure you have enough food to eat. But their health is threatened by viruses and parasites. New technology genetically engineers bacteria inhabiting the bee gut to boost bee immunity and help them fight off their enemies.
Humans have kept honey bees for millennia, and scientists love to study them because of their unique societies (80,000 bees can live and work together in a single hive!) and communication (they exchange information by "dancing"). Honey bees also help produce much of the food that you eat. These industrious insects work hard: moving pollen from flower to flower and sparking the growth of nuts, fruits, and other delicious foods.
bees around the globe. Among the worst are the Varroa mite (imagine a basketball-sized tick latched on to your back) and viruses like Deformed Wing Virus known as DWV.
But many honey bee colonies die each winter, far more than we would like. These deaths mean beekeepers spend time and money rebuilding colonies, which increases pollination costs and food prices. We do not know all of the exact causes of these hive deaths, but in fact, small dangerous enemies have jumped from wild bee species to honey bees while humans have moved crops and
TheScienceBreaker | Science meets Society
In this research, we developed a new approach to study honey bees and support bee health. Like humans, honey bees have a community of numerous bacteria that live in their gut. Some of these bacteria are beneficial to bees, and naturally help keep bees healthy. Our approach uses genetic engineering to modify beneficial bacteria naturally living in bee guts and enhance them to produce a key biomolecule called double-stranded RNA. Double-stranded RNA resembles some viruses at the molecular level, enough to trick the bee immune system into mounting a response to destroy specific targets.
1
February 11, 2021
Our study used these genetically modified bacteria and fed them to bees we cared for in the laboratory. Raising bees in the laboratory allowed us to control some variation between hives and the environment to precisely test our bacteria and their effects in ideal conditions.
Genetic engineering in bacteria can result in unexpected consequences and even sometimes threaten their life. Therefore, for quality control, we first tested whether our engineered bacteria were able to return to the bee gut and live there. We fed our engineered bacteria to bees in the lab, and the bacteria grew within their guts. We also found that our engineered bacteria that produce the virus-like double-stranded RNA activated the bee immune response from inside the gut.
Next, we set about to test if this bacterial genetic engineering can help train the bee immune system to fight threats: viruses and mites. First, we fed bacteria engineered to mimic DWV virus to bees. These bacteria acted like a vaccine, priming the bee immune system to respond to the DWV virus. To our delight, when we further injected these bees with the virus, a real threat, the bees with the protective bacteria lived longer than bees without them. Second, we asked whether this approach could protect bees from parasitic mites too. The bacteria
TheScienceBreaker | Science meets Society
used in this trial contained genetic material mimicking the Varroa mite. We fed these bacteria to bees and then placed the mites onto individual bees. Mites on bees fed with the engineered bacteria died more quickly. In this case, the double-stranded RNA made in bacteria actually travels throughout the bee in the bee blood. When mites eat bee tissues, this poison pill activates the mites' own immune system and triggers mite suicide.
We have shown that engineered bacteria could act like an in-house vaccine and help protect honey bees from health threats. This novel approach could be used to help study how bee biology works, and widely applied in other insects or other animals too, to protect their health, to kill them, or to study them. What does the future hold for this technology? As with any medicine, it is important to see how it works in honey bees' natural environments: hives in fields. Because we are dealing with genetically engineered bacteria, we must also ensure these bacteria can be adapted within hives and do not spread genetic material to unexpected places.
Genetically engineered beneficial bacteria have great potential, and these same techniques may be used in systems outside of honey bees to solve many challenges. We haven't "saved the bees" yet, but the future is bright!
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EFNEP SUCCESS STORIES
2013 NC Cooperative Extension Robeson County
Family Reduces Sugary Beverages When Youth Shares EFNEP Lesson
The Centers for Disease Control reports that drinking high calorie sugary beverages could add up to an extra 650 calories a day. 1
During a recent series of Expanded Food and Nutrition Education (EFNEP) lessons in Robeson County, the 4-H EFNEP program assistant taught students in a local elementary school about making smart drink choices. The youth learned how to read the Nutrition Facts Label to determine how many teaspoons of sugar are in popular sugary drinks. During the activity, the students calculated the number of teaspoons and many were very surprised by how much sugar was in their favorite drink.
Following the lesson, one participant shared that he showed his family how to calculate the amount of sugar in their favorite drinks. As a result of the activity, the family has since decreased the amount of soda they drink. A review of pre and post data of all Robeson County participants shows that 92% have reported improving the quality of their diet after completing EFNEP. These results demonstrate the effectiveness of the program in helping families and youth make positive changes to improve their health.
Mom Learns New Skills to Improve Family Diet
EFNEP in Robeson County partnered with a local rehabilitation center to provide a group of women with strategies to help them make healthy choices when feeding their families. Through a series of lessons, the EFNEP program assistant taught the group how to plan, shop, and fix more meals at home. Participants learned how to choose meals and snacks that included the food groups from MyPlate.
One participant shared that, prior to the EFNEP lessons, she would buy soda and other soft drinks and choose convenience foods for her family. Recently, she shared that she now stocks up on healthy snacks such as bananas, grapes, cheese and whole-grain low-fat crackers. She also chooses water and 100% juice. The participant shared that she now takes time "to better care for her health" and has a "stronger foundation of knowledge to take care of her children."
EFNEP helps address the challenges limited resource families face when introducing healthy changes through nutrition education, cooking classes, exercise strategies, and shopping on a limited budget.
1. http://www.cdc.gov/healthyweight/healthy_eating/drinks.html
Distributed in furtherance of the acts of Congress of May 8 and June 30, 1914. North Carolina State University and North Carolina A&T State University commit themselves to positive action to secure equal opportunity regardless of race, color, creed, national origin, religion, sex, age, or disability. In addition, the two Universities welcome all persons without regard to sexual orientation. North Carolina State University, North Carolina A&T State University, U.S. Department of Agriculture, and local governments cooperating.
STATEUNIVERSITY
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Oakdale Joint Unified School District
First Grade Report Card
Grade Level Status:
Promoted to 2 nd Grade
Retained
| Mark | Lo |
|---|---|
| O | 90 |
| S | 70 |
| N | 0 |
Listening and Speaking
* Describes familiar people, places, things, and events with relevant details
* Participates in collaborative conversations
* Describes and expresses ideas and feelings clearly
Mathematics
* Adds and subtracts within 20, with fluency to 10
* Represents and solves problems involving addition and subtraction
* Counts to 120
* Compares two digits
* Understands that a two digit number represents tens and ones
* Uses place value understanding and Properties of operations to add and subtract
* Tells time to the hour and half-hours
* Expresses the length of an object as a whole number of length units
* Organizes, represents, and interprets data
* Compares, composes, and partitions shapes
Science
* Applies process skills in problem-solving to develop and justify explanations
* Demonstrates an understanding of scientific content and concepts
Social Studies
* Applies critical thinking to extend understanding of content and concepts
* Demonstrates an understanding of social studies content and concepts
Physical Education
* Participation
* Cooperation
Modified Grades: Identified students needing support to attain grade level reading or writing skills will participate in a learning lab during the regular school day. Grades assigned will align to the Scholarship Mark Percentage Chart above. However, these will be marked as Modified Grades due to the fact that the curriculum is below the student's current grade level.
Program Participation
English Learner (EL)
504 Plan
Reclassified EL (RFEP) After School Intervention
GATE
School Day Intervention
Resource (RSP)
Migrant
Special Day (SDC)
Speech
Reading
o Retells stories and demonstrates understanding of central message
* Literature
o Uses illustrations and details to describe characters, setting, or events
o Asks and answers questions about key details
* Informational Text
o Identifies main topic and retells key details
o Connects key ideas/events/steps
o Reads appropriately complex text (for grade 1)
* Foundational Skills
o Reads on-level text orally with accuracy, appropriate rate, and expression
o Knows and applies grade-level phonics and word analysis skills in decoding words
Writing
* Determines or clarifies the meaning(s) of unknown words and phrases
* Writes to communicate ideas and information effectively • Writes narrative, informational, and opinion pieces • Participates in shared research and writing projects
* Demonstrates command of capitalization, punctuation, and grammar (for Grade 1)
* Spells words with common spelling patterns and frequently occurring irregular words | 1,375 | 616 | {
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Literacy (Writing)
* Recount writing
* Linked to our visit to Ufton Court
*
Key Y5 skills: selecting language and grammatical structures to match the text type; using verb tenses correctly throughout the writing; grouping ideas into paragraphs with at least 3-4 sentences; using cohesive devices to link paragraphs; with discussion, choosing parts of writing to edit; subordinate and relative clauses.
History – Anglo Saxons
* Viking invasion
* Alfred the Great
* From 7 kingdoms to one kingdom
* The dark ages
* How the Anglo-Saxon era ended
* Creating an Anglo-Saxon museum
Second Half of Autumn 2024 Year 5
Literacy (Reading)
Maths- White Rose
* Tom's Midnight Garden
* Anglo-Saxon texts
Key Y5 skills: reading age-appropriate books with confidence and fluency, responding to more sophisticated punctuation; commenting on the impact the structure of texts has on the reader; noting viewpoint, opinion and bias within written reports.
Key Texts:
Tom's Midnight Garden Literacy Shed news examples
Class reading book: The Explorer by Katherine Rundell
Computing-Rising Stars -
* We are cryptographers
* Be familiar with semaphore and Morse code
* Understand the need for private information to be encrypted
* Encrypt and decrypt messages in simple ciphers
* Appreciate the need to use complex passwords and keep them secure
* Multiplication and division: multiples, factors, common multiples, prime numbers, square and cube numbers; multiply and divide by 10, 100, 1000
* Fractions – equivalent fractions; converting between improper and mixed fractions; comparing and ordering fractions; adding and subtracting fractions including mixed numbers.
* All times tables up to 12 x12 and related division facts
DT-
* Creating an Anglo Saxon museum
Art
* Poppies based on style of Georgia O'Keefe
* Making prints for Christmas Cards
Science – Properties and changes of materials
* Comparing and grouping
* Know that some materials will dissolve in liquid to form a solution
* Filtering, sieving and evaporating
* Reversible and irreversible changes
Key upper KS2 skills:
Planning scientific enquiries; measuring and recording accurate and precise results using a range of scientific equipment; giving reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials
Music - Charanga
* Classroom Jazz
* To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
* Listen carefully and respectfully to other people's thoughts about the music
French – Language Angels The date
* Repeat the months of the year.
| RE • What does mean if God is loving? • Ethics and moral issues | PSHE- Jigsaw | PE • Netball • Hockey |
|---|---|---|
| | Celebrating Differences | |
| | • Different cultures | |
| | • Racism | |
| | • How rumours and name calling | |
| | can be bullying behaviour | |
| | • Direct and indirect bullying | |
| | • Celebrating differences- giving | |
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2022-2023 Trustlands Plan
Goal #1:
65% of students in grades 5 and 8 will score proficient or above on the Writing portion of the 2022 and 2023 Utah RISE end-of-year testing.
Measurement:
On the Writing portion of the 2021 RISE test, 60% of 5 th and 8 th grade students scored near, at, or above proficiency levels. As a council, we have determined that student writing needs to be of greater focus on everyday assignments and that practice on writing should be a skill that is addressed with students' teachers and their parents as well.
Action Plan/Steps:
Teachers and students in all grade levels will focus upon the writing process each day with daily assigned tasks given to the students that focus upon the various writing components. Parents will be encouraged to help their students write in a daily journal- spelling words, what they learned during their daily studies, or other topics of interest to students.
Expenditures:
$200 for individual journals provided for each eSchool student as part of their curriculum
Goal #2:
60% of 1 st -3 rd grade students will make at least one year's growth in Reading and Mathematics
Measurement:
Students in grades 1-3 will take the Acadience Reading and Mathematics assessments three times per year, with data dissection taking place between teachers and principal after each of the given assessments at the beginning, middle, and end of the year.
Action Plan/Steps:
Teachers will give the Acadience Reading and Mathematics assessments at the beginning of the year that will establish a baseline from which students will be working. Teachers and principal will have a data conference to see where each student is needing help or where students may be extended in their learning. Then, in the middle of the year, the students will take the MOY Acadience Reading and Mathematics assessments again, with another data meeting to assess student growth or lack thereof. This same process will occur at the end of the year and the BOY scores will be compared to the EOY scores, with areas of need and strength being identified by the teachers and principal in order to plan for instruction in the two academic areas being tested.
Expenditures:
i-Ready: $5000 will be purchased for Reading and Mathematics practice and extensions IXL: $5000 will be purchased as another option for interventions and extensions
Goal #3:
Improve engagement, access, and educational opportunities for students and their families by providing field trips and other in-person activities that will enhance student learning in conjunction with their online curriculum. Digital literacy programs will also be provided to help students and families learn about internet safety, as well as online etiquette.
Action Plans/Steps:
The following activities/field trips/reources will be available for consideration to enhance student learning:
* Hogle Zoo
* Planetarium
* Loveland Living Planet Aquarium
* Discovery Museum
* Natural History Museum
* University of Utah Art Museum
* Provo Recreational Center
* Brainpop- digital literacy program for K-3 students
* Resons-ablity- digital literacy program for grades 4-8
* Other- as suggested by parents, students, and/or teachers
Measurement:
Through parent and student surveys, eSchool will show growth for the year in awareness of in-person opportunities, digital literacy, and self-efficacy. Data of feelings of connectedness for online students and families will be gathered through the surveys to measure if our online students feel a sense of belonging through the activities provided.
Expenditures:
Brainpop- digital literacy: $3500
Field Trips: $2500 | 1,586 | 738 | {
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If Walls Could Talk: The Tale of the Herndon Depot
By Virginia Clarity
If walls could talk, the Depot would certainly have a lot to say. Much has happened in and around the building throughout the 150 years that it has stood in the midst of downtown Herndon.
Constructed in 1857 as a stop on the Alexandria, Loudoun, and Hampshire Railroad, the building consisted of two rooms—the waiting room and the adjoining freight room. The route of the line through the rural area enabled farmers to ship goods to market and resulted in the establishment of a thriving community.
In 1858, a post office was needed for the area. Herndon was chosen as the name not only for the post office, but also for the surrounding community. The Depot was a hub of activity, as farmers congregated to ship produce and receive goods from Washington, 21 miles away.
The spring of 1861 brought about great change to the entire country. The Civil War touched everyone and everything, including Herndon and the Herndon Depot. The rails were torn up by both the northern and southern troops to disrupt transportation of supplies. No trains were able to run and the Depot stood idle.
Kitty Kitchen and her husband Nathaniel Hanna not only ran a general store, but also lived for a short while in the Depot. Nat had a pass that allowed him to go through the Union lines and he was able to obtain supplies from Washington. This enterprise did not last long, however. The war activity in the area escalated and the Hannas decided to leave. (For more about Kitty Kitchen, see our September 16 column, "Servin' the Pies.")
The area returned to normal after the hostilities ended, and the Depot was expanded at some point around 1870. The station master's office and an additional waiting room were added.
In 1879, Herndon became an incorporated town. The business district expanded but the Depot remained the center of activity. The first Town Council meeting was held in the Depot, and the area farmers made Herndon their market center for shipping milk and receiving goods. By 1907, according to the Industrial and Historical Sketch of Fairfax County, "no point on either the main line or Bluemont branch of the Southern Railway ships more milk then Herndon."
A brick booster station to furnish power to electrify the rail line was completed at the east end of the Depot in 1912, and the modern Washington and Old Dominion Railway brought an increased number of passengers to the area to live. By 1928, according to the Fairfax County Chamber of Commerce, Herndon was the second largest town in the county, and many residents commuted daily to Washington.
In the 1960s, passenger usage dwindled and service was discontinued. The Depot served the freight line that continued until 1968, when all operations ceased.
As the railway died, the Depot took on another life. The Virginia Power Company owned the right of way and the town leased the building. When the possibility arose that the Depot would be torn down so the land could be used as a parking lot, several townspeople got together to save the structure. One result of this activity was the establishment, in 1970, of the Herndon Historical Society.
Efforts to save the structure were successful, and the town began making renovations. Many ideas were advanced for its use, including a coffee house, a teen center, and a museum. At the time none of those uses came to be. Instead, a portion of the freight room was removed to allow for the extension of Spring Street from Elden Street to intersect with Lynn and Station Streets, and the town—needing office space—moved the Public Works Department into the Depot.
The Public Works Department eventually was relocated and, in 1981, the Historical Society opened the doors to the long-awaited museum. More renovations to the building took place in 1992, with the installation of a new roof, rebuilt chimney, floor refinishing, and new paint. More recently, the Society had the semaphore restored and fitted with a new, electrified lamp.
The Depot has now been home to the museum for more than 25 years. For a portion of that time the Chamber of Commerce had an office in the east waiting room; now that room is used as a Visitors Center.
The Depot is a well-known landmark in the center of town, giving the community a real sense of history and contributing to the town's character and sense of place. | 1,676 | 913 | {
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Lung cancer screening*
KEY POINTS
* Three screening tests have been studied to see if they decrease the risk of dying from lung cancer.
* Tests are used to screen for different types of cancer.
* Screening with low-dose s p i ral c o m p u te d tomography (CT) scans has been shown to decrease the risk of dying from lung cancer in heavy smokers.
* Screening with chest x-rays and/or sputum cytology does not decrease the risk of dying from lung cancer.
Tests are used to screen for different types of cancer.
Some screening tests are used because they have been shown to be helpful both in finding cancers early and in decreasing the chance of dying from these cancers. Other tests are used because they have been shown to find cancer in certain people; however, it has not been proven in clinical trials that use of these tests will decrease the risk of dying from cancer.
Scientists study screening tests to find those with the fewest risks and most benefits. Cancer screening trials also are meant to show whether early detection (finding cancer before it causes symptoms) decreases a person's chance of dying from the disease. For some types of cancer, finding and treating the disease at an early stage may result in a better chance of recovery. Clinical trials that study cancer screening methods are taking place in many parts of the country. Information about ongoing clinical trials A is available from the National Cancer Institute website.
Three screening tests have been studied to see if they decrease the risk of dying from lung cancer.
* Low-dose spiral CT scan (LDCT scan): A procedure that uses low-dose radiation to make a series of very detailed pictures of areas inside the body. It uses an x-ray machine that scans the body in a
spiral path. The pictures are made by a computer linked to the x-ray machine. This procedure is also called a low-dose helical CT scan.
* Sputum cytology: Sputum cytology is a procedure in which a sample of sputum (mucus that is coughed up from the lungs) is viewed under a microscope to check for cancer cells.
* Chest x-ray: An x-ray of the organs and bones inside the chest. An x-ray is a type of energy beam that can go through the body and onto film, making a picture of areas inside the body.
Screening with low-dose spiral CT scans has been shown to decrease the risk of dying from lung cancer in heavy smokers.
The National Lung Screening Trial studied people aged 55 years to 74 years who had smoked at least 1 pack of cigarettes per day for 30 years or more. Heavy smokers who had quit smoking within the past 15 years were also studied. The trial used chest x-rays or LDCT scans to check for signs of lung cancer.
The scientists found that LDCT scans were better than chest x-rays at finding early-stage lung cancer. Screening with LDCT also decreased the risk of dying from lung cancer in current and former heavy smokers. A Guide B is available for patients and healthcare providers to learn more about the benefits and harms of LDCT screening for lung cancer.
Screening with chest x-rays and/or sputum cytology does not decrease the risk of dying from lung cancer.
Chest x-ray and sputum cytology are two screening tests that have been used to check for signs of lung cancer. Screening with chest x-ray, sputum cytology, or both of these tests does not decrease the risk of dying from lung cancer. =
*National Cancer Institute C . Updated April 27, 2015. Readers are invited to photocopy Patient education pages in the journal and distribute them to their patients.
Web resources
A. cancer.gov/about-cancer/treatment/clinical-trials
B. cancer.gov/types/lung/research/NLSTstudyGuidePatients Physicians.pdf
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Drake Saxophone Studio
Scale Pass-Offs Fall Semester 2009
This is part of your technique lesson grade. As you are prepared for each pass-off, just let me know at your technique lesson. Two mistakes=failing that scale, but you can retake one more time (with the same 2-mistake limit). Majors are responsible through 5ths at 152, minors through 4ths at 120, and non-major participants through 3rds at 120. You can pass off each level/tempo as you are ready, but a possible 4-year scenario is outlined below.
First Year – Fall Semester
* 16ths at quarter note = 100
* Major scales in 3rds, 4ths, and 5ths (full range) – slurred and articulated
* Major scales (full range) – slurred and articulated
First Year – Spring Semester
* 16ths at quarter note = 100
* Minor scales (Three Forms) in 3rds, 4ths, and 5ths (full range) – slurred and articulated
* Minor scales in Three Forms (full range) – slurred and articulated
Second Year
* 16ths at quarter note = 120 – slurred and articulated
* Major scales in 3rds, 4ths, and 5ths (full range) – slurred and articulated
* Major scales (full range) – slurred and articulated
* Minor scales in Three Forms (full range) – slurred and articulated
* Minor scales (Three Forms) in 3rds, 4ths, and 5ths (full range) – slurred and articulated
Third Year
* 16ths at quarter note = 138
* Major scales in 3rds, 4ths, and 5ths (full range) – slurred
* Major scales (full range) – slurred
* Minor scales in Three Forms (full range) – slurred
* Minor scales (Three Forms) in 3rds, 4ths, and 5ths (full range) – slurred
Fourth Year
* 16ths at quarter note = 152
* Major scales in 3rds, 4ths, and 5ths (full range) – slurred
* Major scales (full range) – slurred
* Minor scales in Three Forms (full range) – slurred
* Minor scales (Three Forms) in 3rds, 4ths, and 5ths (full range) – slurred | 944 | 543 | {
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http:eunhahair.blogspot.com
http://eunhahair.weebly.com
Lesson 13E
Subject 1: Day Off plans
Dialogue 1:
A: Hey, how are you today?
B: I'm good, how are you doing?
A: I'm hanging tough.
B: I'm sorry to hear that.
A: So, what will you do on your day off?
B: I'm going to sleep all weekend, how about you?
A: My boyfriend and I are going to have a romantic dinner.
B: I'm glad to hear that.
Dialogue 2:
A: Hey (이름), how you doing?
B: I'm doing good, how about you?
A: I'm so happy.
B: Oh, why's that?
A: Tomorrow's my day off.
B: I'm sure glad to hear that. What will you do?
A: I'm going shopping. What will you do tomorrow?
B: I think I might* go shopping too.
*might – 는 maybe 하고 may 가운대 입니다.
Dialogue 3:
A: Good morning, how are you this morning?
B: I'm pooped. How are you this great morning?
A: Couldn't be better.
B: Oh, and why is that?
A: My boyfriend will take to see that new musical that just came out.
B: Hey, that's great. I'm glad to hear that. I'm so jealous.
A: Hee hee hee, thank you.
B: You're so welcome.
Subject 2: The family
Dialogue 1:
A: Good morning, how are you this morning?
B: I'm pooped. How are you this great morning?
A: Couldn't be better.
B: Oh, and why is that?
A: My brother's getting discharged from the army.
B: Oh yeah, when?
A: Next weekend.
B: That's great.
Dialogue 2:
A: Good morning, how have you been?
B: I've been good. How's your family?
A: They're doing great. How's your wife/husband?
B: She's/He's a little sick.
A: Oh, I'm sorry to hear that. What's wrong?
B: She/He caught a bad fever.
A: Please have him/her drink a lot of chicken soup. I hope he/she gets better.
B: Thank you for your concern.
Date:
Dialogue 1:
A: Hey 세인, how was your blind date?
B: It was terrible.
A: What happened?
B: I had to SMS 성주 and asked her to call me in 5 minutes.
A: Then, what happened?
B: She called me and I told my blind date that my brother is sick and I had to go.
A: Smart girl. So what was wrong with your blind date?
B: He wasn't as cool as Joon.
Dialogue 2:
A: Hey 윤정, how was your blind date?
B: It was great. We're going to meet again.
A: That's great, who introduced you?
B: 미화 did.
A: Is he a cool guy?
B: Yes, but he's not as cool as Joon.
A: Get out.
Subject 3: General Conversation (Mainly for the designers)
A: How are you today?
B: I'm good, how are you today?
A: I'm good. So, what brings you to Korea?
B: I'm an English teacher at 이대 University.
A: Oh, is that right, how do you like your job.
B: It's very rewarding.
A: Oh well, how long will you be in Korea?
B: I'll be here for about another 6 months.
A: I'm glad to hear that, please come often.
B: Sure will, what's your name?
A: My name is 현주, please ask for me next time you come back. | 1,190 | 829 | {
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THE FIRST STRAWBERRIES
By Joseph Bruchac
Long ago, when the world was new, the Creator made a man and a woman. They lived happily together for a long time until one day they quarrel and the woman leaves in anger. The sun decides to help the man by placing ripened raspberries, blueberries and blackberries in her path. Finally, when the sun sends strawberries, the woman stops to taste them, allowing the man to catch up and seek her forgiveness.
WITS Connection: Talk it out, Seek help
Questions and Activities
PRE-READING ACTIVITIES
[x] Find out more about author Joseph Bruchac on his website www.josephbruchac.com/.
[x] This book is based on a Cherokee legend. Teach students about the Cherokee people. The word Cherokee comes from the Muskogee word meaning '"speakers of another language." Cherokee People originally called themselves Aniyunwiya ("the principal people") but today they accept the name Cherokee which is spelled and pronounced "Tsalagi" in their own language. For more information, visit www.native-languages.org/cherokee.htm.
[x] Learn more about strawberries at www.witsprogram.ca/pdfs/schools/books/thefirst-strawberries/strawberry-facts.pdf.
[x] Have students list things we get from strawberries such as jam, jelly, Jell-O, drinks, cakes, breads and ice cream. Select the most popular strawberry uses to make a class graph.
PRE-READING QUESTIONS
1. What is the woman doing in the picture on the cover of the book?
2. Why do you think she is picking these flowers?
3. What time of year do you think it is?
4. Do you think this is a happy or sad story?
POST-READING QUESTIONS
1. What was life like for the man and woman at the beginning of the story? They were happy.
2. Why did the man become angry? He was hungry and wanted his wife to feed him.
3. How did the man express his anger? He spoke in a "cold voice" and said, "I am hungry. Do you expect me to eat flowers?"
4. How did the woman respond? She became angry too and said, "You hurt me." She left her husband and walked in the direction of the sun.
5. How could the man and woman express their anger differently? The man could have talked it out with a different tone of voice. The woman could have asked for help in preparing food.
6. Who did the man talk it out with in order to seek help with his problem? The man discussed his problems with the sun.
7. How did the strawberries help the woman to forgive? The sweetness of the strawberries helped her remember how happy she was before she quarreled with her husband.
POST-READING ACTIVITIES
[x] Make a list of natural resources used in the story such as various fruits, clothing, and any others students observe in the illustrations.
[x] Discuss how nature (i.e. the sun and berries) taught the people to forgive each other. Ask students how people in the story felt about nature.
[x] Encourage students to retell the story by making stick or paper bag puppets of the characters (i.e. man, woman, sun, different types of berries) and using them to retell the story in a puppet show.
[x] Have a strawberry farmer visit the class to discuss how strawberry plants grow and propagate by tubulars rather than seeds.
[x] Using the other berries in the story, have the children graph their favourites.
[x] Have the children tell about times they have forgiven someone. Children could be given scenarios to role play.
[x] Read "Strawberry Moon" from the book Thirteen Moons on Turtle's Back: A Native American Year of Moons by Joseph Bruchac and Jonathan London. Discuss how the Senecas respected nature and especially strawberries.
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As the 2021 Water Year comes to a close, Colorado experienced the 4th warmest summer on record in 127 years on record. The month of August concluded as the 14th warmest August statewide and the 23rd driest on record. The U.S. Drought Monitor from October 5 reflects the result of warmer than average temperatures and below average precipitation as 2% of Colorado persists in exceptional (D4) conditions; 11% in extreme drought (D3); 14% severe drought (D2); 27% moderate (D1); and 35% of the state in abnormally dry (D0) conditions.
The Standardized Precipitation Index (SPI) values over varying timescales (30 days to 24 months) reveal varying chapters in the 2020-2021 drought story. Despite the summer monsoon activity that brought wetter conditions to western Colorado, the 12-month SPI shows extreme drought conditions in northwest Colorado and a continued dry pattern across the western half of the state. The satellite-derived VegDri Index, partially based on SPI, similarly highlights severe drought stress for vegetation in southeast Colorado and moderate drought on the eastern plains and northwest Colorado. Overall, there are very dry soil conditions going into the winter months.
Statewide reservoir storage was 80% of average and 48% of total capacity as of September 1 (a reduction from 85% of average on August 1, 2021).
The NOAA Climate Prediction Center three month outlook leans toward warmer temperatures and drier than average conditions, particularly in southern Colorado. It is expected that La Nina conditions will emerge during the fall months and persist through winter and early spring, followed by ENSO-neutral conditions in late spring and early summer of 2022.
Water providers report reservoir storage is in decent shape and demand is average for this time of year although some reported water usage was the same as in July and August.
Millet harvesting has been a disappointment in most areas of the state. Winter wheat planting has started despite the dry conditions though some producers will wait until there is moisture to plant winter wheat. The Colorado Crop Progress from the USDA reports the top soil moisture is 40% of adequate and the sub-soil moisture is at 35% of adequate.
Wildlife officials reported fishing closures were lifted on the Colorado, Eagle and Roaring Fork rivers but closures remain on the mainstem of the Yampa, Elk and Tomichi Creeks and the Dolores River below McPhee Reservoir. Aquatic biologists have discovered a significant fish kill in Grizzly Creek after the rain event on the Glenwood Canyon burn scar resulted in a massive mudslide.
September 2021 Drought Update | 1,164 | 554 | {
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MAFES Dawg Tracks
Safety Means –Use the SMV Emblem
March 5, 2007
Moving agriculture equipment across public roads can be very dangerous. Statistics tell us that about 20% of all traffic accidents involving agriculture equipment results from rear-end collisions. The problem occurs when vehicles come up on a tractor, combine, or other types of agriculture equipment at high speeds and can't slow down. The best protection that a tractor or implement driver has is a Slow Moving Vehicle emblem to avoid this type of accident. Even then there is a great risk, as we have seen here in north Mississippi, where a right-of-way mower was within two feet of the edge of the asphalt with a SMV and flashing lights; and a semi came up on the tractor too fast and the driver was killed. It probably would have happened anyway, SMV or not, as the truck was driving at a speed that wouldn't allow him to react to the tractor.
If the tractor and/or implements have the SMV attached, it does give approaching vehicles time to slow down before they get too close. If the implement doesn't have the highly visible SMV attached to the unit, the motorist has very little time to adjust their speed.
Most all states that I have checked require that all tractors or other farm implements traveling over public roads at speeds of 25 miles per hour or less must have the Slow Moving Vehicle Emblem (SMV) attached to the back of the implement. The law states that this includes tractors, tractors with mowers attached, combines, construction equipment, and even horse-drawn carriages.
SAFETY IS A STATE OF MIND— ACCIDENTS ARE AN ABSENCE OF MIND!
The emblem must be displayed on the rear of any slow moving vehicle used on public roads. As an example, if a tractor is towing a wagon, the wagon must have a clearly visible SMV, as well as the tractor or other vehicle that is doing the towing.
A statue or law for specific dimensions designs the shape, color, and placement of the SMV. The emblem is an equilateral that is 14 inches high (variance is plus or minus .03 inches). It must have fluorescent orange material with a border of red retro-reflective material. The fluorescent design is highly visible in the daylight, and the lights of approaching vehicles illuminate the red retroreflective border. The American Society of Agricultural Engineers, the American Standard Institute, and the Society of Automotive Engineers designed the SMV emblem.
These institutes require a strict placement of the emblem on vehicles. It should be mounted as close to the center of the rear of the vehicle as possible, with the point of the triangle pointing upward. It should be at a right angle or perpendicular to the direction of travel so that it can be seen by vehicles approaching from the rear. The lower edge of the emblem should be at least two feet and not more than six feet above the ground.
OTHER RESPONSIBILITIES:
* The emblem must be maintained. The sun will fade the finish, so it will have to be replaced, as it gets real dim.
* It should be kept clean, free of mud and debris.
* Check the emblem mountings periodically to make sure that the sign is secure.
Ted Gordon-Risk Mgmt./Loss Control Mgr. 2/1/07 MAFES- MSU-ES 662-566-2201 Excerpys:www.cdc.gov
YOUR SAFETY GEARS ARE BETWEEN YOUR EARS!! | 1,461 | 733 | {
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Year Five Home Learning Project Summer Two
ü You should choose at least three out of the eight options below. You could think of your own idea for some research/project ('Brain Wave') as one of these.
ü have been given, or you may choose to present it in other ways e.g. using ICT, creating a sculpture- be creative with how you present your work.
ü Please ensure you have some evidence of your Home Learning to share with your teacher. This may be presented in the Home Learning book that you
Brain Wave!
Groovy Greeks!
Your Home Learning should be completed mid-way through the half term. We would like you to email the office (firstname.lastname@example.org) with a photo of anything you have managed to create! Some of your work will be shared on the school website.
| | Calculate or | Read and Write | Discuss | Create | Teach | | Whilst at | Investigate | Be Active |
|---|---|---|---|---|---|---|---|---|---|
| | reason | | | | | | Home! | | |
| Learn to use an abacus. Make your own abacus with materials that you find at home If you can’t, download a free abacus app and learn how to use it. Can you come up with your own calculations? Find out about Pythagoras. Who was he? What is the Pythagoras’ Theorem and what is it used for? Can you have a go at using it? | | Write a fable inspired by Aesop’s fables: read some examples here before you create your own http://read.gov/aes op/002.html (you can also listen to simplified versions: https://www.bbc.co .uk/teach/school- radio/audio-stories- fables/zv3vnrd The Percy Jackson series are based on Greek mythology. If you haven’t read them, have a go. Can you think of any other novels based on Greek mythology? | Hold a Greek symposium – see information below. Make sure you dress up in a toga and munch some grapes (and send us a photo)! Compare what school was like in ancient Greece compared to what it is like for you. | Build a Trojan Horse – you will find some ideas below. Make a Medusa mask – see an example below. | In ancient Greece, reciting poetry and telling stories were considered world-class entertainment. Poets, called rhapsodists, would stand with a staff in front of a group and use dramatic voices to bring the story to life. Grab a stick, put on some dark glasses and teach someone to rap a rhapsody – see the Odysseus rap below. Teach someone in your family the Greek alphabet. Have you seen any of these letters used, for example in maths? | Take a virtual tour of the British Museum Greek galleries: https://www.bri tishmuseum.org /collection/galle ries/greece- 1050-520-bc | | Try building different shapes of columns. How tall can you make it? What shape holds best? Research foods that were popular in ancient Greece. Create an illustrated and colourful menu for a feast. | Organise a pentathlon in the park– see information below. Research the first Olympics: What sports were included? Can you try any of these at home? Organise your own mini Olympics for your family with one event a day. |
Hand in Date
Tuesday 16 th June '20
Year Five Home Learning Project
Summer Two
Hold a Symposium
When the Greeks got together to explore ideas, they lie on couches, munching grapes, figs, and nuts, before they began wrestling with big ideas.
To have a Greek-style symposium of your own, gather your family together, and stretch out on some blankets.
These social gatherings were called symposiums.
Everyone gets some grapes to be eaten ancient Greek-style by dangling them over his or her mouth. When your guests are ready, you -as the leader- pose a question: "What makes people happy?". Or, "What skill or possession do you most value in yourself?" (This is an actual question Socrates once asked a symposium. | 1,599 | 889 | {
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6 May 2020
Dear Parent/Carer,
To help us to further support your child's learning at Five Acres High School, we have invested in an innovative literacy improvement tool called Bedrock Vocabulary. It is a website that helps children to learn very important tier 2 academic vocabulary, whilst encouraging them to read regularly. Wide vocabularies are an important factor in making excellent progress at school and it is particularly important that we help your children maintain this skill at this time.
As your child progresses through the curriculum, they will study hundreds of words, whilst reading fiction and a broad range of non-fiction texts regularly. Bedrock Learning helps students to learn and embed important new vocabulary across the curriculum. Individual lessons are assigned to students after a short baseline reading assessment. Once set up, students can complete sessions which are tailored to their own, personal vocabulary needs. They will also fill in an online vocabulary notebook to practise using this vocabulary, which you are able to view. We would also encourage you to use this vocabulary in conversation at home with your child to help support them.
Lesson are arranged in 'blocks' which are determined by your child's initial reading assessment which needs to be completed independently to create an accurate assessment. Once the 'alpha reading test' is complete, students can start learning from lessons which are arranged into 'blocks'. These lessons should take approximately 15-20 minutes to complete and a minimum of two sessions need to be completed over the week. These should take place 48 hours apart, and the practise is known as drip feeding. This has been scientifically proven to be the best way to learn new vocabulary, therefore it is important to remember to leave spaces between learning sessions.
These lessons will help to take the place of timetabled DEAR reading sessions at the end of the day whilst we are unable to attend school on site. Once we return they will become part of weekly English homework. On our return to school, we will be able to celebrate success in the same way the school does for Hegarty Maths for example.
As an online learning tool, Bedrock Learning can be accessed from any device connected to the internet. Your child has been emailed their own personal log in details and the following instructions should help to access Bedrock Learning.
Step 1: Visit https://app.bedrocklearning.org.
Step 2: Click on the 'student' tab and log in using the details in the email.
Step 3: Your child needs to complete a quick reading assessment know as an Alpha assessment. This should only take a few minutes and will then place them in the correct 'block'.
Step 4: Students are now ready to start learning and need to complete 2 lessons per week, 48 hours apart.
The English department really appreciates the support you provide for our students whilst they are learning at home. This is something else which is new. Like all new things, sometimes there are initial difficulties. If you have any questions, please either email them to myself or contact your child's English teacher and we will do our best to help you.
Many thanks,
C Rontree Jones
Mrs Rontree Jones
Headteacher Simon Phelps Five Acres Coleford Gloucestershire GL16 7QW An Academy in The Greenshaw Learning Trust: Company no. 7633694 tel: 01594 832263 email: email@example.com
Five Acres High School
Ambition – Confidence – Creativity – Respect - Determination | 1,407 | 710 | {
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Kahnawake: The Water Speaks
This past Saturday during what seemed like a fierce snowstorm by May standards, I went for what could become a trudge along the Mississippi in one of my favorite parks behind my home parish, Holy Family in Belle Prairie. I noticed the river to be unseasonably low. At about the level it normally is in July. I decided to go "off road" and walk the bank rather than the trail.
River banks are fascinating places. They tell a story like so many things in nature tell a story, but they also are a story. As the water moves by the story unfolds before your eyes as it moves sediment, organic matter, logs etc. this is the natural story of the river.
As I came downriver, I came to what are known as the Belle Prairie Rapids. The river gets extremely shallow here. The stream bed is of rocks, boulders, and gravel. This made this area a natural crossing for the ox carts that would go between Saint Paul and the Red River. This was also the place where the early Catholic settlers came to find rock to build their church. For three years 1877-1880 these faithful people would drive their teams of horses and wagons down into the river to fill them with rock and then drive them up to use the rock to build what is now today Holy Family Church. This is part of the human story of the river.
It is in the rapids that here the water can speak for itself. While water is usually very quiet when it moves as it encounters these rough streambed conditions it begins to speak in an audible way. What it says are not words but more of a kind of music. The Mohawk work is Kahnawake: the water speaks. Saint Kateri Tekakwitha lived in a village in Quebec after becoming a Christian. The name of this village is Kahnawake on the banks of the St Lawrence River.
The Native Americans recognized the speaking of the water. There is a rhythm and a tempo to it. Yet depending on amounts of water and items coming from upstream there are also special measures included for variety. A combination of rushing, of falling, of splashing, and clapping against itself and the irregular stream bed, the water speaks its music. What does it say? Well obviously, nothing verbal. Water is the foundation of all life and of our spiritual life as well. In the splashing, the falling, and the clapping against itself as it traverses the rough bottom, it seems to express its great desire to animate those immovable obstructions into something living. Yet water, despite its power, is no more alive than the rocks it clangs against. It only takes on life when infused with the Spirit of Life. When breathed upon then water comes alive! You'll remember at the beginning of creation God breathed upon the waters. This breath laden water then flows through our veins in our blood. It also flows in the xylem and phloem of plants (plant veins). Water then can be alive so to speak. It also is not only the basis for natural life but for supernatural life: The Waters of Baptism. Jesus was plunged by John into the waters of the Jordan to make them Holy. Water not only took on life but divinity when God became Man in the womb of Mary and that same water infused with the fullness of Jesus' divine life poured from his most sacred side as he hung on the cross. This is what the water speaks of. In its power it longs to be alive, and when it comes up against that which isn't alive but is hard and callous it speaks as if to summon us to drink and to summon the Holy Spirit so that it may continue to support life both earthly and divine! Happy Easter! | 1,272 | 772 | {
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SEQUENCES AND SERIES
1 The second and fifth terms of an arithmetic series are 40 and 121 respectively.
2 A sequence is defined by the recurrence relation
u
r
=u
r–1
+ 4,r> 1,u
1
= 3.
3 The first three terms of an arithmetic series are t, (2t − 5) and 8.6 respectively.
aFind the value of the constantt.
(2)
bFind the sum of the natural numbers from 200 to 400 inclusive.
(3)
c Find the value of N for which the sum of the first N natural numbers is 4950. (3)
5 A sequence of terms {un} is defined, for n ≥ 1, by the recurrence relation
u
n+1
=k+u
n
2,
wherekis a non-zero constant. Given that
a find expressions for
u
1
u
2
andu
3
in terms of
= 1,
k.
(3)
Given also thatu
3
= 1,
7 a Prove that the sum, Sn , of the first n terms of an arithmetic series with first term a and common difference d is given by
bAn arithmetic series has first term−1 and common difference 6.
Verify by calculation that the largest value ofn
for which the sum of the first of the series is less than 2000 is 26.
8 A sequence is defined by the recurrence relation
where k is a positive constant.
Given that t3 = 3, show that k = –1 + 1 2 6
nterms
(3)
9 An arithmetic series has first term 6 and common difference 3.
Given that the sum of the firstnterms of the series is 270,
10 A sequence of terms t1 , t2 , t3 , … is such that the sum of the first 30 terms is 570.
Find the sum of the first 30 terms of the sequences defined by
c w
n
=t
n
+n,n ≥1.
(3)
11 Tom's parents decide to pay him an allowance each month beginning on his 12 th birthday. The allowance is to be £40 for each of the first three months, £42 for each of the next three months and so on, increasing by £2 per month after each three month period.
a Find the total amount that Tom will receive in allowances before his 14 th birthday. (4)
b Show that the total amount, in pounds, that Tom will receive in allowances in the n years after his 12 th birthday, where n is a positive integer, is given by 12n(4n + 39). (4)
12 A sequence is defined by
u
n+1
=u
n
−3,n ≥1,u
1
= 80.
Find the sum of the first 45 terms of this sequence.
(3)
13 The third and eighth terms of an arithmetic series are 298 and 263 respectively.
c Find the maximum value of Sn , the sum of the first n terms of the series. (3)
b Hence, show that
15 The nth term of a sequence, un , is given by
u
n
=k
n
− n.
Given that u2 + u4 = 6 and that k is a positive constant,
16 The first three terms of an arithmetic series are (k + 4), (4k − 2) and (k 2 − 2) respectively, where k is a constant.
Given also that the common difference of the series is positive,
b find the 15th term of the series.
(4) | 1,319 | 780 | {
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The
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Eating One Raisin: A First Taste of Mindfulness
Holding
First, take a raisin and hold it in the palm of your hand or between your finger and thumb.
Focusing on it, imagine that you've just dropped in from Mars and have never seen an object like this before in your life.
Seeing
Take time to really see it; gaze at the raisin with care and full attention.
Let your eyes explore every part of it, examining the highlights where the light shines, the darker hollows, the folds and ridges, and any asymmetries or unique features.
Touching
Turn the raisin over between your fingers, exploring its texture, maybe with your eyes closed if that enhances your sense of touch.
Smelling
Holding the raisin beneath your nose, with each inhalation drink in any smell, aroma, or fragrance that may arise, noticing as you do this anything interesting that may be happening in your mouth or stomach.
Placing
Now slowly bring the raisin up to your lips, noticing how your hand and arm know exactly how and where to position it. Gently place the object in the mouth, without chewing, noticing how it gets into the mouth in the first place. Spend a few moments exploring the sensations of having it in your mouth, exploring it with your tongue.
Tasting
When you are ready, prepare to chew the raisin, noticing how and where it needs to be for chewing. Then, very consciously, take one or two bites ito it and notice what happens in the aftermath, experiencing any waves of taste that emanate from it as you continue chewing. Without swallowing yet, notice the bare sensations of taste and texture in the mouth and how these may change over time, moment by moment, as well as any changes in the object itself.
Swallowing
When you feel ready to swallow the raisin, see if you can first detect the intention to swallow as it comes up, so that even this is experienced consciously before you actually swallow the raisin.
Following
Finally, see if you can feel what is left of the raisin moving down into your stomach, and sense how the body as a whole is feeling after completing this exercise in mindful eating. 1
1 Mark Williams, John Teasdale, Zindel Segal, and Jon Kabat-Zinn (2007). The Mindful Way through Depression: Freeing Yourself from Chronic Unhappiness. New York: Guilford Press. | 836 | 512 | {
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The theory of loose parts
The theory of "loose parts" first proposed by architect Simon Nicholson in the 1970's has begun to influence child-play experts and the people who design playspaces for children in a big way. Nicholson believed that it is the 'loose parts' in our environment that will empower our creativity.
In a play, loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. They are materials with no specific set of directions that can be used alone or combined with other materials.
Loose parts can be natural or synthetic. In a preschool outdoor environment we can provide an array of loose parts for use in play such as stones, stumps, sand, gravel, fabric, twigs, wood, pallets, balls, buckets, baskets, crates, boxes, logs, stones, flowers, rope, tyres, balls, shells and seedpods.
Having "loose parts" available in a playspace allows children to use these materials as they choose. Often you will find that children would rather play with materials that they can use and adapt as they please, rather than expensive pieces of play equipment.
Encouraging children to use resources as they choose can provide a wider range of opportunities than one that is purely adult led. Children playing with loose parts are using more creativity and imagination and developing more skill and competence than they would playing with most modern plastic toys.
It may take a very open mind on our part (there is often a lot of cleaning up involved as materials end up in places you would never expect them to be) but when children cross play materials and areas in creative ways, it is our responsibility to support and encourage their work and ideas.
Loose Parts should –
- Have no defined use and playworkers must support the children when they decide to change the shape or use of them.
- Be accessible physically and stored where they can be reached by children without having to ask the playworkers. The children should know that they can use them whenever and however they wish.
- Be regularly replenished changed and added to.
'Loose parts' theory is about remembering that the best play comes from things that allow children to play in many different ways and on many different levels. Environments that include 'loose parts' are infinitely more stimulating and engaging that static ones. The play environment needs to promote and support imaginative play though the provision of 'loose parts' in a way that doesn't direct play and play opportunities, but allows children to develop their own ideas and explore their world. | 962 | 528 | {
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www.sciencefirst.com
Acids and bases
NGSSS:
2. SC.8.N.1.2: Design and conduct a study using repeated trials and replication.
1. SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
3. SC.8.N.1.3: Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
5. SC.8.P.8.8: Identify basic examples of and compare and classify the properties of compounds. Including acids, bases, and salts.
4. SC8.N.1.6: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
Common Core:
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.3
CCSS.ELA-Literacy.RST.6-8.4
CCSS.ELA-Literacy.RST.6-8.7
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
CCSS.ELA-Literacy.RST.6-8.9
Objectives:
Students determine the point of neutralization of an acid mixed with a base while they recognize that if substances react in similar ways, they are placed in categories or groups such as acids or bases. They also identify other variable sin an experimental design that must be controlled in order to isolate one variable.
Skills:
* Setting up the equipment and work area to measure change in pH
* Students gain experience conducting the following procedures:
* Performing a simple titration of two different concentrations of vinegar and baking soda
*
* Using the pH sensor, students determine the endpoint of a titration.
Materials:
* pH sensor
* Eurosmart datalogger
* Pipet or eyedropper
* Erlenmeyer flasks (2)
* Vinegar
* Baking soda
* Graduated cylinder
* Balance
* Sample paper
* Beaker
* Water
* Distilled water in a wash bottle
Driving Question: Can common kitchen substances be neutralized?
Lab Summary: Students measure mix water and baking soda in a flask. They insert the pH sensor into the solution and begin data recording. They use the pipet to drop vinegar into the solution in the flask one drop at a time, counting each drop and swirling the flask after each drop. They continue adding drops of vinegar and swirling the flask until the pH of the solution reaches 7.0. They record the number of drops on a table along with the amount of baking soda and initial and final pH. Next they will double the amount of baking soda with the same amount of water in the flask and record the initial pH of their solution. They will begin adding drops of vinegar to the solution, counting the drops and swirling the solution after each. They will continue adding drops of vinegar until the pH is 7.0. They will not the total number of drops of vinegar and pH readings on the table. Students will analyze their results.
1 | 1,700 | 821 | {
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A Level Bridging Work Religious Studies
Religion – The Christian concept of God
An attribute is a quality or characteristic that a thing or a person possesses. Some of the classical [traditional] attributes of God are listed below. You task is to find out what each of the following mean and to record these in your notes. You should also spend some time thinking about any difficulties or problems that might arise in relation to these attributes e.g. If God is omnipotent, then why does God not do something about suffering? If God is omnipotent could God technically do anything? The attributes below are the ones that are generally associated with the God of Classical Theism, which can be broadly described as the God that Jews, Christians and Muslims worship.
1. Omnipotent
2. Omniscient
3. Benevolent
4. Omniscient
5. Omnipresent
6. Immortal
7. Immutable
8. Transcendent
9. Immanent
10. Infinite
11. Necessary
12. Aseity
13. Eternal
14. Everlasting
15. Holy
16. Personal
17. Existence
18. Non-temporal
19. Non-spatial
20. Trinity
You may find No 17 tricky. Think about it; people exist because you can see them. I exist because I know I do. In what sense then would God exist, if indeed God does exist?
The Stanford Encyclopaedia of Philosophy is a good place to start and provides the words in context https://plato.stanford.edu/
Task 2
- Answer one of the questions below in the form of a short essay with a maximum word count of 400 - 600 words.
- The essays must include a minimum of two philosophers' thoughts on the questions.
- Divide each essay into two parts. The first part, Part A, must be purely about the philosophers' ideas themselves. You must explain the philosophers' ideas in your own words.
- In the second part, Part B, you need to analyse and evaluate strengths and weaknesses of the arguments/philosophers you have discussed in part a and then reach a justified conclusion.
- All bridging work is due in your first Philosophy lesson of the year.
How to structure your work:
Part i)
Explain the idea/theory you are talking about with reference to specific scholars/philosophers. Try to include any new concepts you have learned from task 1.
Part ii)
Write a brief introduction to your evaluation explaining whether the argument is a successful one or not.
Now present a range of arguments for both and against that demonstrate you have considered both sides of the argument to come to a logical conclusion. These should not just be your opinion, they should be your evaluation of the support and criticisms that philosophers have put forward about the arguments.
Write a conclusion that logically follows from the discussion in your essay.
Underline any quotes, key words or concepts that you learn
Write a list of any questions you were unable to answer through your own research
The questions
1. Religious Language: If we have no idea what the word "God" really means, is there any point in talking about whether such a being exists? Explain your reasoning
Reading material
Please use the following links to find a broad range of research materials related to the topic areas, please ensure that you use this material as the basis for your essays:
- Religious language: https://www.youtube.com/watch?v=-6hoDNZoV5g
- peped.org/philosophicalinvestigations/philosophy/a2/religious-language/
Support notes: In any discussion of Religious Language you should try to include the work of Aquinas, Ayer and Wittgenstein. The following technical language should be defined in relation to the issue: cognitive, non-cognitive, verification, language games, analogical language
2. Teleological Argument: Is there evidence of intelligent design in the world and does this prove that God exists? Explain your reasoning.
Reading material
Please use the following links to find a broad range of research materials related to the topic areas, please ensure that you use this material as the basis for your essays:
- Design argument: https://www.youtube.com/watch?v=foeM6vXZCys
- peped.org/philosophicalinvestigations/philosophy/as/teleological-argument/
Support notes: In any discussion of the Teleological Argument you should include the ideas of Aquinas and Paley and ensure that the following key terms are defined in relation to the argument; a posteriori, inductive, telos, purpose, beneficial order | 1,863 | 957 | {
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Lauren Hunter – Our Lady of the Visitation – Mother of Mercy High School
Children and adults, who are mentally or physically disabled, are often ignored or misunderstood by society. Many people are afraid to interact with them, because of how they look or act. Often times, they are bullied because of their disability. But the truth is, they are people too. They have feelings and seek friendship. Many are never given the opportunity to speak for themselves or show who they are. For two years now, I have been a part of two programs, WOW and Spectrum. These programs allow children and adults to have a voice as well as learning to dance. Dancing is something that many disabled children want to do, but are unable to because there are turned down by studios because of their disabilities.
WOW stands for Wonder on Wheels and it is a class for wheel chair bound adults and children, who would like to learn how to dance. Dancers at the studio, myself included, are partnered with someone in a wheelchair. We help teach them choreography and serve as their legs and arms at various times. We are their shadows and allow them to experience dance in the spotlight. We even perform and compete a routine with them at competitions. Spectrum, on the other hand, is for children with autism. We are partnered with an autistic child and help them learn basic dance skills and perform a routine with them at recital. These programs give girls and boys a chance to show that they are more than their disability. Dancing is an enormous part of my life, and knowing that I am making dancing a reality for others is one of the best feelings in the world.
My WOW partner is Paige; she is eighteen years old. She suffers from Rett Syndrome. She has suffered from this her whole life, but has never let it stop her. When she comes to the studio she always has the biggest smile on her face, and you can tell that this is what she looks forward to every week. I have to be there for her every week because this is what she loves to do. My Spectrum partner is Ava and she is six years old. She has autism. She is always filled with energy and excitement. My job is to keep her focused, and to help her learn dance steps. These girls mean the world to me, and I don't want to let them down. I have affected their life by giving them an opportunity that was not available to them. I help make their dreams and goals a reality. My dance studio is my second home and it is theirs too. My goal for them is to never give up on themselves. Even though I have affected them, they have shown me things about myself as well. They have shown me that I can be a leader and that I can be strong. I have made a commitment to them and try my hardest every week to make it to class. Aubrey affected many people in her short life, and so have Paige and Ava. I hope that I have affected them and made an impact in their life like they did in mine. | 979 | 621 | {
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Matter Packet Answer
Chapter 1 : Matter Packet Answer
Name __ answer key __ period _____ c:usersmwrooneydesktopmatter homework packet_answersc identify each of the following as an example of a physical property or a chemical property. 1. silver tarnishes when it comes in contact with hydrogen sulfide in the air.F in a physical change, the makeup of matter is changed. 3. t evaporation occurs when liquid water changes into a gas. 4. t evaporation is a physical change. 5. f burning wood is a physical change. 6. f combining hydrogen and oxygen to make water is a physical change. 7. t breaking up concrete is a physical change. 8.Matter and energy review packet answer key 1. d. 37°c converts to 310 k, which is the highest temperature because this sample has the highest average kinetic energy. temperature is a measure of the average kinetic energy of a substance. 2. d. 3.Base your answer to questions 9-11 on the model below. 9. how would you classify this (element/compound/mixture? objective: practice packet: unit 2 matter 9 mrpalermom drawing particle arrangements 16.) draw a particle diagram for each of the following below.Chemistry worksheet: matter #1 1. a mixture (is/is not) a chemical combining of substances. 2. name classification of matter and changes instructions: write e in the blank if the material is heterogeneous or o if it is homogeneous. 1. wood 6. dirt 2. freshly-brewed black coffee 7.Matter homework packet classifying matter worksheet name _____ period _____ physical and chemical changes and properties of matter worksheet classify the following as chemical change (cc), chemical property (cp), physical change microsoft word - handout - matter homework packetChemistry a: states of matter packet name: _____ hour: _____ page 8 worksheet #4: intermolecular forces kinetic molecular theory describes the states of matter in terms of the movement of the molecules in each state. the word kinetic means “to move”. objects in motion have energy called kinetic energy.
Practice&packet:&level2matter& & 8& mrpalermom& lesson 4: properties and changes of matter directions: complete the chart to the best of your ability. situation type of change (p or c) explanation (write a sentence.) cooking an egg digesting your lunch mixing the ingredients for a cake rusting of a nail dew forming on the lawn melting
Related PDF Files
Matter Homework Packet Answers, Physical And Chemical Changes Worksheet, Matter And Energy Review Packet Answer Key, Practice Packet Unit 2 Matter Mrpalermom, Chemistry Worksheet Matter 1 St Francis Preparatory, Handout Matter Homework Packet, States Of Matter Packet 2013 Ms Curbys Classroom, Practicepacket Unit 2 Matter Mrpalermom | 1,254 | 597 | {
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Name
Description
Rubric Detail
Criteria
Critical Response to the Writing Task
Development of Ideas
Organization
Writing Assessment Program Rubric - Numeric
Levels of Achievement
Outstanding
5 Points
A thought-provoking and insightful response; demonstrates a thorough understanding of the complexities of the topic; has a well-defined main point.
5 Points
Ideas are fully developed; all points are supported with specific and detailed evidence.
5 Points
Demonstrates an elegant progression of ideas; sophisticated transitions are used to convey relationships between ideas.
Very Good
4 Points
A credible and critical response; demonstrates a good understanding of the complexities of the topic; has a main point.
4 Points
Ideas are well developed; most points are supported with specific and detailed evidence.
4 Points
Demonstrates a clear progression of ideas; effective transitions are used to convey relationships between ideas.
Competent
3 Points
A competent though uneven response; demonstrates an understanding of the main points of the topic but may miss some of the complexity; has a main point but may wander from it.
3 Points
Ideas are competently developed; some points are supported with detailed and specific evidence; development may be uneven.
3 Points
Organization is competent; there is a central focus and relevant ideas are grouped together; simple transitions are used.
Not Satisfactory
2 Points
A weak response; demonstrates a superficial or incomplete understanding of the topic; main point may be unclear.
2 Points
Development is weak; supporting evidence is brief, general, or lacks relevancy.
2 Points
There is an attempt to maintain a central focus and to group ideas together but relationships between ideas are unclear; few transitions are used.
Minimal
1 Points
Response is minimal; demonstrates minimal engagement with the topic; lacks a main point.
1 Points
Development is minimal; lacks supporting evidence or supporting evidence is too general or irrelevant.
1 Points
Organization is minimal; lacks focus or progression; transitions are rarely or incorrectly used.
Criteria
Integration of Sources
Sentence Structure, Word Choice, and Grammar
View Associated Items
Levels of Achievement
Outstanding
5 Points
Source material is completely synthesized; quotes are well chosen and smoothly integrated; source material is responsibly credited.
5 Points
Sentences are well controlled and effectively varied; word choice is precise; minimal errors in grammar or usage.
Very Good
4 Points
Source material is mostly synthesized; quotes are mostly well chosen and integrated; source material is responsibly credited.
4 Points
Sentences are usually well controlled and varied; word choice is usually specific; there may be errors in grammar or usage but meaning is clear.
Competent
3 Points
Source material is competently quoted or paraphrased; integration may be simple or uneven; source material is credited but documentation style may be incorrect or inconsistent.
3 Points
Sentences are generally well controlled and varied; word choice may be simple; there may be errors in grammar or usage but meaning is generally clear.
Not Satisfactory
2 Points
Integration of source material is superficial; source material is inconsistently or incorrectly credited.
2 Points
Sentences demonstrate weak control; word choice may obscure meaning; errors in grammar or usage sometimes impede meaning.
Minimal
1 Points
Does not integrate source material or does so incorrectly.
1 Points
Sentences demonstrate minimal control; word choice often obscures meaning; errors in grammar and usage often impede meaning.
Print
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A Level Bridging Work Music
At A Level we will be studying a broad range of music.
Part of the success of this is aurally recognising these pieces and using key words to describe them. Over the holiday listen to the following pieces a number of times so that you are familiar with them.
In addition to this, you need to fill in the sheet attached with as much detail as possible. Read around these composers – when were they living? Where were they living? What was happening in Europe around this time?
Challenge: You may also be interested to look at art which was created around the same time – how does the music reflect the art?
Baroque
Vivaldi Il Gardellino https://www.youtube.com/watch?v=vYrvOQiCx4I
Classical
Mozart Marriage of Figaro, overture https://www.youtube.com/watch?v=ikQNFqVkNNc
Il Duettino No 1 – Susanna and Figaro https://www.youtube.com/watch?v=wRVv81jnYz4&s tart_rad io=1& lis t=R Dw RV v8 1 j nYz4
Romantic
Brahms Intermezzo in A major Op 118 no. 2
https://www.youtube.com/watch?v=20Gb0JcviRA&index=8&list=RDwRVv81jnYz4
Baroque – Il Gardellino by Vivaldi
Marriage of Figaro - Overture and Il Duettino No 1 – Susanna and Figaro
Musical keywords
- Can you describe the melody, texture, harmony?
- What sort of orchestra (size) or instruments?
Context
- When was the composer writing this?
- Any big historical events happening in Europe at this time?!
- Is there a reason why this was written?
Careful – this can feel overwhelming! You need to have a big picture of what was happening in each period of music.
Romantic
Brahms Intermezzo in A major Op 118 no. 2
A piece of your choice! This could be a contemporary piece, or a piece you have studied on your instrument/voice
Musical keywords
- Can you describe the melody, texture, harmony?
- What sort of orchestra (size) or instruments?
Context
- When was the composer writing this?
- Any big historical events happening in Europe at this time?!
- Is there a reason why this was written?
Careful – this can feel overwhelming! You need to have a big picture of what was happening in each period of music. | 992 | 541 | {
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Discover your family's passion and purpose
Many of us are eager to make a difference, but aren't sure where to begin. You could sign up for a volunteer shift at the same organization your neighbor has been raving about – but if you and your family aren't truly passionate about the cause behind it, chances are your participation won't turn into a long-term commitment.
This worksheet is designed to help you and your family identify a cause that's important to you, and discover how to make a difference using skills and talents you already have. This way, doing good isn't only the right thing to do; it's fun, too!
TIP: If tackling this exercise from start to finish seems too daunting to complete in one sitting, set aside 10 minutes or so each week to fill it out gradually. Pick a time when everyone is likely to be together and you're less likely to be rushed—for example, around the dinner table on Sundays.
Step 1: Uncover your cause
A personal connection to a cause can supercharge your commitment and fuel your desire to make things better. Sitting together as a family, list some issues that deeply interest you, or that have touched you somehow (for example, perhaps someone close to you is battling a medical condition, or your child’s classmate has experienced bullying).
Next, take a walk around your neighborhood to look for issues close to home. You may notice something that's present, like litter, or something that is missing, like wheelchair accessibility or a safe place for kids to play. Are there people who are homeless or in need? List the issues you observe below.
See the bigger picture. Each day, the headlines shine a light on some of the world’s most challenging issues: human rights, sustainability, natural disasters, poverty, access to education, food insecurity. It’s through empathy and compassion—by putting ourselves in another’s shoes—that we feel compelled to help. Have a discussion with your crew—you may find that your passions and interests lead you to look far beyond your local community. List the global causes that interest you below.
Step 2: Search out your strengths and talents
Every family has something special to share with the world – and there's a lot you can accomplish when you do it together. Take some time to think about the strengths your family has built together. Ask and answer these questions:
What are some challenges we've overcome as a family?
What did we do to overcome these challenges?
What did we learn from facing these challenges?
How can we use these skills to solve other problems?
What are our individual gifts and talents? What activities are we each proud of? Write them down.
Step 3: Create an action plan
This is where you put together Step 1 and Step 2. Talk about how you can match your strengths and talents to the issues you care about. Together, take a few minutes to brainstorm. Remember, there are no bad ideas! Here are a few suggestions to get you started:
If you sing or play a musical instrument... Think about hosting an open mic or talent show at your home or at a local café to raise funds.
If you enjoy coding… Create a website for a small local charity to help them raise awareness.
If you love animals… Offer a neighborhood dog-walking service, and direct all proceeds to your chosen cause. | 1,189 | 678 | {
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Edna Kramer Lassar
Edna Ernestine Kramer Lassar (May 11, 1902 – July 9, 1984) greatly influenced those who, like her, believed that if mathematics is to be made meaningful to students and non-mathematicians it would be necessary to enrich presentations with the history of mathematical concepts and mathematicians. To this end Kramer published two of the best expository books written on mathematics in the 20 th century. Having long collected historical, cultural, and recreational mathematics materials, she combined these with her knowledge of the applications of mathematics to produce the enjoyable The Main Stream of Mathematics (1951) and its sequel The Nature and Growth of Modern Mathematics (1970).
Kramer was born in Manhattan, the daughter of Jewish immigrants. She was named for her uncle Edward, who had shown a gift for mathematics but died shortly before her birth. It was her childhood ambition to honor him by doing her very best in mathematics. Kramer originally intended to become a German teacher but WWI ended that plan. Fortunately, as a freshman at Wadleigh High School, she met a mentor and friend for life. John A. Swenson, the chairman of the mathematics department, changed her life by inspiring her to choose a mathematical career.
Kramer majored in mathematics at Hunter College, where she received her B.A. degree summa cum laude and was elected to Pi Mu Epsilon and Phi Beta Kappa. With some help from Swenson, she arranged to continue her mathematical studies at Columbia University while teaching high school mathematics. She earned her M.A. in 1925 and her Ph.D. in 1930. Her doctoral dissertation was on the geometric properties of polygenic functions, supervised by Edward Kasner who had invented polygenic functions around 1927. A polygenic function is one that has infinitely many derivatives at a point. If a function is not polygenic it is monogenic, that is it has a single derivative at a point as the point is approached from different directions in the complex plane. Most complex-valued functions are polygenic. Either the derivative has one value or an infinite number – there is no intermediate number of values.
In 1929 Kramer became the first female mathematics instructor at the New Jersey Teachers College, later named Montclair State University. During the depression there were few college jobs for anyone, let alone a married Jewish woman. She married Benedict Taxier Lassar, a French teacher and guidance counselor in 1935. Because of the hostility of her chairperson at Montclair, Kramer returned to teaching mathematics in the New York City school system. She combined her high school teaching with consulting while teaching college courses at Brooklyn College. From 1943 to 1945, Kramer contributed to the war effort as a statistical consultant at Columbia University, concentrating on probabilistic strategic tactics for anti-aircraft fire control. An adjunct professor at the New York Polytechnic Institute from 1948 to 1965, Kramer retired from her teaching position at Thomas Jefferson High School in 1956.
Besides her interest in mathematics Kramer, inspired by her former teacher Swenson, championed good mathematical teaching. She stressed the understanding of concepts over the mastery of manipulation techniques. In addition to her articles on teaching mathematics, Kramer wrote Mathematics Takes Wings (1942), which showed the relation of aeronautics to high school mathematical topics. In The Integration of Trigonometry with Physical Science (1948), she demonstrated the role of trigonometry in the areas of electricity, sound and light. She also assisted Kasner prepare his popular Mathematics and the Imagination, written in collaboration with James R. Newman, and advised Richard Courant in the writing of What Is Mathematics? In addition Kramer produced important biographies of women mathematicians for the journal Scripta Mathematica and The Dictionary of Scientific Biography.
Even after her retirement Kramer remained active in her own education, attending classes at the
Courant Institute from 1965 to 1969. She was a member of many of the American mathematical and scientific associations as well as a few in Europe. In 1973 she traveled to Nanyang University in Singapore to give an invited address, The Contributions of Women Past and Present to the Development of Mathematics. For the last ten years of her life Kramer suffered from Parkinson's disease, and she died from pneumonia at her Manhattan home in 1984.
Quotation of the Day: "To understand the development of mathematics, we must have a picture of the men who made the science." – Edna Kramer
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How to Prepare a Planting Site to Ensure Success
By Joyce Bringhurst, Alameda County Master Gardener o emphasize the importance of planting site preparation, Judy Thomas, retired horticulture instructor of Merritt College often told her students to "use a $100 hole for a $10 plant." T
can try planting in a mound, a raised bed, or choose cultivars that can either tolerate poor drainage or have been grafted to root stocks that are tolerant of wet soil.
One of the important things to consider when picking a planting site is soil pH. Soil pH is an indication of the acidity and alkalinity of the soil, which affects the plant's ability to absorb soil nutrients. Plants have different pH requirements, but most do well within a pH range of 6.5 to 7.2, with 7 being neutral. You can find out your soil's pH by sending samples to a soil lab, but that is expensive and cumbersome. Most local garden centers and hardware stores carry do-it-yourself kits which provide fairly accurate readings. Keep in mind that most residential lots have imported soil that may have a pH different than the native soil. Areas with construction debris such as concrete will most likely have a higher pH. In general, however, the soil in Alameda County has a fairly neutral pH which is adequate for most plants. If you're using acid loving plants, such as azaleas, you may have to amend your soil to make it more acid.
Soil drainage is important as plant roots require both water and oxygen to ensure healthy growth. To test your planting site's drainage, dig a hole about 18 inches deep, fill it with water and let stand overnight. If water is not totally drained by the next morning, there is a drainage problem. Note: This test shouldn't be preformed during the rainy season when the ground is saturated. If your planting site has poor drainage, you
Once you have a site with proper pH, adequate drainage and light and climate requirements (which we talked about in the previous article), you can proceed to dig a hole no deeper than the height of the root ball, and at least two to three times as wide as the root system. In most cases, soil amendments are neither recommended nor necessary when planting woody plants such as trees and shrubs. Plants that require soils high in organic matter such as azaleas, rhododendrons, and camellias are exceptions.
It is very important to make sure that the root crown area of the plant stays dry. Excessive moisture or standing water around the root crown can cause root rot and weaken the plant, making it more susceptible to diseases. After you dig and prepare the hole, create a mound at the bottom so that when either a bare root or container plant is placed in the hole, it will be at least one to two inches higher than the surrounding soil. This will prevent the collection of water at the base of the plant and keep it from sinking below grade after watering and when the soil settles.
Many container plants have girdling roots because they have been sitting in the container too long. When dealing with root bound plants, you can cut several one inch deep vertical slits down the sides of the root ball then gently loosen the roots with your fingers. This will help the roots to grow outward and downward into the native soil.
If your plant is staked in the pot such as small trees, remove the single stake before planting. If the plant is tall and spindly, support it with two stakes, one on each side of the trunk, pounded 18 inches below the bottom of the root ball and about 6-8 inches away from the trunk. The stakes should be placed facing the direction of the prevailing wind and ties should have a couple inches of slack so that the trunk can sway with the wind. The stakes and ties should be removed after 1-2 years when the plant has properly developed. When placing larger plants or small trees into the planting hole, try to orient the branches away from the building, fence or traffic. You might want to orient a strong branch toward a focal point in your garden, or place the side with weaker branches toward the sun to encourage more vigorous growth.
Once the plant has been situated in the planting hole, backfill with native soil and gently step on the soil to get rid of air pockets. Next, create a berm with native soil outside the backfill area to help direct the water to the root zone. Water frequently during the first few weeks after planting so that the soil stays moist but not soggy. The soil berm will eventually disappear, but the plant should remain slightly above grade to ensure adequate drainage.
If you follow the above planting procedures, you will be rewarded by healthy plants that thrive in your garden. | 1,719 | 994 | {
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TAKE IT TO THE MAT
A NEWSLETTER ADDRESSING THE FINER POINTS OF MATHEMATICS INSTRUCTION
Math Audit Team Regional Professional Development Program March 6, 2000 — Elementary Edition
Let's begin this edition of Take It to the MAT with a couple of exercises:
➀ 0 ÷ 6
➁ 6 ÷ 0
So, did you get zero as the answer to both? This issue will focus on the number zero and its behavior in the binary operation of division.
First, let's quickly review the concept of division. What does 6 ÷ 2 really mean? Basically, take six objects and place them in groups of two as in Figure 1. The quotient of three represents the number of groups of two. (Quotient is derived from a Latin word for "how many times.") Thus, 6 ÷ 2 asks, "How many groups of two objects can be created from six objects?"
Referring back to the first exercise above, how many groups of six objects can be made from zero objects? No kidding—none! If we have nothing to begin with, we can't very well make any groups of six either, can we?
Now, here's an often-missed connection. Six objects divided into groups of two yields three groups. But, what about reversing the thinking? Three groups of two objects is six objects total. The connection between division and multiplication is strong and important for kids to see and understand. We teach kids to check division by using multiplication. 6 ÷ 2 = 3 connects to 3 × 2 = 6. So, going back to the original problem, zero groups of six is zero objects. 0 ÷ 6 = 0 connects to 0 × 6 = 0.
How about exercise two, 6 ÷ 0? The knee-jerk answer is zero. Let's investigate.
Using Figure 2, take those six objects and divide them into groups of zero. Having trouble? That is because division by zero is meaningless—it cannot be done. The correct mathematical term for division by zero is undefined, but grade level will dictate the use of that term.
Think about it. First, if we incorrectly assume 6 ÷ 0 = 0, then that implies six objects placed into groups of zero gives zero groups. By the connection to multiplication, zero groups of zero objects is six objects total, or 0 × 0 = 6. Secondly, what if we replace six by some unknown number like n. If n ÷ 0 has a quotient, say q (n ÷ 0 = q), then our connection implies that n = q × 0. But, we know that regardless of the value of q the product of it and zero must be zero. So, division by zero is a violation of mathematical principles.
One last thing—what is 0 ÷ 0? If you have zero objects, how many groups of zero objects can you make from it? One? Two? Twenty? In fact, as many as you want. We say that the quotient of 0 ÷ 0 is indeterminate—one cannot determine an answer. Grade level will again determine the use of that word. In closing, you are challenged to show, by the connection to multiplication—why is this true? | 1,298 | 722 | {
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GUIDELINES "WHEN THE CHIPS ARE DOWN"
This game is a great way to show how the Ecological Footprint can be applied at a national level with political implications.
BEFORE THE GAME
* Have students take the Ecological Footprint quiz at www.myfootprint.org. Have students record their initial results, but ask them to retake the quiz and change answers to find out what happens when they change a part of their lifestyle to be more sustainable.
* The class may discuss different reasons for why their footprints were large or small, and what they can do to improve their sizes. Be sure to emphasize that an Ecological Footprint is a measure of the area of land required to provide one's resources and to absorb their wastes.
* Tell the class that now they are going to see how population and consumption affect Ecological Footprints over time at national levels. They are going to create their own countries and see how natural as well as economic factors play a role in Ecological Footprint size and degradation of the land.
DURING THE GAME
Guidelines to ensure a well-played, educational game:
* Cut pieces of butcher paper that are smaller rather than larger. The less room they have to place chips, the more likely the game will have effective results.
* Ensure that students fill in all the empty spaces on their countries with pictures, as all land may be used.
* Have students draw definitive borders on their countries.
* Include "Corporations" as a component for countries so as to build on "Infrastructure." The more corporations a country has, the more affluence and consumption. This will make it easier to distinguish between the three groups.
* If students choose to use renewable energy sources, recycling plants, or any other sustainable practice in their country, allow them to stack chips on those resources (one per generation only). They may do so because sustainable practices can last from generation to generation with less impact on the land.
AFTER THE GAME
* Use the "Factors Affecting the Ecological Footprint" Handout to show how population and consumption/affluence play a role in ecological impact.
* Discuss different policies that countries may adopt to improve their Footprints. You may hand out the briefs "What about Population?", "Footprints and Energy," and "Eating up the Earth" as supplemental readings.
* Discuss examples from history of how various types of governments establish policies that affect national footprint size (ex. population limits in China vs. policies in Kerala).
* Discuss significant events in history that have lead to structures that have caused some countries to be more/less populous and more/less industrialized.
* Technology may also play a role in environmental impact. It can either increase resource efficiency or be more use resources more intensively. What technologies can help countries decrease Ecological Footprints? | 1,220 | 584 | {
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Voluntary Dolphin Swim Guidelines
Bimini | Bahamas
Note: This list in not written in priority order. All points are important. This list was written by veteran dolphin swim operators near Bimini with the long-term well-being of the dolphins in mind. The aim is to foster a feeling of all working together with the same understandings and with the protection of the dolphins into the future being paramount.
1. Operate vessel at 8 knots or less when in close proximity to dolphin groups.
2. Observe dolphin groups from the surface to determine dolphin behavior. Do not allow swimmers to enter the water if the group appears to be resting. Resting is typically slow group movement at or near the surface with limited interactions between dolphins, no direction or speed changes, no ariel behaviors, no bow riding and slow/splashless breaths. If the dolphins are bottom feeding the human swimmers should only watch from the surface. If the dolphins are feeding at the surface or mid-water (i.e. feeding in a way other than bottom feeding), swimmers should not enter the water. If the dolphins are actively mating, human swimmers should observe without directly interacting with the dolphins.
3. The number of vessels interacting with a single dolphin group is limited to one for the safety of both the dolphins and human swimmers, unless radio communication has been established. If radio contact is not established, vessel will stay at least ½ mile away from another vessel interacting with dolphins.
4. Do not circle if the dolphin group appears to be feeding or resting and never make repetitive tight circles.
5. Every operator should give an educational talk to all human swimmers, which includes this code of conduct, before their first dolphin swim. Most important:
* Not touching the dolphins at any time. If at any point a dolphin initiates contact with a human swimmer, this is not an invitation to touch the dolphin back. Swimmers are encouraged to swim with their hands at their sides, across their chests or behind their backs.
* Limit horizontal swimming so as not to actively pursue the dolphins. Vertical swimming is acceptable, provided swimmers are conscientious of other swimmers and dolphins as they return to the surface.
6. In order to monitor the interactions with the dolphins and to protect them, there should be one trained crew member in the water per 12 swimmers, and a maximum of 25 persons in the water at one time.
7. All human swimmers should enter the water calmly and quietly in close proximity to the dolphins. No large splashes.
8. No foreign objects aside from floatation devices and camera equipment will be brought into the water with the dolphins.
9. If the dolphins turn away or change direction a third time during an attempt to approach, then the vessel moves on.
10. No flash photography after sunset.
11. No sounds will be played under water.
12. Strictly no feeding policy!
13. All waste will be returned to shore with the vessel.
14. An overall effort will be made to discourage private boaters and non-established operators from seeking interactions with the dolphins. No one agreeing to these guidelines shall give such boaters assistance or advice, nor serve as a guide, in finding dolphins.
15. All interested tourists are encouraged to sign-up with an experienced local operator who is authorized to take walk-in guests and in agreement with this code of conduct.
16. Any stranded or entangled dolphins (or other marine mammals, sea turtles) will be reported to the Bahamas Marine Mammal Stranding Network: 347-3033 or 242-544-5409.
17. These guidelines will be reviewed annually.
Kelly Sweeting of the Dolphin Communication Project is available should you have questions regarding why any of these points are important for dolphins given their biology and behavior. | 1,512 | 767 | {
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Reciprocal Teaching
1. Put students in groups of four*.
2. Distribute one note card to each member of the group identifying each person's unique role.
a. predictor
b. clarifier
c. questioner/connector
d. summarizer
3. The Predictor can offer guesses about what the author will tell the group next or, if it's a literary selection, the predictor might suggest what the next events in the story will be.
4. Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. They can also use the student response sheet (attached).
5. The Clarifier will lead the team in addressing words or ideas that are confusing. Students will use strategies to determine meaning of words. It is good for student teams to have access to a dictionary and thesaurus.
6. The Questioner will then pose questions about the selection. It is important at this stage that students are able to find themselves in the fiction or their world in the non-fiction selection or passage. They will ask discuss:
o unclear parts
o puzzling information
o connections to other concepts already learned
o connections to self and world
7. At the given stopping point, the Summarizer will lead the team while they share their summarizing ideas. The summarizer can then restate or highlight the key ideas up to this point in the reading.
8. The roles in the group will then pass one person to the right, and the next selection/chapter/passage is read. Students repeat the process using their new roles. This continues until the entire selection is read.
* For bigger groups, you can add a student in charge of visualizing, one in charge of keeping the reading going, and you can separate the questioning and connecting into two parts.
Group names:
Predicting
Write one or two sentences that predict what the rest of the passage will be about.
Visualizing:Picture in Your Mind
After you have finished reading, draw a picture of what this passage or poem makes you see in your imagination. You may draw it on this paper or on another sheet of paper that the teacher will give you.
Clarifying
Write down any words, phrases, or ideas that you do not understand.
Questioning: Teacher-like Questions
Pretend that you are the teacher and you are going to give a test about what you have just read. Write three ‘teacher-like" questions about the passage.
1.
2.
3.
Summarizing
Complete this summary sentence about the passage that you read.
The passage about_____________________ begins with____________________, discusses (or develops) the idea that _________________,and ends with _________________________. | 1,093 | 575 | {
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USDA Forest Service Celebrating Wildflowers
Native Gardening
Why Garden with Native Wildflowers?
Native plants are adapted to the local climate and soil conditions where they naturally occur. These important plant species provide nectar, pollen, and seeds that serve as food for native butterflies, insects, birds and other animals. Unlike natives, common horticultural plants do not provide energetic rewards for their visitors and often require insect pest control to survive.
Native plants are also advantageous, because:
Native plants do not require fertilizers and require fewer pesticides than lawns.
Native plants require less water than lawns and help prevent erosion.
The deep root systems of many native Midwestern plants increase the soil's capacity to store water. Native plants can significantly reduce water runoff and, consequently, flooding.
Native plants help reduce air pollution. Native plantscapes do not require mowing. Excessive carbon from the burning of fossil fuels contributes to global warming. Native plants sequester, or remove, carbon from the air.
Native plants provide shelter and food for wildlife.
Native plants promote biodiversity and stewardship of our natural heritage.
Native plants are beautiful and increase scenic values!
To learn more about Native Plant Gardening, explore the links below or contact your local Native Plant Society!
Plant Hardiness Zones
Choose the Proper Hardiness Zone for Your Area
Create Your Garden
Basic Instructions for Restoration and Native Landscaping
Going Native!
Wildflower Ethics
Great Native Plant Alternatives
Genetic Considerations
Landscaping for Wildlife
http://www.fs.fed.us/wildflowers/nativegardening/index.shtml
3/3/2010
Gardening for Pollinators
Attracting Pollinators to Your Garden
How to Make Butterfly Gardens - available from
the University of Kentucky Entomology Department's website.
Home-Made Sweet Homes - Building Native Bee Nesting Blocks
Hummingbird Feeders (PDF)
North American Pollinator Protection Campaign
Monarch Watch
The Monarch Butterfly
Preventing and Eradicating Weeds
No-No Plants!
Invasive Plants
Other Resources and Links
Linking Ecology & Horticulture to Prevent Plant Invasions: Codes of Conduct - "The voluntary codes offer professional codes of conduct designed to curb the use and distribution of invasive plant species through self-governance and self-regulation by the groups concerned."
The Natural Landscaping Alternative: An Annotated Slide Collection (PDF) - provided by the Environmental Protection Agency (EPA).
Wild Ones: Native Plants, Natural Landscapes - Landscaping with Native Plants (PDF) - also available from the Wild Ones web page on the U.S. Environmental Protection Agency's website.
Location: http://www.fs.fed.us/wildflowers/nativegardening/index.shtml Last modified: Wednesday, 19-Aug-2009 11:55:53 EDT
http://www.fs.fed.us/wildflowers/nativegardening/index.shtml
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The co2balance community borehole project is unique in that it concentrates efforts to find existing but damaged water supplies and boreholes and repairs them to restore the water supply to the community. Utilising carbon finance as a long term funding mechanism ensures security for the continuation of the borehole safeguarding the community into the future.
In the Kole District of Uganda co2balance clients have funded the initial repair and ongoing maintenance of water boreholes during the early summer of 2013. The restoration of clean water supplies to these communities has a significant impact on the lives and health of the people. These are some of their stories.
Case Study Community case notes. The children of Kole
One of the Gold Standard projects our customers have helped to support is the Kole district borehole rehabilitation project in Uganda. Gold Standard project ID GS 1359
About co2balance UK Ltd co2balance UK Ltd. 1 Discovery House, Cook way,Taunton, Somerset TA2 6BJ 01823 332233
Established in 2003, co2balance UK Ltd is a leading, UK based, carbon management provider offering carbon calculation, management and reduction services to leading blue chip companies including, BSkyB, Toshiba Europe, Gaz De France, Fiat and Flybe. As a project developer co2balance UK Ltd creates African Gold Standard and CDM projects that focus on social, health and community benefits to the families within the project area, in addition to carbon savings.
www.co2balance.com
The co2balance country coordinator Andrew Ocama attended the repair program in Kole District Uganda and interviewed members of the community to illustrate the impact of client support for this project.
The co2balance borehole rehabilitation project supports local business and engineering teams to repair broken water supplies for communities in developing countries. Unlike some projects that create a onetime activity, this program incentivizes the maintenance team to ensure a long term quality repair and maintain maximum availability of the restored supply to the community.
The process is monitored on the ground by the co2balance team and independently verified each year by The Gold Standard.
The impact of this project is profoundly felt by women and children in particular, who are responsible for the daily chore of collecting water. Without a properly maintained supply in the community this can often be really tough, involving long distances away from the village carrying heavy loads.
Pius is a pupil at Abari primary school in the Alemi Parish. His family uses about 180 liters of water a day. He used to fetch water from 2km away before repair of the borehole and it would take about 2 hours to do this. Now he only collects water from 150 meters away from his home and it takes much less time.
Tracy and Olivia plus their friend Suzan Okello (pictured right) also live within the same area and had to face the daily ordeal of collecting water far away from the safety of home. Often they would leave school during mid afternoon, the two extra hours collecting water would leave them with only the dusk hour to do their homework. Like much of rural Uganda this is an area without electricity for lighting, and they had little time in a day for reading their school books or playing with their friends. With the borehole repaired and time saved, they can reclaim some of their playtime and hopefully they will be able to do well at school too.
Pictured right. The local head teacher Mr Raphael Aguma offers advice to Tracy and Olivia about the importance of clean water and washing their containers.
The beneficial effect of supplying clean water to a community cannot be underestimated. In Eastern Africa the diseases causing diarrhoea, attributed to dirty water, result in the deaths of 1.4 million children annually more than AIDS, malaria and measles combined (WHO/UNICEF Joint Monitoring Program [JMP], 2010).
Diarrheal disease accounts for 27 % of deaths in Uganda, and inadequate water and sanitation contributes to 17 % of the disease burden (Prüss-Üstün et al, 2008).
By supporting these projects through carbon finance co2balance clients are helping to prevent disease and support communities to help themselves. | 1,736 | 850 | {
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Trying to stay ahead of students
Kentucky School Advocate, April 2015 By Jennifer Wohlleb, Staff Writer
When it comes to technology, parents are still parents, even if their kids know more about the subject than they do. That's why parents and educators need to take charge and stay educated about what their kids are doing online, said Karen McCuiston with the Kentucky Center for School Safety.
"When I talk to parents, they are deer in headlights. They don't understand the magnitude of what their students can do, are doing and what apps are out there helping them to do it," she said. "We have to educate our parents to understand what their child is doing."
It's not always as simple as being your child's "friend" on Facebook or following his or her Twitter or Instagram accounts, although that is imperative, too. McCuiston said adults need to understand there are apps for electronic devices designed to help kids hide whatever they are doing online.
"There's an app out there called, SpyCalc, or as I call it, the how-to-hide-my-porn-app," she said. "It will give you a folder, a locker that you have to have a four-digit code to get into, but SpyCalc (looks) like a calculator on top. We had kids in one district who were using that to hide their sexting … and these are middle school kids."
That's just one of many apps designed to fool parents. That's why McCuiston encourages them to look through their children's cellphones, tablets and computers on a regular basis.
"One of the things I really push is having all the chargers in the parent's bedroom and every night when you go to bed, collect every device," she said. "Yours should be turned off and being charged and theirs should be turned off and being charged; nobody needs it at 2 o'clock in the morning.
She said adults need to understand how important technology is to students and why they may be reluctant to share that they are having a problem, when the solution may seem simple to adults.
"A lot of kids are afraid if they come to you, you'll take away their cyber tools because the easiest answer for you is, if you don't see it, it won't bother you," McCuiston said. "Your thing is, you're going to keep them from being on the Internet, and they know that and have already thought, 'It will look like my fault,' or, 'It will be my devices that will be taken away even though the other person is at fault.' So they won't tell you and try to deal with it themselves, which is not the thing to do, but they're afraid of the punishment. And it's not a punishment, but it's the way you're dealing with it and you're not dealing with it in a way that is acceptable to them. And they don't have to be seeing it (the online bullying) for someone to be telling them about it. It's still going to be there."
And if parents or teachers see a problem developing, she encouraged them to get involved immediately.
"I think cyberbullying is a lot of misunderstood messages," she said. "I think a lot of it is someone said it in a sarcastic way when they were typing it, but because of the syntax or tone, it might not have been taken that way online; or they got an autocorrect and put a word in there that they hadn't planned on putting out there. I think a lot of the friendship or acquaintance cyberbullying – and a lot of it is very purposeful and very mean – but there is a portion that if you went straight to the person and asked, 'Did you mean what this says?' if you could settle some things before you start popping back at them, you might stop it before it becomes something very ugly."
Curbing cyberbullying is not only good for students in the long run, it's also good for education.
"And I tell parents every night when they collect the phones for charging, check for new apps and talk to your kids and ask, 'What's this app?' And let them tell you and if you need to, go and do some searching about it on Google."
"It's very basic, and if we can control the bullying, the feeling of respect among our students and our staff, we can do so much teaching and reaching our goals," McCuiston said. "We have freed up so much more time (for teachers) because we're not having to deal with all these other things. If we can, educate our people to look for the small things before they escalate."
Trying to stay ahead of students | Kentucky School Advocate | April 2015 | 1,499 | 968 | {
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Get a Kit Make a Plan Be Informed
A Hurricane is Coming!
Hurricanes are strong storms that cause life and property threatening hazards such as flooding, storm surge, high winds, and tornadoes.
What should I do?
□ Listen to local news or a NOAA weather radio for updates.
□ Check your disaster supplies and replace or restock as needed.
□ Bring in anything that can be picked up by the wind (bicycles, lawn furniture, etc.).
□ Close windows, doors, and hurricane shutters. If you do not have hurricane shutters, close and board up all windows and doors with plywood.
□ Turn the refrigerator and freezer to the coldest setting and keep them closed as much as possible so that food will last longer if the power goes out.
□ Turn off propane tanks and unplug small appliances.
□ Fill your car's gas tank and review your evacuation plan.
□ Evacuate if advised by authorities. Be careful to avoid flooded roads and washed-out bridges.
Know the difference:
Hurricane Warning:
Hurricane Watch:
threat of hurricane conditions within 36 hours
What supplies do I need?
□ At least 3-day supply of water – one gallon per person per day
□ Food – a 3-day supply of nonperishable, easy-to-prepare food
□ Manual can opener
□ Flashlight
□ Battery powered or hand crank radio
□ Extra batteries (flashlight, radio)
□ First aid kit
□ Cell phone with chargers (for home and car)
□ Medications (7 day's supply) and medical items
□ Sanitation and personal hygiene items
□ Baby supplies
□ Pet supplies
□ Copiesof importantpersonaldocuments
□ Family contact information
□ Tools/supplies for securing your home
□ Extra cash
□ Extra set of clothing and sturdy shoes
□ Rain gear
□ Towels and bedding (blanket or sleeping bag)
□ Map
□ Entertainment items
hurricane conditions expected within 24hours
When the hurricane is over, stay informed:
□ Listen to the news for the latest updates.
□ If you evacuated, return home only when officials say it is safe.
□ Drive only if necessary and avoid flooded roads and washed-out bridges.
□ Keep away from loose or dangling power lines and report them immediately to the power company.
□ Stay out of any building that has water around it.
□ Inspect your home for damage.
□ Use flashlights in the dark; do not use candles.
□ Avoid drinking or preparing food with tap water until you are sure it's not contaminated.
□ Check refrigerated food for spoilage; if in doubt, throw it out.
□ Wear protective clothing and be cautious when cleaning up to avoid injury. | 1,090 | 556 | {
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The Story of the Four Immortal Chaplains
A convoy of three ships and three escorting Coast Guard cutters passed through "torpedo alley" some 100 miles off the coast of Greenland at about 1 a.m. on February 3, 1943. The submarine U-223 fired three torpedoes, one of which hit the midsection of the Dorchester, a U.S. Army troopship with more than 900 men on board. Ammonia and oil were everywhere in the fast-sinking vessel and upon the freezing sea.
The four Chaplains on board, two Protestant pastors, a Catholic priest and a Jewish rabbi, were among the first on deck, calming the men and handing out life jackets. When they ran out, they took off their own and placed them on waiting soldiers without regard to faith or race.
Approximately 18 minutes from the explosion, the ship went down. They were the last to be seen by witnesses; they were standing arm-in-arm on the hull of the ship, each praying in his own way for the care of the men.
"As I swam away from the ship, I looked back. The flares had lighted everything. The bow came up high and she slid under. The last thing I saw, the Four Chaplains were up there praying for the safety of the men. They had done everything they could. I did not see them again. They themselves did not have a chance without their life jackets."
—Grady Clark, survivor
Almost 700 died, making it the third largest loss at sea of its kind for the United States during World War II. The Coast Guard Cutter Tampa was able to escort the other freighters to Greenland. Meanwhile the cutters Comanche and Escanaba, disobeying orders to continue the search for the German U-Boat, stopped to rescue 230 men from the frigid waters that night.
The four Chaplains were Father John Washington (Catholic), Reverend Clark Poling (Dutch Reformed), Rabbi Alexander Goode (Jewish) and Rev. George Fox (Methodist). These four Chaplains were later honored by the Congress and Presidents. They were recognized for their selfless acts of courage, compassion and faith. According to the First Sergeant on the ship, "They were always together, they carried their faith together." They demonstrated throughout the voyage and in their last moments, interfaith compassion in their relationship with the men and with each other. In 1960 Congress created a special Congressional Medal of Valor, never to be repeated again, and gave it to the next of kin of the "Immortal Chaplains."
On December 19, 1944, all four chaplains were posthumously awarded the Purple Heart and the Distinguished Service Cross. The Four Chaplains' Medal was established by act of Congress on July 14, 1960, and was presented posthumously to their next of kin by Secretary of the Army Wilber M. Brucker at Ft. Myer, Virginia on January 18, 1961 [4] .
The chaplains were also honored with a stamp, issued in 1948 and by an act of Congress designating February 3 as "Four Chaplains Day."
This W8DNH old QSL Card from Oct 22, 1948 was mailed using the Four Immortal Chaplains 3 cent stamp.
W8DNH OLD QSL Card from the Collection
"QSL Cards from the Past"
Scripted by Wikipedia and Immortal Chaplains Foundation website. | 1,242 | 738 | {
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NATIVE PLANTS, BENEFITS & RESOURCES
Native plants are plants that naturally occur in the region which they have evolved. Native plants:
….are adapted to local soils & climate conditions and generally require less water and fertilizer than non-natives.
….are more resistant to insects and disease requiring less or no pesticides.
….are used by wildlife as food, cover and for rearing young.
….help preserve the balance and beauty of natural ecosystems.
As the Chesapeake Bay region's human population has boomed 15.24% since 2000, the land uses and environment have been altered. With added impervious surfaces and increased lawn and garden maintenance, rain and stormwater wash chemicals and fertilizers into the rivers, tributaries and ultimately, the Chesapeake Bay. Once in the waterways, these pollutants can trigger the growth of excess algae, which depletes the waterways of oxygen and threatens the health of fish, crabs, and the entire Chesapeake Bay ecosystem.
Therefore to help reduce overall pollution in the Chesapeake Bay use native plants instead of non-native plants on lawns and in gardens. By picking native plants that suit local conditions, citizens can reduce or even eliminate the need for fertilizers, pesticides and watering saving time and money.
Native plants with similar shape, color, size or other characteristics can be found to replace non-native plants creating attractive and more natural landscapes for yards in the Chesapeake Bay region. Chesapeake Natives Inc is a nonprofit organization devoted to promoting, protecting and propagating plants native to the Chesapeake Region. While their headquarters is located in Maryland, they travel the Chesapeake Region to sell their native plants. For a schedule of their upcoming events visit: www.chesapeakenatives.org.
The U.S Fish & Wildlife Service provides ample information on Native Plans for Wildlife Habitat and Conservation Landscaping (https://www.nps.gov/Plants/pubs/chesapeake/pdf/chesapeakenatives.pdf) and has created a tool to help citizens in the Chesapeake Bay watershed select native plants available through the Internet. Users of the portal, www.nativeplantscenter.net, can search for native plants by name, plant type, sun exposure, soil texture and moisture.
The site also includes a geo-locator feature to identify plans suited to a user's specific location.
Here's a sample list of some of the Native Plants for the Middle Peninsula Region of Virginia:
Box Elder Ash leaf Maple Purple False Foxglove Dune Grass Broom Sedge Eastern Columbine
Butterfly Weed Swamp Milkweed Atlantic Wisteria Striped Violet Virginia Chain Fern Wild Rice
Sweet Goldenrod Chestnut Oak Willow Oak Virginia Meadow-beauty Sweet Azalea Marsh Pine
This project, Task #44 was funded by the Virginia Coastal Zone Management Program at the Department of Environmental Quality through Grant #NA15NOS4190164 of the U.S. Department of Commerce, National Oceanic and Atmospheric Administration, under the Coastal Zone Management Act of 1972, as amended. The views expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Department of Commerce, NOAA, or any of its subagencies. | 1,439 | 645 | {
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Center's Tip of the Month: Earth Day 2013
-- Tips for building a healthier environment--
April is Earth Month and it's a perfect time to reflect about what we can do to protect our environment. There are so many additional steps we can take to clean up our planet — reduce your waste, recycle, support an environmental movement in your neighborhood! Protecting our environment has the added benefit of protecting our health by limiting harmful chemicals. On Earth Day, April 22, 2013, join us in celebrating the work that has been done and supporting the continued efforts to build a healthier environment!
Tips & Resources
What can you do? Reduce, reuse, recycle!
Think about ways that you can reduce waste in your everyday life. Consider using cloth alternatives for shopping bags and napkins and try glass, ceramic or stainless steel containers for storing food.
How can you reuse products rather than throwing them out? Try reusing glass jars from store-bought foods (i.e. jams and pasta sauce) for storing food and dry goods, such as flour, sugar and coffee.
What can you do? Support your local environment
Join your tenant or block association. Talk with your neighbors about environmental problems in your neighborhood and how you can improve them as a community.
Shop local! Buy at farmers' markets or join community supported agriculture (CSA's); these are great ways to support local farmers and cut down on emissions resulting from shipping of food. Learn more about CSA's at Just Food.
What can you do? Attend Earth Day events
Participate in an Earth Day event in your neighborhood — check out the EPA's website, Earth Day New York, or contact local environmental organizations to find out about events near you.
Attend WE ACT's Earth Month events, including their Earth Celebration at the West Harlem Piers Park and more! Check out the entire calendar of events.
What can you do? Get informed
Join the Center's online community and receive updates about environmental health.
Help distribute educational materials from the Center – email us at firstname.lastname@example.org.
Sign up for air quality updates at www.cleanairny.org.
Write or talk to your local elected officials. Find them at Vote Smart.
Stay up-to-date on environmental issues in your neighborhood by joining WE ACT's mailing list at www.weact.org!
Have questions? Want to learn more? Please email us at email@example.com!
Scan the QR code on the left to follow us on Facebook, or find us at www.facebook.com/CCCEH. We also have a twitter page www.twitter.com/ cccehcolumbia. Please keep in touch, and join us in the dialogue on the important issues facing children's environmental health today! | 1,160 | 573 | {
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Smart Watering — Smart Savings
In the average household, 58 percent of the daily water consumption is used on the landscaping, and up to half of that water is wasted. All that wasted water costs money and can hurt your landscape. So it just makes sense to water smarter with Baseline's WaterTec S100™. The WaterTec S100 can reduce water use by up to 62 percent in a typical irrigation system. Baseline's patented soil moisture sensors not only save water, but they also help provide the right amount of water for your landscaping, which will make your plants much healthier.
Patented Reliability
Baseline's biSensors use patented technology called Time Domain Transmision (or TDT), to measure volumetric soil moisture and provide the most sensitive, repeatable, and accurate readings from the most durable device available.
Sensitivity. The biSensor is capable of measuring volumetric soil moisture changes of less than 0.1 percent. biSensors are a powerful tool for natural and engineered soils alike.
Repeatability. Always get the right reading, regardless of changes in soil salinity or other factors. biSensors give you unmatched confidence in your irrigation system.
Accuracy. Soil moisture readings are within ± 3 percent of the actual volumetric soil moisture content. biSensors allow for the best possible irrigation decisions from an irrigation controller.
Durability. The biSensor has a rugged design that will stand up to the toughest conditions. biSensors will give you year after year of dependable service for your irrigation system.
1.866.294.5847
WWW.BASELINESYSTEMS.COM Water when you need it!
WaterTec S100
Soil Moisture Sensor Add-On
WaterTec S100
Turn any Irrigation Timer into a Smart Watering Device
The WaterTec S100 is an add-on unit that works with just about any existing irrigation timer. Mount it on the wall right next to the timer in your garage and then wire it up. The WaterTec's soil moisture sensor works over the existing irrigation control wire you already have in the ground. You can simply bury the sensor in the landscaping near a valve box, run the wire to the valve box and connect it to the existing valve wires. It couldn't be easier.
A Thermostat for Your Landscape
Baseline's WaterTec S100 is as effective at irrigating your landscaping as a thermostat is at keeping your home a comfortable temperature. The WaterTec's soil moisture sensor measures moisture levels where it matters, in the root zone of the plant. The WaterTec S100 automatically adapts to the effects of environmental factors like rain, evaporation, temperature, and transpiration. You'll never have to seasonally adjust your timer again.
How it Works
1.866.294.5847
Baseline Soil Moisture Sensors work by sending a high frequency pulse of electricity down an embedded wire path. The high frequency of the pulse causes the sphere of influence to move outside the sensor blade and into the soil around it. When the pulse travels through moisture, it slows down. The sensor measures the speed, and then converts this measurment to a moisture content reading.
WWW.BASELINESYSTEMS.COM Water when you need it! | 1,377 | 676 | {
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Center's Tip of the Month: Park & Recreation Month
-- Tips for celebrating your local park--
Did you know July is Park and Recreation month? Get the whole family outside and enjoy the warm weather by celebrating the parks in your neighborhood. Parks are an essential part of the community where we can enjoy nature and be physically active. Green spaces are important for purifying pollutants found in air and combating rising temperatures. During July, take the time to get outdoors and explore your local park!
Tips & Resources
What can you do? Take advantage of summer offerings.
Participate in exercise classes taking place in your local park. These classes are often inexpensive or free and are a great chance to try out a new activity. Attend a class near you through Shape Up NYC.
Take advantage of children's programs. There are a variety of activities that are geared towards children, such as hiking, sports, and environmental education. Find opportunities in New York City here.
Attend events held in the park during the summer, such as concerts, movies, theater and more. Search for NYC events here.
What can you do? Keep our environment clean. Promote the health of our communities and parks by protecting the environment on a daily basis.
Recycle! Check the rules in your community and make sure that you are recycling properly. Use this helpful recycling guide Remember, rules differ between counties so check what materials are accepted with your local government.
.
Reduce your waste and energy usage.
Swap out disposable products for reusable ones, such as cotton shopping bags, glass food containers, and cloth napkins.
Take an inventory of your energy usage and think about ways you can cut back. Simple tips include unplugging chargers and unused appliances, switching off lights when leaving the room, and adjusting the thermostat when you are out of the house. Read more helpful tips in NRDC's How to Reduce Your Energy Consumption.
What can you do? Advocate for parks!
Stay informed about what is happening with your neighborhood parks by signing up for updates from New Yorkers for Parks.
Offer your help by volunteering to plant, clean-up and assist with events in the park. Find opportunities here.
Scan the QR code on the left to follow us on Facebook, or find us at www.facebook.com/CCCEH. We also have a twitter page www.twitter.com/ cccehcolumbia. Please keep in touch, and join us in the dialogue on the important issues facing children's environmental health today! | 995 | 514 | {
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Cut & Paste Moon Phases Activity
Directions:
1. Cut out the eight moon phases below. Be careful not to cut off the Questions on the back of this page!
3. Answer the Questions on the back.
2. Paste in the correct position.
© Copyright 2009. M. J. Krech. All rights reserved.
PHASES OF THE MOON QUESTIONS
1. Moonlight comes from:
2. When the moon passes between the sun and the Earth, the side that faces the Earth is in darkness:
b. Since the new moon rises with the sun, it will be directly overhead at:
a. This phase is called (#1):
c. We CAN see the moon very faintly during this phase because:
3. As the moon begins its journey around the Earth, the lighted side begins to grow larger, or wax.
b. When will it be directly overhead?
a. Give the name for phase (#2).
4. The moon's cycle is approximately 28 days.
b. Name this phase (#3):
a. How long will it take to go 1/4 of the way around the Earth?
c. When will it be directly overhead?
5. The moon continues around the Earth. The lighted side continues to grow.
b. When will it be directly overhead?
a. Give the name for phase (#4)
6. The moon, in 14 days, has moved 1/2 way around the Earth, and has gotten bigger,waxed. From the diagram, it looks like the moon would be in Earth's shadow, yet the moon's orbit is tilted just enough so this seldom happens.
b. When is it directly overhead?
a. In this phase, (#5) what is the name?
7. As the moon continues on its journey around the Earth, the portion we see will begin to grow smaller, or wane.
b. When is it directly overhead?
a. Give the name for phase (#6).
8. The moon is now 3/4 of the way around the Earth.
b. When is it directly overhead?
a. What is this phase called (#7)?
c. How long has it taken for the moon to travel this far?
9. The moon continues to grow smaller, wane.
b. When will it be directly overhead?
a. What is the name of phase (#8)?
10. The moon now moves back into the new moon phase. (1)
b. If you were on the moon, would you see phases of the Earth?
a. How long did it take for the moon to travel all the way around the Earth?
c. Would they be the same as moon phases? | 859 | 554 | {
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Toe Nail Trimmers LLC
Foot Care Tips
1. Take Care of Your Diabetes
- Work with your health care team to keep your blood sugars within a good range.
2. Check Your Feet Every Day
- Look at your bare feet every day for cuts, blisters, red spots and swelling.
- Use a mirror to check the bottoms of your feet or ask a family member to help if you have difficulty seeing.
3. Wash Your Feet Every Day
- Wash your feet in warm, not hot, water every day.
- Dry your feet well. Be sure to dry between your toes.
4. Keep the Skin Soft and Smooth
- Rub a thin coat of skin lotion over the tops and bottoms of your feet, not between your toes.
- The type of lotion is not important, use one that you can afford and use it every day.
5. Smooth Corns and Calluses Gently
- If you are at low risk for foot problems, use a pumice stone to smooth corns and calluses after washing your feet.
- Do not use sharp objects on corns and calluses.
6. Have Your Nails Trimmed Regularly
- Your nails need to be trimmed straight across and filed with an emery board or nail file.
- Nails need to be trimmed every 6 to 8 weeks.
7. Wear Shoes and Socks at all Times to Prevent Injury
- Never walk barefoot.
- Wear comfortable shoes that fit well and protect your feet.
- Feel inside your shoes before putting them on each time. Make sure the lining is smooth and there are no objects inside.
8. Protect Your Feet from Hot and Cold
- Wear shoes at the beach or on hot pavement.
- Wear socks at night if your feet get cold.
- Do not test bath water with your feet.
- Do not use hot water bottles or heating pads on your feet.
9. Keep the Blood Flowing to Your Feet
- Put your feet up when sitting.
- Wiggle your toes and move your ankles up and down for 5 minutes, 2 or 3 times each day.
- Do not cross your legs for long periods of time.
- Do not smoke.
10. Be More Active
- Plan your physical activity program with your doctor.
11. Check with your doctor
- Every time you see your doctor, remove your shoes and socks and have him check your feet.
- Call your doctor right away if you find a cut, sore, blister or bruise on your foot that does not begin to look better after one day.
12. Get Started Now
- Begin taking good care of your feet today.
- Set a time every day to check your feet. | 941 | 550 | {
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Student Name:
Study Skills - 7
Examination Performance
Can you deliver what you know effectively?
Below are some tips offered by students who achieved their goals and got the results they wanted. For each item, indicate whether you have used this method/technique in past exams. If you do, mark the box on the left - indicating that this contributes to achieving your target goals. If not, mark the box on the right, indicating that this is moving you away from your study goals.
Read the Instructions! Check the instructions at the beginning of each test paper carefully. There may be a small change in the exam format from year to year.
Read questions carefully: Read each question carefully. Highlight or underline the key words and phrases.
Check for compulsory questions: Tick the questions that must be answered in each section. Then tick off the question(s) you are likely to answer (using a different colour or symbol).
Allocate time for each question: This should be done before the exam itself. The amount of time spent on each question will be determined by the percentage of the overall marks going for the question. For example, the time you allow will double if the marks awarded are double those of other questions. Allow at least five to ten minutes at the start of the test to read over the paper and ten minutes at the end to read your answers. It’s important that you try to stay within the time you have allocated for each question.
Begin with your best: Begin your exam with the question you feel you can best answer. If you do this you will build confidence in your ability to tackle the remainder of the test.
Plan your answer: Jot down an outline of your answers by noting the main points before
you begin to work on the answer proper. It is good to let the examiner see this work.
Avoid clutter: Remember to allow plenty of space between points and sections and label
all your answers clearly. Do everything you can to make the job of the examiner easier.
Keep an eye on the time: If you run over the allotted time when dealing with a question
it may be better to leave a space and continue to the next question. Above all, avoid the
disaster of not having time to attempt all the required number of questions.
Don't waffle: There are simply no marks going for repeating the same points or ideas. Be as
clear and concise as you can. This does not mean that you don't explain things fully and give
examples especially when you are expected to elaborate.
Understand typical question formats: Know exactly what is expected from you in an
exam when asked to Compare, Contrast, Define, Discuss, Explain, Trace, Summarize, Describe
and Outline. Take special note of words such as including, and, or.
Just a small dose of post mortem’s: When your exam is over don’t get involved in detailed post mortem’s, turn your focus to the next exam. If you feel stressed or worried at the way things went it’s best to chat with a sympathetic adult, or someone who can listen and offer you a balanced view of your performance.
If you have time to spare re-read your work: Don’t stop working on your paper before time is up. There are no extra marks awarded for being finished early. Your exam is designed to be undertaken within the time allocated. If you have time left after you read over your paper read over it a second time. Ideas may come to you even at this final stage.
C AREERSP Use notes: It could happen that you discover that you have done something wrong, left a question out or perhaps misread a question. If time is not on your side, lay the correct answer out in note form first. Then elaborate on the notes. Try not to panic. Bring a drink! Bring a drink of water into the exam hall with you in order to avoid dehydration. What actions can you now take to increase your study success? | 1,401 | 800 | {
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9.0 Slurry storage and gas poisoning with organic matter
Risk assessment
In Ireland, over 40 million tonnes of slurry are stored, handled and spread each year. This presents two particular safety and health problems. Drowning in slurry, and water and gas poisoning, caused 18 (10%) farm deaths between 1996 and 2005.
9.1. Drowning in slurry
* Drowning is by far the most common cause of death involving slurry.
* Between 1996 and 2005, 12 deaths involving slurry occurred: 11 due to drowning and one to poison gases.
* 7 of these deaths were of young people under 16.
Protect against drowning in slurry by taking the following precautions:
* Open slurry tanks should be protected by an unclimbable fence or wall at least 1.8 metres high, with locked gates. When the tank has to be emptied, consider having an adequately constructed access platform with safety rails.
* Covered or slatted tanks require access manholes that children cannot open easily. Fit a safety grid below the manhole to give secondary protection.
9.2. Drowning in water
SIX people drowned in water on farms between 1996 and 2005. Where possible, fence off water hazards and take a cautious approach when working near water tanks, ponds, rivers or lakes.
9.3. Gas poisoning
DECAY of slurry or any organic liquid produces a mixture of dangerous gases, including hydrogen sulphide, methane, carbon dioxide and ammonia. Some, like methane, are flammable. One in particular, hydrogen sulphide, is poisonous. All these gases are heavier than air, so they displace oxygen. This can lead to suffocation when a person enters a tank.
When slurry is disturbed by agitation, the gases within are released. Gas release happens mainly in the first 30 minutes after agitation begins.
Gases can build up in partially emptied tanks above the slurry, so never enter a tank for any reason.
Smell is no indicator of the absence of gas, as many gases are odourless. Hydrogen sulphide has a 'rotten egg' smell at low levels, but cannot be smelt at higher levels. High levels can be released when slurry is agitated. One breath or lung-full at this level causes INSTANT death.
Gas release from slurry is greatest in the following circumstances:
* within 30 minutes of agitation beginning, especially after the surface crust is broken
* when effluent has been added, leading to acidification of the slurry
* when slurry has been stored for a long period
* when jetting is used rather than sub-surface agitation
* when slurry is agitated in deep tanks
* when slurry is mixed with cold water
Precautions
* Only agitate where there is good air movement.
* Evacuate all livestock and make sure no person or animal is in or near the building.
* Open all doors and outlets to provide a draught.
* At least two people should be present and should stand up-wind.
* Never stand over slats or near tank access points when agitation is in progress.
* Avoid vigorous agitation in confined spaces.
* Do not allow slurry to rise within 300mm of the slats or tank covers.
* Keep all people away from the agitation point for 30 minutes after starting agitation.
* Avoid naked flames, as the gas mixture can be highly flammable. Slurry agitation
Evacuate and ventilate before you agitate.
Confined spaces
Never enter, or allow others to enter, any tank or confined space without breathing apparatus. Gas build-up due to fermentation of organic matter can lead to poisonous gases and lack of oxygen. Death can be instant. Rescue may be impossible as any rescuer must wear breathing apparatus. Rescue attempts have led to multiple deaths.
9.4. Storage and handling of spent mushroom compost
MUSHROOM compost stored in large heaps, especially when not turned for aeration, produces dangerous levels of hydrogen sulphide gas in the interior of the heap. Precautions when handling this material include:
* Never handle the spent mushroom compost in an enclosed space, such as sheds, tanks or trailers, where the toxic gas can build up. Make sure that there is good thorough ventilation when moving compost.
* Children should not have access to stored spent mushroom compost and should be kept off site during any handling or removal.
* Only handle compost on a windy day when there is good air movement and keep persons not directly involved in the work well away from the work area.
* Persons using machinery to move spent mushroom compost should keep cab doors and windows closed and a Hydrogen Sulphide monitor should be used inside the cab.
* If it's possible that hydrogen sulphide is present, as indicated by the smell of rotten eggs, certified freshair breathing apparatus should be used, in addition to the controls listed previously.
* Never work alone when dealing with spent mushroom compost. | 1,992 | 1,025 | {
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Guidance Notes
How and where teachers can get information on local history and archaeology, or specific sites where they could take classes to learn about their history. Compare the resources to the curriculum.
Key Stage Education:
| | Pupil’s Age | Year groups |
|---|---|---|
| Key Stage 2 (primary) | 7-11 | 3-6 |
| Key Stage 3 (secondary) | 11-14 | 7-9 |
'Learners aged 7–14 should be given opportunities to develop and apply their knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales. Learners aged 14–19 should have opportunities for active engagement in understanding the political, social, economic and cultural aspects of Wales as part of the world as a whole. For 14–19 learners, this is part of their Learning Core entitlement and is a requirement at Key Stage 4. History contributes to the Curriculum Cymreig by making local and Welsh history a focus of the study and helping learners to understand the factors that have shaped Wales and other countries today.'
Pupils in KS2 should study:
- the daily life of people living in either the time of the Iron Age Celts or the Romans
- the daily life of people living either in the Age of the Princes or in the time of the Tudors or the time of the Stuarts
- changes to people's daily lives in the locality in the nineteenth century
- the differences in people's daily lives in two contrasting periods of the twentieth century
- use of artefacts, buildings and sites
Pupils in KS3 should study:
- how the coming of the Normans affected Wales and Britain between 1000 and 1500
- the change and conflict in Wales and Britain between 1500 and 1760
- the changes that happened in Wales, Britain and the wider world between 1760 and 1914 and people's reactions to them
- how some twentieth century individuals and events have shaped our world today
Pupils in KS4 (GCSE) should study:
- Section 1 – Wales and the wider perspective:
A) The Elizabethan Age, 1558-1603
B) Radicalism and Protest, 1810-1848
C) Depression, War and Recovery, 1930-1951
D) Austerity, Affluence and Discontent, 1951-1979
GGAT(APS)/2016/GP
[x] Section 3 – should have a Welsh emphasis
A) Crime and Punishment c.1500 to present day
B) Health and Medicine c.1340 to present day
C) Development of Warfare c.1250 to present day
D) Patterns of Migration c.1500 to present day
The Welsh Government Hwb currently has free resources on WW1 in Wales.
Cadw:
- Downloadable resources on: castles, Victorians and more.
- List of Key Stage 2, 3 and 4 activities on their site, including some self-led free educational visits many of these say which area of the curriculum they are centred on e.g. Castle Coch activities assist with the Age of Princes and 19 th century aspects of KS2 learning.
GGAT Resources:
- Romans
- Medieval life – ships, pottery, religious life (Anglo-Saxons etc.)
- Industrial ironworks, 'workshop of the world' etc.
- First and Second World Wars – military artefacts, airfield finds, legacy of war
Dyfed Trust resources:
- Legacy of World War One in Wales
- Lime industry of the Black Mountain
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IDENTIFYING YOUR COMMUNITY'S VULNERABILITY HOTSPOT
Identifying and mapping vulnerable areas in your community can reveal highly vulnerable hotspots. Vulnerability hotspots are exposed to hazards, and have both physical vulnerabilities and social vulnerabilities. Mapping these three community characteristics can reveal patterns that may not have been understood otherwise.
Coastal communities should generate surge and sea level rise risk maps as a fact basis for decision making. This map shows surge risk for Galveston Bay and the Port of Houston.
HAZARD EXPOSURES
Most hazards are predictable, and many hazards can be depicted geographically. Some common hazards to map include, floodplains, wind risk, fire risk, surge zones, hazardous material sites, and sea level rise. Map these hazards in your community. There are a number of resources available to obtain these data from sources like NOAA, the IPCC, and the EPA.
Public schools in surge zones. Hurricane surge zones 1-5 are shown overlaid with public schools. You can see the devastating effect of a hurricane along the upper Texas coast if mitigation measures are not taken.
PHYSICAL VULNERABILITY
Once you have identified and mapped hazard exposures, you can then identify the elements in the built and natural environment. Overlay the physically vulnerable sites in your community with hazard exposures. Pay particular attention to critical facilities and infrastructure. Where are the roads that provide evacuation routes? Where are the schools, fire stations, police stations, and hospitals? Are there components of the electrical grid or telecommunications that are exposed to hazards? Are there historically significant and cultural sights in your community? Also think about the large economic drivers that are exposed. Are there key institutions or industries that will be critical for business recovery?
We can also identify areas that are precious natural resources. How will the bird sanctuaries and wetlands be affected? Are there large forested areas that, if exposed to fire for example, would be catastrophic for the ecosystem and generate additional vulnerabilities? How will fisheries and aquatic life be affected? All these characteristics can and should be displayed in map form. Are there particular areas that are physically vulnerable to hazards?
The third-order social vulnerability indicator, the total of all seventeen first-order indicators.
SOCIAL VULNERABILITY
The least identified and mapped characteristic is social vulnerability. Social vulnerability refers to populations that may have a more difficult time preparing, responding, and recovering from a disaster. Are there areas in your community with higher levels of single parent households and households with dependents? These populations will have child-care needs during and after an event. Are there groups with disabilities or without vehicles? These groups will have transportation or evacuation needs. Are there clusters of minority populations? These groups systematically face discrimination on a daily basis, which are magnified in a disaster. Overlay these areas with hazard exposures. What patterns emerge? Which areas and populations are exposed to hazards?
Finally, overlay all three community characteristics. Determine the areas where the layers intersect. Focusing attention and providing assistance to these hotspots during evacuation, sheltering, and recovery will allow you to understand your community needs in a disaster. Planning and mitigating—or reducing the hazard exposure all together—will yield a community that is more resilient to disasters.
Source: http://ipfieldnotes.org/identifying-your-communitys-vulnerability-hotspot/ | 1,600 | 670 | {
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Multiple - Choice Problems
1. The value of the correlation coefficient is always
a. greater than or equal to 0
b. less than or equal to 1
c. between 0 and 1 inclusive
d. between -1 and 1 inclusive
e. equal to 1
2. From a given set of data, Jack found the value of the correlation coefficient of variables X and Y , r = −0.9. This includes that
a. there is no linear relationship between X and Y
b. X increases as Y decreases
c. there is a cause and effect relationship between X and Y
d. Jack has definitely made a mistake in the calculation
e. X decreases as Y decreases
3. A study was conducted to examine the quality of fish after seven days in ice storage. For this study: Y = measurement of fish quality (on a 10 point scale) and X= number of hours after being caught that the fish were packed in ice. The sample linear regression equation is ˆ Y = 8.5 − 0.5X. From this we can say that:
a. A one hour delay in packing the fish in ice decreases the estimated quality by 0.5.
b. A one hour delay in packing the fish in ice increases the estimated quality by 0.5.
c. If the estimated quality increases by 1 then the fish have been packed in ice one hour sooner.
d. If the estimated quality increases by 1 the fish have been packed in ice two hours later.
e. Cannot really say until we see a plot of the data
4. A study found a correlation of r = −0.61 between the sex of a worker and his or her income. You conclude that:
a. women earn more than men on average
b. women earn less than men on average
c. an arithmetic mistake was made; this is not a possible value of r
d. this is nonsense because r makes no sense here
e. the correlation of −0.61 is not meaningful here because the relationship between sex and income is likely nonliear
5. If the correlation between body weight and annual income were high and positive, we could conclude that
a. high incomes cause people to eat more food
b. lower income cause people to eat less food
c. high income people tend to spend a greater proportion of their income on food than low income people, on average
d. high income people tend to be heavier than low income people, on average
e. high incomes cause people to gain weight
6. A study found a correlation of r = −0.72 between family income in dollars and the number of pounds of soft margarine the family consumes in a year. You conclude that:
a. this is nonsense - you can't compute a correlation between income and amount of margarine
b. something is wrong - a correlation cannot take the value −0.72
c. higher income families tend to consume less soft margarine than do lower income families
d. higher incomes cause families to consume more soft margarine
e. higher income families tend to consume more soft margarine than do lower income families
7. Situations in which linear regression can be used are:
a. we wish to use this year's price of stock A to predict its price in two years
b. we are interested in a variable which is difficult to measure and want to predict it using a variable that is easy to measure
c. wish to compare the standard method of treating a disease with a new method
d. both (a) and (b)
e. none of these
8. A study is conducted to determine if one can predict the yield of a crop based on the amount of year rainfall. What is the explanatory variable ?
a. amount of yearly rainfall
b. yield of the crop
c. the experimenter
d. either centimeters or inches of water
e. none of the above
9. The least square regression line is the straight line ˆ y = ˆ β0 + ˆ β1x that
a. minimizes the sum of the squares of observed x-values
b. minimizes the sum of the squares of observed y-values
c. minimizes the sum of the squares of the distances of the observed y-values from the line
d. maximizes the sum of the squares of the distances of the observed y-values from the line
e. none of these
Solutions | 1,531 | 962 | {
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Year 3 Newsletter
Hello and welcome to the second edition of the Year 3 newsletter. We are really pleased to be back together with lots of new learning ahead of us.
Curriculum for the Summer Term
Our topic themes this term are: Predator and Tribal Tales
This term we have already had an exciting visit from Zoolab and have met some real life predators.
Homework
The main focus for homework this year continues to be reading at home. Reading books will be given out on a Monday and need to be back in school on Friday. Please hear your child read at least 3 times a week and make sure you record it in their reading records.
Every Friday your child will be tested on a group of spellings. These can be found at the back of their reading records.
This term we have a strong focus on times tables. There are many ways you can support this at home. These include TT rockstars, BBC Supermovers and You Tube gives a variety of clips that can support times tables knowledge.
Days to remember:
Monday: Reading books to come home Tuesday – PE Wednesday – PE Friday – Spellings tested. Reading books and reading records to be back in schools
Maths – Fractions, angles and properties of 2D shapes, time, mass and capacity
English – Writing for a range of genres both fiction and non- fiction.
Science – Plants, Light, Fossils, Healthy eating, Skeletons and muscles
History – Stone age to Iron Age
Geography – Map work
P.E. – Rounders and athletics
Design Technology – Making ancient structures, designing and making tools, cooking
Art – Iron age jewellery, Neolithic art
Computing - Scratch
R.E. –Baha'i
Spanish – conversation with increasing vocabulary
Email addresses:
firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com
Fancy a Challenge?
Have a look at these Predator challenges.
1) Visit a zoo, wildlife sanctuary or animal house to observe predators and prey. Alternatively, watch suitable video footage online. Choose one example of a predatory animal and another of a prey animal. Draw a labelled diagram of each animal showing the features they use to either hunt their prey or evade capture from a predator.
2. The animal kingdom is a collection of nearly two million creatures, including vertebrates and invertebrates. Use information books and the internet to answer the questions and complete the tasks.
a. What is a vertebrate?
b. What is an invertebrate?
c. List some vertebrates and invertebrates.
d. Find out about the following animal groups and write some sentences to record your findings.
* amphibians
* arthropods
* birds
* fish
* mammals
* reptiles
3) Read animal stories and poems, including fables or tales from other cultures.
Examples include, The Owl Who Was Afraid of the Dark by Jill Tomlinson, Charlotte's Web by E B White, Tiger, Tiger Burning Bright by Fiona Waters or Poems About Animals by Brian Moses. After reading, write a book review that includes the title, author, plot summary, characters, settings, themes, your opinion and a star rating | 1,309 | 677 | {
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Science
The children will learn how to recognise and name common types of material. (E.g. metal, plastic, wood, paper, rock) They will be using their senses to explore and recognise the similarities and differences between materials and sorting them according to their properties. (e.g. roughness, hardness, shininess, ability to float, transparency, and whether they are magnetic or non magnetic) The children will be looking at different material and their suitability for particular purposes. The children will observe weather and describe weather associated with the seasons.
PE
In Dance, the children will use movement imaginatively responding to stimuli, including music and poetry. They will be learning to change the rhythm, speed, level and direction of their movements. They will learn a simple dance.
In P.E, the children will develop their skills in throwing and catching, using a variety of apparatus.
Geography
The children will create a time machine. Their time machine will visit the seaside, space and mountainous areas. They will also continue to learn about the local community and use maps. They will learn about the types of houses people live in.
History
In History, we will be learning about the inventor François Isaac de Rivaz. The children will look at old and new transport and objects around the home. They will sort the objects into old and new.
PSHE
Using SCARF-Coran Life Education the children will be learning about how their actions affect other people. They will continue to learn about health and wellbeing.
The children will continue to develop their listening skills using the Skills Builder Hub programme.
Maths
The children will solve real life problems involving counting, adding and subtracting and using money. They will practise counting, reading, writing and estimating numbers. They will learn how to partition 2 digit numbers into 10's and 1's and describe simple patterns involving numbers or shapes. The children will compare and order numbers and say the number that is 1 more or less than any given number. They will practise finding out pairs of numbers with a total of 20 and recalling the doubles of all numbers to 20. They will count forwards and backwards in 2's, 5's and 10's to 50.The children will learn about time, identifying o'clock and half past the hour, quarter to and quarter past.
RE
The children will find out about special times in their and others lives. They will begin to look at the Jewish faith and discuss their special times. They will look particularly at the celebrations associated with Shabbat. The children will visit St Peter's Church.
Music
The children will use their voices expressively by singing songs and speaking chants and rhymes. They will rehearse and perform with others (E.g. starting and finishing together, keeping to a steady pulse).They will follow the school music scheme, Music Express.
English
Time Traveller Year 1 Term 3 2021
Art/DT
The children will be finding out about an artist called Jose Miguel Perez Hernandez. They will look at his work and discuss what they think about it. They will use his work as a starting point for their own art work and will have opportunity to review what they have done. They will be identifying features of cars and homes and using a variety of materials to create their own.
Using the space and time travelling topic, the children will be creating designs/models and then will be describing these by using adjectives. The children will use role play to help develop their ideas. The children will then be encouraged to include description in their story writing. They will explore non-fiction texts, when doing instruction writing. The children will learn to appreciate poetry. They will continue to improve their writing by using the correct grammar and punctuation, especially the correct use of capital letters.
Computing.
The children will learn to illustrate an eBook. They will plan and create their own pictures, using paint. They will write key words. They will learn to edit each other's pictures and make an eBook. They will use ideas they have gained from their topics on Space, Time travel and Transport. The children will continue to use the Ipads for the maths program, Mathletics and for researching topic work. | 1,552 | 853 | {
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Perspective: Through a Child's Eyes.
Points to consider as you analyze the photos in order to complete Step 2: Triple Venn Diagram:
* Examine closely the following three children living in and around the West Bank.
* What are some things that the three children have in common?
* What are some things that they do not have in common?
After you view the three pictures and descriptions, visit the website that follows each description in order to complete the Triple Venn Diagram comparing and contrasting the three different places considering the above questions.
Bilal, 6, the West Bank
Bilal, 6, the West Bank
Bilal is from a family of Bedouin Arabs, an oftendisplaced tribal people who endure a harsh existence without electricity, running water, sanitation and medical facilities. Bedouin homes are makeshift structures made of available materials. At the time of the photo, Bilal lived in a one-room shack in Wadi Abu Hindi, a district northeast of Jerusalem. To the left is the place where Bilal slept. It is unlikely he still lives here, as in spring 2011 many Bedouin families were expelled from the area when the Israeli military said it was illegal for them to live there. Many Bedouins' homes were demolished so that a security wall could be built.
What is it like to live as a bedouin?
http://www.dakhlabedouins.com/by_bedouin_life.html
Tzvika, 9, the West Bank
Tzvika, 9, the West Bank
Tzvika lives in the Jewish settlement of Beitar Illit, a fast-growing community of 36,000 with one of the highest birthrates in the West Bank. Located near Jerusalem, the settlement is home to Haredi Jews, who represent the most conservative subset of orthodox Judaism. To the left is Tzvika's bedroom, which he shares with his three siblings. Jewish settlements are considered illegal under international law (although Israel disputes this), and Palestinians strongly oppose them.
What is it like to live in a Jewish settlement in isolation from (and in conflict with) your Palestinian (Arab/Muslim) neighbors?
Douha, 10, the West Bank
Douha, 10, the West Bank
Douha lives in a Palestinian refugee camp in Hebron (in the southern part of the West Bank) along with her 11 brothers and sisters. Her brother (pictured in the poster in Douha's bedroom on the left) participated in a suicide bomb attack against Israelis in 1996.
NOTE: The United Nations defines a "Palestinian refugee" as a person (or his/her descendants) whose "normal place of residence was Palestine between June 1946 and May 1948 [prior to the establishment of the Jewish state of Israel], who lost both their homes and means of livelihood as a result of the 1948 ArabIsraeli conflict.
What is it like to live in a Palestinian refugee camp (keep in mind that sources within this section are written from distinct perspectives?
http://www.savethechildren.org.uk/sites/default/files/docs/palestinian-refugeechildren-fact-sheet_june08_1.pdf
Perspective: Consider the following questions after you analyzed the photos of the young children living in and around the West Bank.
1) What worries do you think these children have as a result of the instability and conflict in the area where they live?
2) What kinds of things have these young people probably seen going on around them?
3) What do you have in common with these young people? (Consider thoughts, goals, fears, joys, etc.)
4) What are some ways in which war and violence affect children over the course of their lives?
Reference:
1. Mollison, James. Where Children Sleep September 30, 2010.
. | 1,510 | 788 | {
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The Key Stage 4 Curriculum 2020-2023
CHOOSING YOUR OPTIONS
Aims of the evening
a chance for students and parents to become more informed about option subjects
find out exactly what each course involves
find out the opportunities each course could offer
talk to teachers about the demands of the subjects
The Keys Stage 4 curriculum
You will follow a core curriculum of:
English Language GCSE
English Literature GCSE
Mathematics GCSE
Science GCSE ( x2 or x3 )
Religious Studies GCSE
General PE
PSHCE and/or Feedback Improvement Time and/or Leadership
English Baccalaureate Impact
"The EBacc is made up of the subjects which are considered essential to many degrees and open up lots of doors.
Research shows that a pupil's socio-economic background impacts the subjects they choose at GCSE, and that this determines their opportunities beyond school.
A study by the UCL Institute of Education shows that studying subjects included in the EBacc provides students with greater opportunities in further education and increases the likelihood that a pupil will stay on in full-time education. Sutton Trust research reveals that studying the EBacc can help improve a young person's performance in English and maths.
The government's ambition is to see 75% of pupils studying the EBacc subject combination at GCSE by 2022, and 90% by 2025."
English Baccalaureate (Ebacc)
The EBacc is made up of:
English
mathematics
history or geography
the sciences including computer science
a modern foreign language
The option process
You will choose four full course GCSE/Level 2 courses from the following list:
How do I make my choice?
Do…
talk things through with your parents, teachers, older siblings or friends
some research – the 'Choosing Your Options' booklet will help
consider that your choices may make a difference to which courses you can take in the future
Don't…
× choose a course because your friend is
× choose a course because you like your year 8 teacher
× choose a course because you think it will be easy
Final remarks
You must choose one, preferably two, EBacc subjects
You are advised to choose a modern foreign language
We try to provide students with all of their option choices and, unlike many schools, we offer a free choice to all
The option blocks are built after you have made your choices rather than before
However, staffing issues and class size constraints mean that students will need to select a reserve, full GCSE option. This could replace one of your other choices if their initial choice combination is not possible
This reserve choice is to be included on the Options Preference Forms as a 5 th choice
What happens next?
Wednesday 8 th January Options Evening
Wednesday 5 th February Parents' Evening
Friday 7 th February
Deadline for Preference Form
Monday 2 nd March
Options discussions with a senior member of staff
End of the summer term Subjects confirmed
The Piggott School/About Us/Curriculum/Year 8 options
The Key Stage 4 Curriculum 2020-2023
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Mrs. Sheets Third Grade Blizzard Bag
Day 1
Reading
Think about a story you have read. On a piece of paper, write the following things:
Title-
Author-
Setting-
Main Characters-
Plot-
Main Idea-
Grammar
Write five sentences using at least one plural possessive noun in each. Remember, a plural possessive noun is more than one person, place, or thing that has ownership of something.
Spelling
Write the following spelling words in ABC order:
squeak
watch
squid
library
thrill
establish
English
earthquake
nephew
innocent
Math
Write the following problems and find the answer:
365+456=
298+143=
654-216=
790-399=
900-598=
290+199=
100+910=
Science
Write three things you know about a mammal. Write three things you know about a reptile. Write three things you know about an amphibian.
History
Write 5 states in the U.S., and name 2 Rivers in the U.S.
Day 2
Reading
Write a 2 paragraph story about a forest. Write down what the author's (your) purpose for writing it is. Would it be to inform, persuade, entertain, or express feelings?
Grammar
Tell a family member what a noun is, what a verb is, what a singular noun is, what a plural noun is, what a common noun is, and what a proper noun is.
Spelling
Write each of these spelling words in a sentence:
challenge, northern, establish, hyphen, strategy, emphasis
Math
Look at each clock in your whole house at different times. Write down the times you see. This will help you learn to tell time a little better on different kinds of clocks.
Science
Name 2 parts of a plant. Write how plants make food. Write down what a plant needs to be able to grow.
History
Write 5 facts you know about any of our previous presidents.
Day 3
Reading
Read a book for 15 minutes.
Grammar
Write a declarative sentence (a statement), an exclamatory sentence (shows strong feeling), an interrogative sentence (a question), and an imperative sentence (gives a command).
Spelling
Have a family member ask you how to spell 10 different words, and you spell each of the words to them.
Math
Tell a family member the answers to the following problems:
3x1=
2x3=
4x2=
4x5=
2x2=
3x3=
1x0=
5x5=
4x4=
3x3=
Science
Name 3 planets and one fact about each.
History
Write about who the Separatists are, and why they came to America. Write about the ship they came on, and what they might have ate on that ship. | 1,095 | 597 | {
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Nature Treasure Hunt
Exploring outdoors is good fun, good for our health and easy to do. Head out on a nature treasure hunt to discover colours, patterns and textures. Explore a new corner of your favourite park, or go somewhere completely new!
Before you set out, get to know the Junior Ranger Way. These three tips will help keep you and the park safe! And always remember, nature's treasures all belong in the bush not in your pockets.
Check the weather and make sure you have the right clothes and sturdy, covered footwear with you.
Respect animals' homes by leaving logs, leaf litter, twigs and rocks as you find them.
The best souvenirs of your adventure are your photographs and memories.
Natural treasures
Take a photo of each treasure to keep as a lasting memory
1. A leaf changing colour
What type of leaf have you found? _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Native flower
What colour is the flower?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. An open seed pod
Who or what opened the pod? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. A feather
Who did the feather belong to? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. Four different coloured rocks
What texture do they have? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. A pattern
Is this a natural or man-made pattern? _ _ _ _ _ _ _ _ _ _ _ _
7. Colour match a piece of your clothing to a natural object
What object did you find to match? _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. An object starting with the same letter as your name
Can you find something for all the letters of your name? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
9. Something you’ve never seen before
(You can keep this one a secret!)
10. An item not from the park
Where did it come from? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Share your discoveries
Once you complete your nature treasure hunt share your best find (or a collage of them all!) by submitting a picture to www.juniorrangers.com.au/gallery or email email@example.com. | 975 | 567 | {
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PHOENIX CHILDREN'S CHORUS H.S. MUSIC LITERACY 3 CHECKLIST
SOLFEGE / SIGHT SINGING / INTERVALS
☐ Read and write solfege syllables
☐ Sing single line exercises which include steps and skips
☐ Sing interval sequences
☐ Sing a major scale on solfege
☐ Accurately sing a minor scale (LA based)
STAFF
☐ Identify all the notes including ledger lines in treble clef
☐ Identify all the notes including ledger lines in bass clef
☐ Label the piano keyboard correctly, including enharmonics
RHYTHM
☐ Understand the top number of a time signature
☐ Understand the bottom number of a time signature
☐ Reinforce the concept of the dot and the tie
☐ Introduce triplets
☐ Correctly write out rhythms in single line exercises
Read, write, and apply note and/or rest values for the following:
☐ Whole
☐ Half
☐ Quarter
☐ Eighth
☐ Dotted Half
☐ Dotted Quarter
☒ Sixteenth
TERMS AND SYMBOLS
Identify, Define, and Apply the following:
☐ Bar Line
☐ Double Bar Line
☐ Measure
☐ Repeat Sign
☐ Forte
☐ Piano
☐ Mezzo Forte
☐ Mezzo Piano
☐Pianissimo
☐ Fortissimo
☐Natural
☐ Sharp
☐ Flat
☐ Staccato
☐ Legato
☐Marcato
☐ Accent
☐ Time Signature
☐ Crescendo
☐Decrescendo
☐ Ritardando
☐ Fermata
☐ Tenuto
☐ Rubato
☐ Coda
☐ Dal Segno
☐ Da Capo
☐ Fine
☐ Unison
☐ Tutti
KEY SIGNATURES
☐ Know the order of sharps and flats
☐ Notate key signatures in treble and bass clefs
☐ Identify DO in sharp and flat keys
AURAL TRAINING
☐ Introduce simple melodic dictation using solfege/singing
☐ Introduce simple melodic dictation using piano
☐ Introduce simple rhythmic dictation using rhythmic beats
☐ Introduce simple melodic and rhythmic dictation using piano, including time and key signatures | 1,027 | 522 | {
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TOEFL Transcript Audio 3
Good morning! Today, our class is going to be about slang. Does anybody here know how a slang is born? No one! So, let's check it together! A slang is a variation of a standard speech or addition of it. There are many different forms of slangs. For instance: you can get a slang formed by compounding words for example: LUCK OUT that means someone with good luck or CASH IN that means die. Or they can be created by dipping words as in PRO which means professional or PIX that means picture. There are also the abbreviations, and some of them are fun. OMG, that is the abbreviation of Oh My G' d, or TGIF, Thank G d it's Friday and one of the most recent ones, YOLO ('you only live once'). All of them are already part of our daily texting.
There are slangs that came from onomatopoeias. And here I mention: BANG, the sound of a blast, or FIZZ that is the sound of a continuous bubbling.
Oh, I almost forgot another kind of slang that is originated from foreign words. For example: schlimazel that is in Yiddish and it means someone prone to bad luck or a very curious one, in Brazilian Portuguese, cafune, that they use for "tenderly running your fingers through your lover's hair."
These several forms of slangs are created for many reasons and under other many different conditions.
One of the most common ways is among people who belong to the same group, gang, ghetto, and so on. Maybe with the same age, social position, profession, have the same hobby and interests. For example, surfers use the slangs to describe different kinds of waves and movements, as PIPELINE, this is a classic Hawaiian wave or PADDLEPUSS who is someone who stays and plays in the whitewater close to the beach.
However, the same word in one group may mean something else in another.
Some social conditions tend to produce slang more easily, as it happened in the 2nd World War when the slang expressions BLITZ and WALKIE-TALKIE were created.
It is even possible that a slang is so quickly included in the people's every day that it soon is included in the dictionary. And just for you knowledge, the increase in usage of the term e-cig in the last years, as electronic devices which enable people to inhale smokeless nicotine vapor have become increasingly widespread. So, E-cigarette was added to a dictionary. | 937 | 529 | {
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From Soybeans: A to Z Key
A Adhesives: Glues made with soy flour, concentrates, grits, isolates and soy protein.
B Biodiesel: An alternative fuel that can be used in diesel engines. Biodiesel can help reduce harmful emissions from trucks, buses, tractors and automobiles with diesel engines.
C Candles: Made from soybean wax, soy candles leave no soot and are longburning, water soluble, biodegradable, non-toxic and comparable in price.
D Dog Food: Pet food contains soy meal.
E Elevator: Soybean farmers rely on grain elevators to store and dry their crops after harvest.
F Flour: A good source of protein made from roasted soybeans and ground into a fine power.
G Graffiti Removal: An alternative to harsh chemical and petrol-based options, these cleansers are highly effective, environmentally friendly and biodegradable.
H Hog Feed: A major use of soybean meal production is for high-protein hog feed.
I Ink-Printing: Soybean oil is used to replace the petroleum-based carrier for ink pigments.
J Joint Health: Soybeans contain isoflavones, which have been shown in studies to reduce joint pain and inflammation and repair cartilage.
K Knit Clothing: Soy fibers are durable, strong, absorbent and comparable to the soft, smooth texture of silk.
L Lotion: Soy is not as greasy and helps protect your skin from the sun.
M Margarine: About 90 percent of all margarines contain soybean oil; soy lecithin is used as an anti-splatter agent.
N Nuts: Soy nuts are roasted soybeans, which are available in a number of flavors.
O Engine Oil: Readily biodegradable, soy-based oils provide increase oxidative stability.
P Paint: Soybean oil-based paint is not as toxic and costs less than typical paints.
Q Quiche: Soy can be found in many ingredients of quiche – from the cheese to the milk.
R Roofing: Applied as a sealant, the white color of soy-based roof coatings acts as a reflective surface, improving energy efficiency.
S Soy Milk: Soybeans — soaked, ground fine and strained — produce fluid called soybean milk that is an excellent source of high-quality protein and B vitamins.
T Tofu: Also known as soybean curd, tofu is a soft, cheese-like food. Tofu has high-quality protein, B vitamins and a low in sodium content.
U Upholstery Cleaner: Non-toxic soy cleansers fight bacteria, minimize allergens and lack harsh chemical additives.
V Vehicle Seats: Soy-based polyurethane foam is used for seat cushions in multiple vehicle makes and models.
W Wallboard: Similar to drywall, it is made from soybean oil and soybean protein.
X Xanthophyll: This is the yellow pigment in plants and animal fats that comes from green plants, such as soybeans.
Y Yogurt: Full-fat soy flour is used in many yogurt-like frozen desserts to reduce the amount of saturated fat.
Z Zebra Feed: High-protein soybean meal is fed to zebras.
Illinois Soybean Association 1605 Commerce Parkway Bloomington, Illinois 61704
Phone: (309) 663-7692 Fax: (309) 663-6981
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Introduction to Meeting Facilitation
Facilitating – making things easier – is a function that everyone in a group can contribute to, and a well facilitated meeting will be appreciated by everyone as it uses their time well.
For comparison, chairing a meeting is usually more formal than facilitation. A chair is considered to have power over other members of the group, and meetings often follow a number of conventions. Of course, it is possible to chair in a facilitative way and use aspects of a facilitation process, and even some of the facilitation tools; indeed, many guides to chairing suggest doing this. Even so, a chair retains control of a meeting.
Facilitation uses a range of participatory attitudes and behaviours that are intended to bring people together to collaborate in a supportive environment and make good decisions. Often groups will choose to have a designated facilitator who may use appropriate facilitation tools, particularly when there are controversial issues to discuss or big decisions to be made.
A facilitator also has the consent of the whole group to support them through any agreement the group makes on behaviour, and help it use an agreed process to move through successful decision-making. The practical stages and behaviours we describe below are ones that come from an attitude of respect for everyone in the group.
Below is a simple core process that Rhizome have developed that identifies some of the practical stages and behaviours for relatively straightforward decision-making. These can be adapted to suit different situations whether you are an external facilitator, a designated facilitator or another member of the group. More complex decisions may need a project or programme management approach, more contentious issues may need some conflict management techniques.
Running the meeting: a sample agenda
1: Introductions:
If you are the facilitator, explain:
* Who everyone else is in the room and, if appropriate, their role, and any absences
* Who you are and your role as facilitator
* The process for developing, agreeing and changing the agenda for the meeting
* Agreements about the behaviour in the meeting and any changes that may be needed to them.
* The details and processes for making decisions e.g. Consensus, Voting. If you are using consensus decision-making, explain the values and state of mind that it involves
2: Clarify the Issues
* Use an ideastorm or other method for this. Splitting the group into sub-groups may help.
* Clarify any issues that any of the participants do not understand
* Group the issues into manageable sections
* Check that all the issues have been raised
* Prioritise the issues and ensure that there is a process for dealing with outstanding issues that cannot be dealt with in the meeting.
3: Explore each item
* Either in the large group or in small groups, take the first set of issues and explore their context. If this is relevant, you could start by asking participants to explain how the issues affect them – what is the impact on their work/lives?
* Clarify misunderstandings but avoid problem solving at this stage.
* Confirm that all the necessary information and points of view about this item are available; if that's not the case, agree the process for getting them.
4: Ways forward
* In the large group or small groups, ask the participants for ideas to resolve the first item
* Explore each idea
* Ask the group(s) to report back on their ideas for resolution
* Record any emerging agreement of the whole group
* Focus on any unresolved issues to see if agreement can be obtained on them, using the agreed processes for making decisions.
5: Review
* Examine the agreements to check they can be implemented. Identify the timescale for implementation, who will be active in implementing them, whether the resources are available and any monitoring arrangements. Revise decisions where necessary.
* Repeat for the subsequent item(s), building on successes and making the best use of small and large group discussions. Check decisions work well together and implementation is feasible, and revise decisions where necessary.
* Check that the participants are happy with the agreements
6. Next steps
* Agree how, where and when to deal with any outstanding issues.
* Review and evaluate the meeting.
In Rhizome's view, meetings are not only a way of making decisions, they also fulfil a range of other functions including providing a social space, developing or cementing good relationships and marking progress in a group's development. All of these need support and facilitation, so arriving early and staying on to talk or help clear up creates flexible time that can contribute to this and be helpful in making any meeting a success. | 1,863 | 931 | {
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Go Red Patch Program
for Girl Scout Daisies and Brownies
Presented by:
Heart Education
Do one of the following:
- Love your heart. Complete the Love Your Heart journal with family or friends, present to your troop leader. Print the Love Your Heart worksheet from the Go Red Patch Program website at prohealthcare.org/go-red-girl-scouts.aspx.
- Visit the Texas Heart Institut e website and their toolbox. When you are fi nished, be sure to take the fun online quiz. www.texasheart.org/ProjectHeart/Kids/Learn/toolbox.cfm
- Make a pledge with a woman you love to improve heart health by researching what it means to be heart healthy and then making one healthy change.
Notes:
Fitness
Do one of the following:
- Host a day of play. Grab some friends, family or troop members and play a game! Pick your favorite game from these three to play!
o Hot potato
o Walk the plank
o Leap Frog
- Dance it out. Jog in place to your favorite upbeat song, do jumping jacks or tag-dash with friends. Create your own unique dance routine using these moves. Do the dance every week and track your steps, jumps or how many times you can go back and forth with tag-dash and see your progress.
- Get moving. Participate in Jump Rope for Heart or a walk/run for your favorite organization. Remember, Girl Scouts cannot raise money on behalf of another organization. Girls cannot acquire sponsors for the event, but they can participate.
- Challenge your troop or family to try a new physical activity and do it together.
Notes:
Nutrition
Do one of the following:
- Get creative. Create a snack that combines at least two kinds of fruits or vegetables.
- Plan a heart-healthy picnic adventure as a troop or with your family. Make a heart-healthy picnic snack. Use your imagination. Walk or bike to a local park and explore the surroundings.
- Do a taste-test. Try three fruits and vegetables that you have never tried before and do a tastetest with your troop or family. When you are done, draw a picture of your favorite.
- Plant a garden. Help plant, tend and harvest a garden with vegetables, fruits or herbs.
- Color a plate and identify at least one food that belongs in each section. For directions, print the Color a Plate worksheet from the Go Red Patch Program website at prohealthcare.org/ go-red-girl-scouts.aspx.
Notes:
Family
Do one of the following:
- Walk for heart health with a family member. Take a half-hour walk with at least one family member, three times a week.
- Participate in a Heart Walk with family. Participate in a local American Heart Association Heart Walk with your family. Remember, Girl Scouts cannot raise money on behalf of another organization, but you can participate in the walk.
- Help her heart. Color a greeting card and give it to a woman you love. Use the greeting card template found on the Go Red Patch Program website at prohealthcare.org/ go-red-girl-scouts.aspx.
- Cook a heart-healthy meal. Help prepare a heart healthy meal for the family to share.
- Invent your own Go Red family activity!
Notes:
Pass it On
Do one of the following:
- Set up a fair or exhibit where the audience can roam from booth to booth and get heart healthy information such as:
o Recipes
o Demonstrations of new heart healthy games
o Exercise tips
- Perform from the heart. Make up a dance or skit that dramatizes being heart healthy and perform it for an audience.
- Be picture perfect. Make a drawing that shows what it means to be heart healthy and put together a book of everyone's art work. Share with friends and family.
- Invent your own: Create your own Go Red Pass it On activity.
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Script for Honoring the Game
About Positive Coaching Scripts
PCA has developed Positive Coaching Scripts to help coaches introduce positive coaching principles to their teams.
Scripts shouldn't be memorized and recited word-for-word. Read through the script and then put the ideas into your own language, words you feel comfortable using when you talk to your team.
Positive Coaching Script for Honoring the Game
I love the game of soccer, and I hope you do too. Soccer has a long history and is the most played sport in the world. A lot of great things happen on the soccer field. I feel that it is an honor to be involved in the sport. That's why I want to talk to you about Honoring the Game.
Now, I am sure many of you have had parents or coaches talk to you about sportsmanship, or what it means to be a "good sport." What does it mean to you to be a good sport? (Answers may include "play fair" "don't cheat" etc.) Sportsmanship is important, but in order to get the most out of this soccer season, I want you to honor the game. We say the Honoring the Game goes to the ROOTS of the matter — R-O-O-T-S.
Each letter in ROOTS stands for an important part of soccer that we must respect. The R stands for Rules. The first O is for Opponents. The next O is for Officials. T is for Teammates, and the S is for Self.
R is for Rules The rules of soccer are what allow us to keep the game fair. Respect for the rules is important, even when it's possible to break them without getting caught. I want you to play by the rules, even if you think you won't get caught if you break them. Breaking the rules dishonors the game, even if it means that we win.
O is for Opponents Without opponents, we could have no game. A good opponent makes us do our best. Sometimes your opponents are friends of yours. I want you to respect your opponents, and remember they are out there to have fun just like us. I want you to try your hardest to win, not because you hate your opponent, but because you want to play your best. I promise that I will show respect for opposing coaches and teams, and I expect you to do the same.
O is for Officials It is very important to respect officials. Often, this can be the most difficult part of Honoring the Game, so we need to remember to keep it as a focus when we play. Officials have been selected and trained to enforce rules, and they have a very hard job. Without the officials the game would be unsafe and unfair. Officials are not perfect (just like coaches, athletes and parents!) and sometimes make mistakes. However, there is no excuse for treating officials with disrespect when they make errors. I want you to show respect for officials, even when you disagree with the call. I promise to do the same thing.
T is for Teammates A big part of soccer is the team. Being with your teammates should be fun. Later in life you will often be part of a team, and it is important to learn to work together. I hope you feel a commitment to each other as teammates and that you will agree to always play as hard as you can in practice and games. Please encourage and support each other on and off the playing field.
S is for Self Some people only Honor the Game when their opponents do, but I want us to Honor the Game no matter what the other team or its fans do. I want us to be the kind of team that Honors the Game even when others aren't because we set our own internal standards. And we live up to them no matter what. We have so much respect for ourselves that we would never do anything to dishonor the game.
So what do we mean when we say that Honoring the Game goes to the ROOTS of the matter?
Respect for: Rules Opponents Officials Teammates Self
If you do these five things, you are Honoring the Game. You and your teammates will get the most out of our season, and you will join the great tradition that is soccer. Now let's Honor the Game starting right now at this practice, especially when we scrimmage.
> Who can give me an example of how we Honor the Game of soccer?
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PLANT NUTRITION
Minerals Science Chelates
Plant Nutrition Newsletter
A Series of Technical Information and Essential Plant Research
September
2011
How the cuticle acts as a barrier to the absorption of foliar nutrients by Jeremy O'Brien
The cuticle of the plant serves as a formidable barrier to the absorption of foliar nutrients. A clear understanding of the functions and also the structure of the cuticle go a long way in understanding how it functions as a barrier to the absorption of nutrient sprays.
A major function of the cuticle of the leaf is to prevent water loss. 1 In other words; it serves to keep the precious water that is inside of the plant exactly where it is, inside the plant. If we were somehow able to remove the cuticle from all living plants as soon as the sun came out in the morning and temperatures began to rise, the plants would lose all of their water to evaporation and dry out and die. This illustrates the essential nature of the cuticle of the leaf. As the cuticle is busy keeping water within the plant it also does other things at the same time. It keeps water out of the plant, it serves as a protection from invasion from disease, bacteria, fungi and insects. It also greatly inhibits or reduces the absorption of most forms of foliar applied nutrients.
absorbed is the ionic form 3 . For most of the nutrients that are applied to the foliage that results in the mineral being a positively charged ion, or a cation. In order for a nutrient to be absorbed and utilized by a plant it must be in solution, in other words the mineral needs to be in the ionic form. In the case of calcium for example, the calcium needs to be Ca ++ . The difficulty arises when this cationic form (positive) of calcium is applied to the negatively charged leaves of the plant, most of the calcium becomes tied up on the surface of the leaves making in unavailable to be utilized by the plant.
An understanding of the structure of the cuticle is very helpful in understanding why it greatly reduces the ability of nutrients to penetrate. Here is an explanation of the basic structure of the cuticle: Starting from the outermost layer of the leaf and working in. Cutin, together with its embedded waxes forms the cuticle, which covers the outer walls of the epidermal cells. The cuticle consists of several layers. The first layer is composed of waxes deposited on the surface as epicuticular wax. Beneath the epicuticular wax is the cuticle proper, consisting of cuticular wax and cutin. This layer may be followed by one or more socalled cuticular layers consisting of cellulose, cutin and wax. Finally, a layer of pectin may occur between the cuticle and the cell wall. Cutin is made up largely of various combinations of members in two groups of fatty acids. Many waxes contain long chain fatty acids. It is mainly these fatty acids which are responsible for the negative charge of the leaf. 2
The process of Amino acid chelation of these ionic minerals that was developed by Albion Plant Nutrition allows the minerals to be absorbed through the cuticle of the leaf and eventually end up in the xylem and phloem systems of the plant. This is an extremely effective delivery system which allows for maximum absorption and utilization of mineral nutrients applied to the foliage of plants. These are the Metalosate products. Please contact your local Albion Plant Nutrition representative for further information.
References
In the case of most of the secondary and most of the micronutrients, the principle form of the mineral that is
1. Marschner, H. Mineral Nutrition of Higher Plants (2nd ed.) 119-121. San Diego, CA: Academic Press.
2. Raven, P.H., Evert, R.F., Eichhorn, S.E. Biology of Plants (5th ed.) 53-54. Worth Publishers.
3. Raven, P.H., Evert, R.F., Eichhorn, S.E. Biology of Plants (5th ed.) 596. Worth Publishers.
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Disease Prevention Guide Backyard and Pet Bird Owners
Your birds depend on you to keep them healthy. Disease prevention means doing everything you can to protect birds against disease. Diseases move when contaminated birds, people, and materials are moved from one location to another. You can greatly decrease the risk of diseases entering your birds by making these basic tips part of your daily routine.
Backyard Biosecurity
- Avoid contact with other people's birds; they make look fine, but carry disease.
- Do not share birds, equipment, or feed with other bird owners.
- Restrict access to your birds; visitors may carry disease on their clothing or shoes.
- Isolate birds and disinfect your cages and equipment after returning home from events.
- Isolate new birds from your other birds for 14 days and observe them for signs of illness.
- Never obtain birds from unreliable sources.
- Scrub and remove all debris from your footwear, giving particular attention to the soles, with soap and water and spray with a disinfectant.
- Thoroughly wash your hands with soap and water before and after having contact with birds.
- Consider using a disinfectant foot bath with a scrub mat at the entrance to your bird area.
- Maintain a clean and sanitary environment for your birds; remove feces, feather, and spilled-feed on a daily basis.
- When buying feed and supplies, clean and disinfect your vehicle before you return to your property.
- Dedicate a set(s) of easily-cleaned clothing and footwear for bird activities.
- Keep wild birds, insects, and rodents away from your birds as they are also disease vectors.
- Properly dispose of dead birds. Check on local ordinances for acceptable disposal methods.
To report an unusual number of sick or dead birds, call: Sick Bird Hotline (866) 922-2473
Disclaimer: Trade names used in this publication do not constitute a guarantee, warranty, or endorsement of the products, nor criticize similar products not mentioned. California Department of Food and Agriculture (CDFA) bears no responsibility for liability resulting from the use of these products. These procedures are not guaranteed to prevent highly contagious diseases from affecting your birds; however, they will reduce risks.
Disinfectants
- Prepare disinfectants regularly and change the foot baths when they are dirty.
- Thoroughly clean and scrub objects before applying disinfectants.
- Apply disinfectants using brushes, sponges, and spray units or use a foot bath.
- Carefully read and follow the manufacturer's directions and take all precautions.
- Allow adequate contact time of disinfectants.
- Dispose of soiled disinfectants in accordance with local regulations.
Examples of Disinfectant Products
- Tek-trol™ - disinfectant cleaner concentrate
- 1-Stroke Environ™ - germicidal detergent
- Nolvasan® S - Chlorhexidine diacetate
- Lysol Power & Fresh Multi-purpose cleaner® - EPA: 777-66 spray
- Clorox Regular Bleach - EPA: 5873-50 (sodium hypochlorite 6%)
- Purell® - hand sanitizer
Making a Foot Bath
- Add plastic doormat (a "fake grass" mat works well),
- Use a plastic pan wide enough to fit an adult's foot and shallow enough to step in,
- Mix a disinfectant that works wells for most situations, such as Tek-trol™ or 1-Stroke Environ™, according to label instructions,
- Ask visitors to walk through the foot bath and wipe their feet on the mat, and
- Add the disinfectant to the pan so that the mat is covered,
- Empty the pan and put in new disinfectant when the liquid starts to get dirty, low in volume, or too diluted due to rain.
CDFA Animal Health Branch
Headquarters - (916) 900-5002
Redding District - (530) 225-2140
Modesto District - (209) 491-9350
Tulare District - (559) 685-3500
Ontario District - (909) 947-4462
USDA-APHIS-VS(916) 854-3950 or (877) 741-3690
For more information, please click the following: Animal Health Branch Avian Health Program www.cdfa.ca.gov | 1,804 | 901 | {
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School Times
8.40am: School starts. It is important that students are at school on time. If a student is late please sign in at the Site East Front Office.
10:55–11.15am: Recess
12.40pm: Eating time
12.50–1.30pm: Lunch play
3.00pm: School finishes
Important Dates
Book Week
Old Worlds, New Worlds, Other Worlds
Week 6 21-27 August
Indigenous Literacy Day
Week 7 Wednesday, 1 September
School Closure Day
Week 8, Friday 10 th September
Year 6 W41/W42 Market Day
Week 9 Thursday, 16th September
Japanese Cultural Day
Week 10 Thursday, 23rd September
Last Day of Term 2pm Dismissal
Week 10, Friday, 24 th September
Email Addresses
Beata Debicka
beata.debicka586@schoo ls.sa.edu.au
Renee Gray
firstname.lastname@example.org a.edu.au
TR10
Year 3
Beata and Renee
Term 3 Overview 2021
School Values
Pride Cooperation Quality Respect
Welcome Back!
Welcome to Term 3. We trust your family enjoyed the break. We look forward to a busy term of learning in TR10. Please check Skoolbag regularly for important updates.
English
This Term the students will be focusing on the following 2 text types: Explanation and Information Report Writing. We will be looking closely at the structure, grammar and writing features of these two text types and there will be a focus on vocabulary and text organisation to improve student writing. We will be teaching spelling, grammar and punctuation through the Jolly Phonics/Grammar Program. Students will work in small groups and with the teacher during Guided Reading to improve reading comprehension.
Mathematics
We will continue to develop students' skills in Mathematical Understanding, Fluency, Problem Solving and Reasoning by exploring various calculating, counting and mental strategies to help solve real life problems. Our focus for term 3 will be Money and Financial Mathematics and Statistics and Probability. Students will be representing money in a range of values and counting change to the nearest 5 cents. They will collect data, arrange it into categories, create displays using a range of graphs with and without the use of digital technologies. Students will conduct chance experiments, identifying possible outcomes and variations.
Humanities and Social Sciences
In Term 3 students will focus on History, sequencing information about events and the lives of individuals in chronological order. They will pose questions about the past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They will analyse information to identify a point of view and present their findings to the class.
Science
This term we will be looking at Biological Science. Students will explore differences between living, once living and products of living things. They will sort and group things by observable features and characteristics which can be distinguished from non-living things.
Child Protection Curriculum
In Term 3 we will be focusing on Recognising and Reporting Abuse. Students will explore strategies to manage physical, social and emotional change.
Science, Technology, Engineering and Math (STEM)
Our STEM activities are integrated across the
curriculum. The students will develop their
problem-solving skills
through designing, making, modifying and appraising depending on the student's interests and inquiry questions about the given topic.
In Technology we will identify and explore a range of digital systems and recognise different types of data and how the same data can be represented in different ways.
Specialist Subject areas:
This year specialist subjects are The Arts, Japanese and Health and Physical Education (P.E). Please see specialist subjects' newsletters for more information. Each week students will participate in two P.E lessons, two Japanese lessons and one Arts lesson.
| | | | TR 10 |
|---|---|---|---|
| Monday | | 11:15am PE | 11:15am |
| | Monday | | PE |
| Tuesday | | 2:15pm Japanese | |
| Wednesday | | 10:10am Arts | |
| Thursday | | 2:15pm Japanese | |
| Friday | | 9:25am PE | |
We look forward to working in partnership with families and students to achieve successful learning outcomes as well as supporting student wellbeing.
Beata and Renee | 2,003 | 938 | {
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Antipsychotic Drugs for Children and
Adolescents: What You Should Know
What are antipsychotic drugs?
For children and adolescents, the most common side effects seem to be:
* Higher risk of Type 2 diabetes and high cholesterol
* Uncontrolled moving of the body, or a part of the body or face
Antipsychotics are drugs used to treat the symptoms of schizophrenia and other mental health problems in adults. The exact cause of these problems is not fully known. Antipsychotics work by changing chemicals in the brain that affect behavior, mood, and learning.
These drugs are also used to treat mental illnesses and other problems in children and adolescents (teens and pre-teens), such as bipolar disorder, schizophrenia, autism, and certain behavior disorders. The drugs that are used most often are called "atypical antipsychotics."
What should I know before my child or adolescent takes an antipsychotic drug?
Antipsychotic drugs have not been well studied in children or adolescents. Most studies have included only adults. Only a few, very small studies have included children and adolescents. Even fewer studies have compared one drug with another.
As a result, we know little about how these drugs affect children's and adolescents' developing bodies. Only four drugs have been approved for use in children and adolescents. (See the top chart on the other side.)
Antipsychotic drugs can have serious side effects.
one side effect. The side effects are different for each drug.
Most people who take antipsychotics have more than
There is not much information on how antipsychotics affect children and adolescents. Discuss other treatments with your child's therapist or doctor. If they suggest a drug, ask about all the risks and benefits.
* Weight gain
Antipsychotic drugs are expensive.
Only two of the drugs—clozapine and risperidone— are available as generics. Generics work the same as brand-name drugs, but they cost much less. The other drugs are available only as brand-name drugs. They can cost from $200 to over $1,000 a month.
Our advice:
Make sure there is a complete treatment plan for your child or adolescent before starting an antipsychotic drug. The plan should include cognitive behavioral therapy, parent-management training, and specialized educational programs. These treatments can help with many disorders, including schizophrenia, bipolar disorder, autism, or a behavior disorder. Ask your child's doctor about these treatments.
If you think your child or adolescent may need a drug, be sure to ask your doctor these questions:
* Will an antipsychotic drug treat my child's symptoms?
* Will it be safe for my child?
* Are there other kinds of drugs to treat the symptoms?
You and the doctor should also talk about any other conditions your child or adolescent may have, such as Attention Deficit Hyperactivity Disorder (ADHD), and how they are being treated.
If you and your doctor decide that your child or adolescent should try an antipsychotic drug, use the lowest possible dose. And make sure that the doctor sees your child regularly, to make sure the drug is helping.
Antipsychotic Drugs for Children and Adolescents
We do not recommend any of the drugs as Consumer Reports Best Buy Drugs because we do not know how safe and effective they are for children and adolescents under the age of 18.
Our analysis is based on a scientific review by the Oregon Health and Science University-based Drug Effectiveness Review Project. This is a summary of a longer, more detailed report you can find at www.CRBestBuyDrugs.org.
The FDA-approved antipsychotic drugs for limited use with children and adolescents
The FDA (U.S. Food and Drug Administration) is the federal agency that evaluates new drugs and approves them for use. When the FDA approves a drug, it also decides the main ways the drug can be used. The drugs listed below have been FDA-approved for use with children and adolescents for the conditions shown:
Antipsychotic drugs used off-label
The FDA has not approved the drugs listed below for use with children and adolescents. Off-label use is when a doctor prescribes a drug for an unapproved use. This is legal, but there may be less research to support it. | 1,805 | 869 | {
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ENSC Technology Curriculum
ROLL OUT BEGINS in AUGUST
Will our students be able to survive without technology skills in their future?
Information and Communication Technology (ICT) first entered schools as part of the Apple Classrooms of Tomorrow™ (ACOT) project in 1985 (Bryant, 2008; Dunleavy, Dexter, & Heinecke, 2007).
Despite "the fact that microcomputers have been in schools for almost twenty thirty years, and considering that most teachers have participated in some type of professional development, it is still surprising to see how many teachers there are who do not use technology at all" ("Factors that Affect the Effective Use of Technology in Teaching & Learning," 2012).
Will our students be able to survive without technology skills in their future?
CAN'T is a four letter word!
Our students can master these skills. There are some students who already have. For the rest, we owe it to them to ensure that they are prepared for their future careers.
KEY THINGS YOU NEED TO KNOW
Not taught in isolation
All teachers are responsible for covering the items for their grade level.
The standards document represents the minimum mastery level
HOW TO READ THE DOCUMENT
Start with your grade level standards.
The, become familiar with what the requirements are for each standard above and below you.
Eighth Grade
THEN WHAT?
HOW DO YOU PREPARE FOR THIS?
Know your our technology skills and create a PD plan for things you are not familiar with.
Start looking at which things you already do.
Start lesson planning with standards in mind first then add in the technology.
QUESTIONS THAT HAVE ALREADY BEEN ASKED
Something that I do is not on my grade level list, can I teach that?
Yes, these are a minimum level of mastery. If you chose to cover all of the items indicated at your grade level and want to add in more, go for it. The more our students know about technology the better.
I question whether the content is appropriate for all grade levels.
All of the standards are items that students in this district have and can do. Several comments were made about elementary students and email. Elementary students can only email a teacher or staff member. They do not have open access.
How do I have time to do all of this?
Integration is the key to your success. The standards are not to be taught in a skill and drill or isolation manner.
How will keyboarding be addressed?
Each elementary will have a set of keyboards that can be attached to Ipods or Ipads. However, the keyboarding skills for each grade level can be accomplished with the tools you have. Ipads can be turned sideways and the keyboard is the appropriate size for smaller hands. Again, integrate not isolate. | 1,169 | 591 | {
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Nipple Shields
A nipple shield is an artificial nipple worn over the mother's nipple during a feeding. It's a tool that can be helpful in specific situations, but it is not a substitute for experienced breastfeeding assistance.
If used incorrectly, nipple shields can lead to infant weight loss, reduced milk supply, plugged ducts and mastitis. It's important to work closely with your lactation consultant and your baby's healthcare provider if you are using a nipple shield.
What are some common reasons for using a nipple shield?
- Flat or inverted nipples
- Sore or damaged nipples
- Engorgement
- Nipple preference, when baby prefers an artificial nipple over mother's breast
- Premature infant with a small mouth, weak suck, or other physical challenge
- Breast refusal
How do I choose the correct size nipple shield?
The nipple shield should be the right size for the size of your baby's mouth.
16mm (extra small): for smaller babies and premature babies
20mm (small): for most newborn babies
24mm (medium): for large nipples and older babies
How do I place a nipple shield?
- Warm the nipple shield in your hands or under warm water
- Turn the nipple shield partially inside out
- Place the nipple shield directly over your nipple
- Peel the nipple shield back over the breast to create a tight fit
- Moistening the inside of the shield with water or breast milk will help maintain a seal once the nipple shield is placed
- When the baby sucks, your nipple should be drawn deeply into the shank of the nipple shield. This will allow your baby's jaw to compress the milk sinuses and effectively remove milk during the feeding.
How can I tell if my baby is latched well with a nipple shield?
A shallow latch can increase your pain, decrease your baby's milk intake and reduce your overall milk production. Your nurse or lactation consultant can evaluate your baby's latch to be sure they demonstrate the following signs:
- Baby's nose and chin are in contact with the breast
- Baby's top and bottom lips are flanged outward
- Baby's cheeks are full and round, not dimpled
- You have no feel pain during the feeding
- You are able to see and hear your baby swallowing
- After the feeding, your nipple is round and elongated
How do I clean the nipple shield?
After each use, wash the nipple shield in warm soapy water and rinse well.
Do I need to use a breast pump?
When using a nipple shield, it is important to pump after breastfeeding to make sure the breasts are well emptied. You will need to continue pumping after
every feeding until your milk supply is well established and your baby is gaining weight.
How do I wean my baby from a nipple shield?
The weaning process from a nipple shield can be lengthy. Begin by attempting to breastfeed without the shield in place at every feeding. Then, follow your baby's cues to learn when they seem most receptive to the change.
- Many babies are more willing to make the change when they are sleepy.
- Others are more willing after the initial let down of milk has occurred.
- Some babies need a partial feeding on one breast with a shield before they are willing to attempt to latch to the other breast without a shield.
Where can I get help for breastfeeding problems?
- For general breastfeeding questions, please call the Lactation Help Line at (844) 200-8894. You will be asked to leave a message and a lactation consultant will return your call within 24 hours.
- If you would like to schedule an appointment to meet with one of our lactation consultants, please call the Briarwood Breastfeeding Clinic at (734) 232-2600.
Disclaimer: This document contains information and/or instructional materials developed by the University of Michigan Health System (UMHS) for the typical patient with your condition. It may include links to online content that was not created by UMHS and for which UMHS does not assume responsibility. It does not replace medical advice from your health care provider because your experience may differ from that of the typical patient. Talk to your health care provider if you have any questions about this document, your condition or your treatment plan.
Patient Education by University of Michigan Health System is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Last Revised 3.2016 | 1,778 | 907 | {
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'Rising hope during rising tides': the presentation of a peace candle during the Ecumenical Youth Concert, Suva, Fiji
Having marched to the accompaniment of the Salvation Army band through the main streets of Suva on a hot, sunny Easter Sunday afternoon, young people from a dozen different denominations gathered at Ratu Sukuna Park for Fiji's fourth annual Ecumenical Youth Concert.
Organised jointly by the Fiji Council of Churches (FCC) and the Ecumenical Centre for Research, Education and Advocacy (ECREA), the theme of this year's concert was 'Resurrection: Rising hopes during rising tides'. Revd. James Bhagwan gave the opening key address on climate change: "People need to make peace not only with God and one another, but there is also a need to be at peace with our planet, our common home and the environment".
It was during the initial welcome that mission partner, Julia Edwards was called up to the stage to present a peace candle to the Vice President of the Fiji Council of Churches, Major Uruaia Dravikula of the Salvation Army. The candle was a gift from the Stirling Methodist Church, given in solidarity with the people of Fiji and the Pacific, in response to the impacts of climate change in the region and the considerable suffering that Severe Tropical Cyclone Winston had caused in February 2016.
Julia offered the candle on behalf of Stirling Methodist Church, the Methodist Church in Britain and concerned people in the UK. "We are all one: one people, one planet, one in unity and one in hope". And with those words she handed over the candle.
The concert continued with creative arts and contemporary dance performances, and the singing of traditional hymns of celebration. And each act was eagerly applauded by the audience, who were scattered (fittingly) to the shade of giant rain trees.
Supernumerary minister, Rev. Walter Attwood of Stirling Methodist Church, who had presented Julia with the peace candle on a cold, dark evening in February and asked her to take the candle back with her to Fiji, said: "When you go back to Fiji take this candle to your church, light it and pray for peace, not just peace among people but peace with the planet, peace with plants, peace with animals, birds and fish, peace with the air, the land and oceans."
The annual Ecumenical Youth Concert aims to celebrate the different denominations and for young people to come together to share and display unity in the body of Christ. | 966 | 523 | {
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Take Home Flow 9-26-09
Yoga for Yoga Month Part 5
September is National Yoga Month. Let's challenge ourselves to practice yoga every day – 30 days of yoga! On days when you can't make it to class, here is a flow that will move your body in all directions – forward bending, back bending, side bending, twisting, heart opening, hip opening, hamstring stretching, abdominal strengthening, balance and an inversion. These are all of the components I include in my classes. Remember, though, yoga is not about the poses, but about coming to a state of being that brings you peace and clarity. Let's take on the Yoga Month challenge!
Come to your center
Sit comfortably. Begin with a few moments to listen to your breath, becoming quietly centered. As you connect with your breath, begin to let your arms flow up and down with each wave of breath. I allow my breath to bring me to a calm, centered place.
Awaken your body
For a few breaths, play with a few poses to awaken your body and your connection to your movement. Release the neck, open the spine with cat/cow flows, stretch into downward facing dog, release into a standing forward bend. When you are ready, make your way to standing with legs wide on the long side of your mat for your flow.
Flow
1. Start with a few sun breaths – sweeping arms to the sky, then to the earth.
2. After a few sunbreaths, take side bends to each side. Feel the lengthening all the way up to your fingers. After side bends, take a few more sunbreaths.
3. Turn feet to point to the corners of your mat. Exhale and sink down to goddess pose. Pull the elbows back to open the front body. After several breaths, rise up, turn feet back to the long side of the mat and take a few more sunbreaths.
4. Take hands behind your back and lace fingers together. Begin to lift and open your heart. When your heart feels nice and open, fold into a forward bend. Relax and breathe. Then take hands to the thighs to lift up for more sunbreaths
5. On the last sunbreath, take hands to the floor. With right hand below the face, take left hand to the low back. Lengthen the spine, then twist heart to the left. You can raise the left hand, or keep it at your back. Untwist, then twist to the right. Finish by rising up for sunbreaths.
6. Take hands to the low back, make fists. Allowing your heart to rise, slowly explore a backbend. Find where you feel safe and comfortable in this backbend. Slowly come back up and fold your backbend into a forward bend.
7. Step to the top of your mat. Take right fingertips in front of the right foot and begin to open into half moon balance. Be where you can in the pose. After a few breaths, repeat half moon to the other side.
8. Walk your feet back to lower down onto the mat. With legs extended, lengthen upward with an inhale, and tip the hips forward with an exhale to relax in a forward bend.
9. Roll down onto the back. Cross the right ankle over the left thigh. Begin with abdominal strengthening by resting your head in hands laced together, Using the strength at your center, lift up and twist to the right. Lower down and repeat slowly a few times. Then move hands behind the left thigh to open the hips in the reclining variation of pigeon pose. Repeat on the other side.
10. Finish this flow with a nice shoulderstand inversion.
Receive
Close your practice with a few moments in final relaxation, receiving the benefits of this short, comprehensive flow.
I breathe in and out and receive the gifts of my practice. Namaste
8
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SUBJECT-VERB-PREPOSITIONAL PHRASE IDENTIFICATION WORKSHEET #2
EXERCISE
For the following sentences: Underline the Subject. Circle the verb. Put parentheses around all the prepositional phrases in these sentences.
1. This change in plans suits me.
2. Lori plays here every day.
3. Jack went with his father.
4. Vera lost her purse.
5. The dog barked loudly.
6. The sun shines brightly today.
7. Boys and girls dashed from the building and ran in all directions.
8. Beside the counter stood a fat man, a thin woman, and a small boy.
9. On the doorstep lay a large pumpkin.
10. Judy and Sue sat on the floor, listened to records, and ate nuts.
11. Through the yard ran a dog and a rabbit.
12. The explorers discovered a strange new land.
13. Our club learned a new song and practiced new cheers yesterday.
14. Some pupils waste time and energy in school.
15. Ms. Hill read the entire poem to the class.
16. My sister-in-law sent the camera to me.
17. Margaret changed her mind.
18. A cloud of dust blew around us.
19. On this spot once stood a small cottage.
20. The scientist considers the problem thoughtfully.
21. After the game Mary, Jane, and Ellen went to a party.
22. The lights flickered, dimmed, and went out.
23. The first batter hit a double and later scored.
24. Scientific discovery expands human knowledge.
25. Mary and John ran to the store and bought some milk.
26. Other scientists study the new information.
27. Further developments lead to discovery.
28. The discoverer writes a paper about the new principle.
29. An experiment in the laboratory improves the idea.
30. Other scientists offer advice and ideas.
31. A scientist notices an odd occurrence in nature.
32. The reasons for it are unexplained.
33. Scientific discoveries caused many changes.
34. Modern transportation brings food and medicine to distant places.
35. News traveled slowly in the past.
36. Modern communication of new ideas changes our world.
37. Books and newspapers are available to everyone.
38. Machines eliminate much hard labor.
39. Engines provide power for light and heat.
40. Leisure allows time for thought and for growth.
41. The pace of human life is faster.
42. We continue our study of the universe.
43. The magician mystified everyone.
44. The Chinese ring trick was fun.
45. The magic box interested Joe.
46. Was it Joe's box?
47. It looked the same.
48. The magician appeared confident.
49. Even the older people became enthusiastic.
50. The magician seemed happy at our applause. | 1,026 | 574 | {
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Publication: Houston Chronicle
Date: August 21, 2014
Author: Andrea Rumbaugh
Real-life money lessons await college students
Leaving home for college gives students an opportunity to build credit and learn budgeting skills - or become mired in debt and bad spending habits.
"The budgeting, spending and saving habits that a student forms in college are going to stick around a long time after graduation," said Donna Skeels Cygan, an Albuquerque, N.M.-based certified financial planner and author of "The Joy of Financial Security."
Money tends to be a hush-hush topic, but Cygan said it's important for parents to openly discuss money with their kids.
For starters, she said, parents should talk about the cost of college and how that's being paid for. They should tell their children if they can't afford an expensive school and if loans are needed. Being open about this decision-making process, she said, fosters good habits.
Another conversation should focus on whether students want to work through college. In Cygan's opinion, and if it's financially possible, students should take a full load of classes and not work during the school year. During summer vacation, she said, they should hold jobs. And it's a good idea to start contributing to a Roth IRA as soon as they start earning income.
She also warned students to beware of credit cards. She recommended they work with parents to get cards with lower spending limits.
Julie Myhre, senior manager of content at NextAdvisor.com, said credit cards are a good oppor tunity for students, but it's important that parents explain the proper use of these cards and the consequences if used incorrectly.
"I think credit cards for college students are a good thing," she said, "mostly because it's import ant for students to build some kind of credit."
NextAdvisor.com, a consumer website that reviews online services, created a list of what it con siders the best credit cards for students.
It rated the Citi Dividend Platinum Select Visa Card for College Students best overall. This card allows students to earn 5 percent cash back on rotating categories - ranging from movie tickets to groceries to gas - and 1 percent cash back on all other purchases, up to $300 annually.
It's a hammer
Joe Burke, executive vice president of development for Junior Achievement of Southeast Tex as, equates a credit card to a hammer. He said it's a tool that, if used correctly, can build things. However, it can also cause destruction if used improperly.
Financial literacy is one of Junior Achievement's three key content areas, he said, and it is in volved in many of the organization's K-12 programs.
One in particular, designed for students in eighth through 12th grades, is JA Finance Park. This program provides teachers with a curriculum that discusses topics like saving, investing, bud geting, using credit effectively and abating risk through insurance. Students then attend an event where they're provided with a life scenario - if they're single or married, if they have kids, how much they make - and are challenged to balance their wants and needs with their means.
Making cutbacks
"It's a really interesting thing to watch high school kids try to decide where they're going to make their cutbacks," he said.
Bank of America also has Houston-area programs with a strong financial literacy emphasis.
Patti Abshire, community relations manager for the Houston market, said both the Bank of America Student Leaders and the Summer Youth Employment Initiative programs use grants, provided by Bank of America, for students to have paid summer internships.
"We're giving young people jobs and integrating financial education into the programs," Abshire said, "to make sure our young people have practical tools and resources to better manage their financial lives."
Delaine Tubbs, an 18-year-old from northern Houston, participated in the Student Leaders pro gram this summer and worked at the Children's Museum of Houston. She's about to start study ing policy studies and political science as a freshman at Rice University.
Keeping track
Before this summer, Tubbs didn't really track her spending. She had a general idea of her financ es but didn't keep a ledger. Now, she tracks what's made after taxes and records her purchases and expenses. The program enforced what her parents and teachers taught her, Tubbs said.
"On the whole, I think it's prepared me to manage my finances and just my life as an adult," she said.
Read Online: http://www.houstonchronicle.com/business/article/Students-can-start-buildinggood-financial-habits-5704032.php#/0 | 1,869 | 952 | {
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Bottled Water vs. Tap:
Information to help you reach for a healthier option
Bottled Water
It is not regulated by the federal Environmental Protection Agency (EPA) or the Food and Drug Administration (FDA).
Bottled water companies are not required to notify customers if contaminants are present in the water, and in most states, where the water is from, how it is purified, and if it is from the tap.
Over 25% of bottled water comes from a municipal water supply which is the same place tap water comes from.
Bottled water is marketed as mineral, artesian, spring, and sparkling water, but does not have added health benefits according to the FDA.
Tap Water
The EPA regulates tap water.
In 2009, the Pittsburgh Water and Sewage Authority acquired drinking water from the Allegheny River and treated about 70 million gallons and reaching 83,000 customers daily.
Nearly 90 million Americans use ground water and 16 million have private ground wells as their primary source of water.
FAST FACTS
It's a good idea to filter tap water because of the presence of unregulated contaminants. Choose a proper filter system based on the contaminates present in your tap water (www.ewg.org/tapwater/whats-in-yourwater).
Carbon filters can remove lead and by-products of the water treatment process. These filters are found in water pitchers, faucet filters, and large dispensers. Reverse osmosis filters remove chemical contaminants and disease-causing organisms, but result in a large amount of wastewater.
Choosing tap water is a better option for the environment. It takes three times as much water to make the bottle as it does to fill it.
In the United States, it takes 1.5 million barrels of oil to produce plastic water bottles. That would fuel 100,000 cars for an entire year!
Every year about 4 billion pounds of plastic bottles end up in landfills.
To get your recommended daily amount of water for one year, it would cost $1,400 if you only drank bottled water but only $0.49 if you drank from the tap.
Labels can be deceiving! Sports drinks and water with added vitamins and minerals are marketed for nutritional value, but contain ingredients to avoid such as high fructose corn syrup and artificial colors.
Drinking water is healthy for you! It hydrates the body best and increases energy levels. The most common cause of daytime fatigue is mild dehydration.
5877 Commerce Street | Pittsburgh, PA 15206
phone: 412.420.2290
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A Level Philosophy, Ethics & Christian Thought Transition Task
During the summer break we would like you to complete both the tasks below and bring them to school when you return in September.
Task One
Choose one book from the list below. Read the book and write a summary of the book and your own view of its contents. It must be at least 500 words. All the books below will help with reading for the course. Some of the copies are available quite cheaply second-hand from Amazon. You can also probably request and borrow them from your local library.
| Books on Philosophy | Author |
|---|---|
| The God Delusion | Richard Dawkins |
| Teach Yourself Philosophy of Religion | Mel Thompson |
| The Philosophy Files | Stephen Law |
| Philosophy A Graphic Guide | Dave Johnson & Judy Groves |
| Sophie’s World | Jostein Gaarder |
| Books on Ethics | | Author |
|---|---|---|
| Teach Yourself Ethics | | Mel Thompson |
| A very short introduction to Ethics or Being Good…. | | Simon Blackburn |
| The Moral Philosophers: An Introduction to Ethics | | Richard Norman |
| Puzzle of Ethics | | Peter Vardy |
| | Ethical Studies | Robert Bowie |
A Level Philosophy, Ethics & Christian Thought Transition Task
| Books on Development in Christian Thought | Author |
|---|---|
| Christianity – A Very Short Introduction | Linda Woodhead |
| History of Christianity | Nick Page |
| Teach Yourself Christianity | John Young |
| The Story of the Book | Terence Copley |
| The Shack | William Young |
Task Two
Look at the list of scholars listed below who you will be studying in this course. It will be very useful in your studies to know when these scholars lived in relation to each other. Create a timeline showing the scholars and when they lived in date order. You can add any other information that you feel is relevant e.g. subject area or philosophy and/or ethics.
| Aristotle | William Paley | Joseph Fletcher | Augustine |
|---|---|---|---|
| Rene Descartes | Anselm | Jeremy Bentham | Teresa of Avila |
| Immanuel Kant | Gaunilo | Sigmund Freud | Boethius |
| Thomas Aquinas | Richard Dawkins | Dietrich Bonhoeffer | John Hick |
| Aristotle | John Stuart Mill | Ludwig Wittgenstein | Antony Flew |
| George Moore | Basil Mitchell | Rudolph Otto | |
| Rosemary Ruether | Mary Daly | Richard Hare | |
| Karl Marx | Alfred Ayer | Richard Swinburne | | | 1,242 | 582 | {
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Janielle Rollins Ames IA
Dear Mr. Shusterman,
I am writing to you in regards to your book, The Shadow Club. I read this book in the fifth grade and might not have been greatly affected by it except that it gave me the first of many answers to questions I didn't even know I was asking. Anyone who I am close to knows that I am very analytical. I often wonder about why people act the way they do, and especially why good people lose integrity—even me.
For me, the fifth grade was when I really started to ask for answers to human behavior (don't worry—I still ask). It was around that time that I stopped seeing my parents as giants and started seeing them as people. I stopped looking at myself as always right and did "experiments" in my head where I would try to justify someone's differing viewpoint. I would briefly change my thinking to see the effect, but my inquisitiveness wasn't burning.
But I was curious. However, questions on human behavior are hard to ask, especially to adults. Psychology, which is now my favorite class, isn't taught in elementary schools. I was at the threshold of critical thinking regarding human behavior and needed the final push. Your book gave that to me.
Today (I'm a tenth grader now, by the way) I believe that everyone is in some way selfish, but that we can overcome our selfishness. I also believe that there is human choice, but we are not always aware of making those choices. For the younger me, it was simple: bad people did bad things, good people did good things, and children made mistakes. I now realize that those borders I put on human behavior were inadequate, like trying to keep air within a wire fence: there are too many holes for it to succeed!
Jared's journey and that of the other shadow club members, as they transform from ideal children into a gang, is mesmerizing, understandable, and terrifying all in the same instant. While reading it, I began to understand the faults of humanity in general and applied it to events in human history that we like to say are flukes of some sort, when in fact those events show what happens when people have power and don't consider the consequences. The holocaust, slavery, gang fights, bullying—how are societies created and sustained where these are accepted? What prejudices and cognitive dissonance must occur for genocide to happen based on religion? Based on "race"? How great must the need be to belong, and the need be for justice, for a gang to be born? Why, in a normal classroom setting, do most students ignore the bullying of a fellow student? This book made me question my life choices and the choices of those around me.
The most memorable change I think Jared goes through is when he chooses to believe Ralphy Sherman when all of the evidence is against him, just so that Jared can keep seeing Tyson in a bad light. This twisted moment opened my eyes more than their abuse of Tyson, because with Ryson their biases escalated. With Ralphy, they went against logic to justify hate. This made me wonder how many truths a society would sacrifice to be right.
If my mind and imagination could be contained in a room, the room would be full of closets. These closets would represent all the books I've ever read, and will read. They would be all shapes and sizes, and made out of every material possible. In them there would be things of a fantastic nature, and some of a simple nature. In some there would be gold, in others trash, in another something sad—maybe a poem. Perhaps in some closets there would be nothing at all. The Shadow Club would be a closet I opened young. But when I opened it, I didn't see treasure or trash, as I was expecting. Instead, I opened that closet door to a hallway. If there was an end to that hallway, I didn't see it, and still can't. In this hallway there are doors to more rooms, creating a maze of possible paths. Perhaps my life would have been easier if I had just stayed in the room full of closets. Maybe I would have been happier. However, I chose to leave that room, and get lost in the maze, and now I couldn't find the door that would take me back to that room if I tried. I remember it, but I can't go back after having seen the hallway. I think to go back would leave me empty. As Robert Frost once wrote:
"I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.
Your book did not end a war. It did not stop prejudice, or stop world hunger. However, your book has influenced my life greatly by helping change the way I see the world. For me, that has made all the difference.
Sincerely, Your student, Janielle Rollins
Copyright © The Center for the Book in the Library of Congress. Used by permission. | 1,693 | 1,088 | {
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Patrick Devlin
PADRAIG GREGORY (1886-1962) Architect and Poet
Born in Belfast in 1886, as a young boy Patrick Bernard Gregory left with his parents for America, but after time in New York and Colorado, he returned to Belfast to be raised by his aunts. On leaving school in 1901, he was apprenticed to various firms of architects and surveyors, and around this time he developed a lifelong interest in drama and literature. By 1906, aged 20, he was in joint practise as Gregory and Hall, Architects, and those twin spires of writing and architecture were to entwine throughout his life.
Strong also was Gregory's attachment to the Catholic Church, and his celebrated architectural achievements in Belfast include the improvements to St Columcille's Church on the Upper Newtownards Road, and two new chapels in St Mary's Dominican Convent on the Falls Road. Overseas, along with his son Brian, a partner in his architectural practise, he notably designed the Cathedral Church of Christ the King in Johannesburg, South Africa, which was dedicated in 1960.
However, writing filled a great part of his life, and, inspired by the Irish Literary Revival, he determined to record some of the stories, ballads and songs he had heard told and sung in country areas of the north of Ireland. He sought to capture these and keep them alive by committing them to print, writing as his ear heard, reproducing the way the tales and songs were rendered by the country people. Gregory's first collection of poetry was The Ulster Folk in 1912, and this was followed by six more volumes during and after the Great War, leading up to the publication in 1920 of the major work of his early career, Ulster Songs and Ballads. One aspect of his writing, reflecting the times he was living in, was his interest in the insurrectionist poets of 1916 and after. He wrote one volume of criticism on their work, and edited another, The Poems of Seán MacEntee, written by his former school fellow and later Deputy Prime Minister of Ireland, and indeed there was a distinct nationalist flavour to a number of his own subsequent poems.
HIDDEN GEMS AND FORGOTTEN PEOPLE
He devoted much time to his architectural work in the twenties, until a play The Coming of the Magi, in 1932. This and poems with a similar Nativity theme led to the Irish Monthly calling him "the poet of Christmas". In the 1930s Gregory published Anglo Irish Folk Songs, Volumes I & II, and one of his songs, Padraic the Fidler, was recorded by John McCormack and violinist Fritz Kreisler.
Collected Ballads appeared in 1935, and other writing includes his 1941 study of Italian Renaissance art, When Painting Was In Glory. His final collection of poetry, Complete Ulster Ballads, appeared in 1959.
.
Padraic Gregory died in Belfast in 1962
Acknowledgement to http://www.padraicgregory.com/ | 1,227 | 639 | {
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